Tipton, Tom, Ed.
Presents a flow chart for naming inorganic compounds. Although it is not necessary for students to memorize rules, preliminary skills needed before using the chart are outlined. Also presents an activity in which the mass of an imaginary atom is determined using lead shot, Petri dishes, and a platform balance. (JN)
Zayapragassarazan, Z.; Kumar, Santosh
Present generation students are primarily active learners with varied learning experiences and lecture courses may not suit all their learning needs. Effective learning involves providing students with a sense of progress and control over their own learning. This requires creating a situation where learners have a chance to try out or test their…
International Technology Education Association, Reston, VA.
This guide contains 30 technology learning activities. Activities may contain all or some of the following: an introduction, objectives, materials and equipment, challenges, limitations, notes and investigations, resources and references used, and evaluation ideas. Activity titles are: (1) Occupations in Construction Technology; (2) Designing a…
A set of ten teacher-prepared Learning Activity Packages (LAPs) in beginning algebra and nine in intermediate algebra, these units cover sets, properties of operations, number systems, open expressions, solution sets of equations and inequalities in one and two variables, exponents, factoring and polynomials, relations and functions, radicals,…
Friston, Karl; FitzGerald, Thomas; Rigoli, Francesco; Schwartenbeck, Philipp; O'Doherty, John; Pezzulo, Giovanni
This paper offers an active inference account of choice behaviour and learning. It focuses on the distinction between goal-directed and habitual behaviour and how they contextualise each other. We show that habits emerge naturally (and autodidactically) from sequential policy optimisation when agents are equipped with state-action policies. In active inference, behaviour has explorative (epistemic) and exploitative (pragmatic) aspects that are sensitive to ambiguity and risk respectively, where epistemic (ambiguity-resolving) behaviour enables pragmatic (reward-seeking) behaviour and the subsequent emergence of habits. Although goal-directed and habitual policies are usually associated with model-based and model-free schemes, we find the more important distinction is between belief-free and belief-based schemes. The underlying (variational) belief updating provides a comprehensive (if metaphorical) process theory for several phenomena, including the transfer of dopamine responses, reversal learning, habit formation and devaluation. Finally, we show that active inference reduces to a classical (Bellman) scheme, in the absence of ambiguity.
Lumpkin, Angela; Achen, Rebecca M.; Dodd, Regan K.
A paradigm shift from lecture-based courses to interactive classes punctuated with engaging, student-centered learning activities has begun to characterize the work of some teachers in higher education. Convinced through the literature of the values of using active learning strategies, we assessed through an action research project in five college…
Effective early childhood teachers use what they know about and have observed in young children to design programs to meet children's developmental needs. Play and active learning are key tools to address those needs and facilitate children's early education. In this article, the author discusses the benefits of active learning in the education of…
Mazzoni, Dominic; Wagstaff, Kiri L.; Burl, Michael
Active learning algorithms attempt to accelerate the learning process by requesting labels for the most informative items first. In real-world problems, however, there may exist unlabeled items that are irrelevant to the user's classification goals. Queries about these points slow down learning because they provide no information about the problem of interest. We have observed that when irrelevant items are present, active learning can perform worse than random selection, requiring more time (queries) to achieve the same level of accuracy. Therefore, we propose a novel approach, Relevance Bias, in which the active learner combines its default selection heuristic with the output of a simultaneously trained relevance classifier to favor items that are likely to be both informative and relevant. In our experiments on a real-world problem and two benchmark datasets, the Relevance Bias approach significantly improved the learning rate of three different active learning approaches.
Nolde Forest Environmental Education Center, Reading, PA.
Seventy field activities, pertinent to outdoor, environmental studies, are described in this compilation. Designed for elementary and junior high school students, the activities cover many discipline areas--science, social studies, language arts, health, history, mathematics, and art--and many are multidisciplinary in use. Topics range from soil…
Texas Child Care, 1996
Suggests activities to help toddlers develop skills in the four important areas of self-help, creativity, world mastery, and coordination. Activities include hand washing, button practice, painting, movement and music, bubble making, creation of a nature mural, and a shoe print trail. (TJQ)
Ducote, Richard L.
Describes Collin County Community College's commitment to an active/experiential learning philosophy and the role of the college's learning resources center (LRC) in promoting learner-centered education and lab experiences throughout the curriculum. Discusses the LRC's Alternative Learning Center, which uses computers and other technology to…
Hatch, J. Amos
"Learning as a subversive activity" is about working with public school students to debunk the shallow conception that achievement equals learning. That means exposing the power relations that keep in place such a narrow definition of what counts and exploring the implications of those powerful forces for students' lives and for society at large.…
Goff-Kfouri, Carol Ann
Research has shown that although university instructors of English as a Second Language are aware of the benefits that active learning can bring the student, teacher-centered, traditional lecture method classes are still the norm. Resistance to change is due in part to large class sizes, limited instruction hours, and the perception that proactive…
Casale, Carolyn Frances
Ethiopia is a developing country that has invested extensively in expanding its educational opportunities. In this expansion, there has been a drastic restructuring of its system of preparing teachers and teacher educators. Often, improving teacher quality is dependent on professional development that diversifies pedagogy (active learning). This…
This learning activity package on oral hygiene is one of a series of 12 titles developed for use in health occupations education programs. Materials in the package include objectives, a list of materials needed, a list of definitions, information sheets, reviews (self evaluations) of portions of the content, and answers to reviews. These topics…
Wagstaff, Kiri; Mazzoni, Dominic
An improved active learning method has been devised for training data classifiers. One example of a data classifier is the algorithm used by the United States Postal Service since the 1960s to recognize scans of handwritten digits for processing zip codes. Active learning algorithms enable rapid training with minimal investment of time on the part of human experts to provide training examples consisting of correctly classified (labeled) input data. They function by identifying which examples would be most profitable for a human expert to label. The goal is to maximize classifier accuracy while minimizing the number of examples the expert must label. Although there are several well-established methods for active learning, they may not operate well when irrelevant examples are present in the data set. That is, they may select an item for labeling that the expert simply cannot assign to any of the valid classes. In the context of classifying handwritten digits, the irrelevant items may include stray marks, smudges, and mis-scans. Querying the expert about these items results in wasted time or erroneous labels, if the expert is forced to assign the item to one of the valid classes. In contrast, the new algorithm provides a specific mechanism for avoiding querying the irrelevant items. This algorithm has two components: an active learner (which could be a conventional active learning algorithm) and a relevance classifier. The combination of these components yields a method, denoted Relevance Bias, that enables the active learner to avoid querying irrelevant data so as to increase its learning rate and efficiency when irrelevant items are present. The algorithm collects irrelevant data in a set of rejected examples, then trains the relevance classifier to distinguish between labeled (relevant) training examples and the rejected ones. The active learner combines its ranking of the items with the probability that they are relevant to yield a final decision about which item
Defines active learning as students actively involved in the learning process. Suggests that to learn actively, students need to know their learning styles and engage with the subject matter. Concludes that students who know their learning styles and are allowed to choose time management methods, note-taking systems, textbook marking methods and…
The purposes of the first two parts of this literature review are to clarify the concept of active learning and discuss the use and value of active learning models. In Part I, the perspectives of five historical proponents of active learning, Rousseau, Pestalozzi, Dewey, Kilpatrick, and Piaget, are discussed. The views of four contemporary…
In Ireland family learning and active citizenship has not been linked together until 2006. It was while the Clare Family Learning Project was involved in a family learning EU learning network project, that a suggestion to create a new partnership project linking both areas was made and FACE IT! was born (Families and Active Citizenship…
The article "Socio-political development of private school children mobilising for disadvantaged others" by Darren Hoeg, Natalie Lemelin, and Lawrence Bencze described a language-learning curriculum that drew on elements of Socioscientific issues and Science, Technology, Society and Environment. Results showed that with a number of enabling factors acting in concert, learning about and engagement in practical action for social justice and equity are possible. An alternative but highly compatible framework is now introduced—phronetic social research—as an action-oriented, wisdom-seeking research stance for the social sciences. By so doing, it is hoped that forms of phronetic social research can gain wider currency among those that promote activism as one of many valued outcomes of an education in science.
Brown, Ashland O.; Jensen, Daniel; Rencis, Joseph; Wood, Kristin; Wood, John; White, Christina; Raaberg, Kristen Kaufman; Coffman, Josh
The purpose of active learning is to solicit participation by students beyond the passive mode of traditional classroom lectures. Reading, writing, participating in discussions, hands-on activities, engaging in active problem solving, and collaborative learning can all be involved. The skills acquired during active learning tend to go above and…
Friston, Karl J; Daunizeau, Jean; Kiebel, Stefan J
This paper questions the need for reinforcement learning or control theory when optimising behaviour. We show that it is fairly simple to teach an agent complicated and adaptive behaviours using a free-energy formulation of perception. In this formulation, agents adjust their internal states and sampling of the environment to minimize their free-energy. Such agents learn causal structure in the environment and sample it in an adaptive and self-supervised fashion. This results in behavioural policies that reproduce those optimised by reinforcement learning and dynamic programming. Critically, we do not need to invoke the notion of reward, value or utility. We illustrate these points by solving a benchmark problem in dynamic programming; namely the mountain-car problem, using active perception or inference under the free-energy principle. The ensuing proof-of-concept may be important because the free-energy formulation furnishes a unified account of both action and perception and may speak to a reappraisal of the role of dopamine in the brain.
Friston, Karl J.; Daunizeau, Jean; Kiebel, Stefan J.
This paper questions the need for reinforcement learning or control theory when optimising behaviour. We show that it is fairly simple to teach an agent complicated and adaptive behaviours using a free-energy formulation of perception. In this formulation, agents adjust their internal states and sampling of the environment to minimize their free-energy. Such agents learn causal structure in the environment and sample it in an adaptive and self-supervised fashion. This results in behavioural policies that reproduce those optimised by reinforcement learning and dynamic programming. Critically, we do not need to invoke the notion of reward, value or utility. We illustrate these points by solving a benchmark problem in dynamic programming; namely the mountain-car problem, using active perception or inference under the free-energy principle. The ensuing proof-of-concept may be important because the free-energy formulation furnishes a unified account of both action and perception and may speak to a reappraisal of the role of dopamine in the brain. PMID:19641614
This paper discusses the relationship between ageing and learning, previous literature having confirmed that participation in continued learning in old age contributes to good health, satisfaction with life, independence and self-esteem. Realizing that learning is vital to active ageing, the Hong Kong government has implemented policies and…
Bailey, Don; And Others
Presented is a collection of learning activities for the young handicapped child covering 295 individual learning objectives in six areas of development: gross motor skills, fine motor skills, social skills, self help skills, cognitive skills, and language skills. Provided for each learning activity are the teaching objective, teaching procedures,…
Kurilovas, Eugenijus; Juskeviciene, Anita; Bireniene, Virginija
The paper aims to present current research on mobile learning activities in Lithuania while implementing flagship EU-funded CCL project on application of tablet computers in education. In the paper, the quality of modern mobile learning activities based on learning personalisation, problem solving, collaboration, and flipped class methods is…
Montoro, Carlos; Hampel, Regine; Stickler, Ursula
This article presents the methods and results of a four-year-long research project focusing on the language learning activity of individual learners using online tasks conducted at the University of Guanajuato (Mexico) in 2009-2013. An activity-theoretical model (Blin, 2010; Engeström, 1987) of the typical language learning activity was used to…
Jasmine, Grace; Jasmine, Julia
This book is designed to help advanced elementary students learn science skills while actively engaged in cooperative activities based on the earth sciences and natural disasters. The first section explains how to make cooperative learning a part of the curriculum and includes an overview, instructions and activities to bring cooperative learning…
Heisel, Marsel A.
This study aimed to investigate how 132 poor, urban, elderly black persons engage in formal and informal learning activities and the relation of such activities to educational histories and current life satisfaction. Findings show that the population is involved in purposeful learning activities and is motivated to pursue educational interests.…
Jobe, Holly; Cannon, Glenn
This teachers' manual outlines the design, development, and evaluation processes for Learning Activities Packages (LAPS), including mediated learning activities. A lesson plan for the first day's instruction is provided, as well as a 20-item pre-post test. Each LAP has five components: concept, rationale, objectives, preassessment, activities, and…
Vos, Henk; de Graaff, E.
The reasons to introduce formats of active learning in engineering (ALE) such as project work, problem-based learning, use of cases, etc. are mostly based on practical experience, and sometimes from applied research on teaching and learning. Such research shows that students learn more and different abilities than in traditional formats of…
Addresses the problem of the effectiveness of teaching methodologies on fundamental engineering courses such as transport phenomena. Recommends the colloquial approach, an active learning strategy, to increase student involvement in the learning process. (ZWH)
Glesener, G. B.
Understanding the basic elements of a topographic map (i.e. contour lines and intervals) is just a small part of learning how to use this abstract representational system as a resource in geologic mapping. Interpretation of a topographic map and matching its features with real-world structures requires that the system is utilized for visualizing the shapes of these structures and their spatial orientation. To enrich students' skills in visualizing topography from topographic maps a spatial training activity has been developed that uses 3D objects of various shapes and sizes, a sighting tool, a plastic basin, water, and transparencies. In the first part of the activity, the student is asked to draw a topographic map of one of the 3D objects. Next, the student places the object into a plastic tub in which water is added to specified intervals of height. The shoreline at each interval is used to reference the location of the contour line the student draws on a plastic inkjet transparency directly above the object. A key part of this activity is the use of a sighting tool by the student to assist in keeping the pencil mark directly above the shoreline. It (1) ensures the accurate positioning of the contour line and (2) gives the learner experience with using a sight before going out into the field. Finally, after the student finishes drawing the contour lines onto the transparency, the student can compare and contrast the two maps in order to discover where improvements in their visualization of the contours can be made. The teacher and/or peers can also make suggestions on ways to improve. A number of objects with various shapes and sizes are used in this exercise to produce contour lines representing the different types of topography the student may encounter while field mapping. The intended outcome from using this visualization training activity is improvement in performance of visualizing topography as the student moves between the topographic representation and
Van Horne, Sam; Murniati, Cecilia Titiek
Although post-secondary educational institutions are incorporating more active learning classrooms (ALCs) that support collaborative learning, researchers have less often examined the cultural obstacles to adoption of those environments. In this qualitative research study, we adopted the conceptual framework of activity theory to examine the…
A lesson structure for one-time bibliographic instruction (BI) sessions based on an active learning technique was developed. Active learning is discussed, and the "jigsaw method" is described. BI sessions presented to junior- and senior-level college students are examined, and considerations for librarians wishing to incorporate active…
Describes the activities of a high school class that discovered the joy of history through experiential learning. Students learned traditional military tactics for their unit on the French and Indian Wars, and tried to apply them to a nearby woods. Includes similar activities for other historic periods. (MJP)
Karns, Gary L.
The learning style individual difference factor has long been a basis for understanding student preferences for various learning activities. Marketing educators have been advised to heavily invest in tailoring course design based on the learning style groups in their classes. A further exploration of the effects of learning style differences on…
Foster, Liam; Boxall, Kathy
Background: People (with and without learning disabilities) are living longer. Demographic ageing creates challenges and the leading policy response to these challenges is "active ageing". "Active" does not just refer to the ability to be physically and economically active, but also includes ongoing social and civic engagement…
King, D. B.; Lewis, J. E.; Anderson, K.; Latch, D.; Sutheimer, S.; Webster, G.; Moog, R.
Active learning has gained increasing support as an effective pedagogical technique to improve student learning. One way to promote active learning in the classroom is the use of in-class activities in place of lecturing. As part of an NSF-funded project, a set of in-class activities have been created that use climate change topics to teach chemistry content. These activities use the Process Oriented Guided Inquiry Learning (POGIL) methodology. In this pedagogical approach a set of models and a series of critical thinking questions are used to guide students through the introduction to or application of course content. Students complete the activities in their groups, with the faculty member as a facilitator of learning. Through assigned group roles and intentionally designed activity structure, process skills, such as teamwork, communication, and information processing, are developed during completion of the activity. Each of these climate change activities contains a socio-scientific component, e.g., social, ethical and economic data. In one activity, greenhouse gases are used to explain the concept of dipole moment. Data about natural and anthropogenic production rates, global warming potential and atmospheric lifetimes for a list of greenhouse gases are presented. The students are asked to identify which greenhouse gas they would regulate, with a corresponding explanation for their choice. They are also asked to identify the disadvantages of regulating the gas they chose in the previous question. In another activity, where carbon sequestration is used to demonstrate the utility of a phase diagram, students use economic and environmental data to choose the best location for sequestration. Too often discussions about climate change (both in and outside the classroom) consist of purely emotional responses. These activities force students to use data to support their arguments and hypothesize about what other data could be used in the corresponding discussion to
lisahunter; Abbott, Rebecca; Macdonald, Doune; Ziviani, Jennifer; Cuskelly, Monica
This study assessed the feasibility and impact of introducing a programme of an additional 30 minutes per day of moderate physical activity within curriculum time on learning and readiness to learn in a large elementary school in south-east Queensland, Australia. The programme, Active Kids Active Minds (AKAM), involved Year 5 students (n = 107),…
Weir, Jennifer Anne
The objectives of this research were (1) to develop experimental active-based-learning curricula for undergraduate courses in transportation engineering and (2) to assess the effectiveness of an active-learning-based traffic engineering curriculum through an educational experiment. The researcher developed a new highway design course as a pilot study to test selected active-learning techniques before employing them in the traffic engineering curriculum. Active-learning techniques, including multiple-choice questions, short problems completed by individual students or small groups, and group discussions, were used as active interludes within lectures. The researcher also collected and analyzed student performance and attitude data from control and experimental classes to evaluate the relative effectiveness of the traditional lecture (control) approach and the active-learning (experimental) approach. The results indicate that the active-learning approach adopted for the experimental class did have a positive impact on student performance as measured by exam scores. The students in the experimental class also indicated slightly more positive attitudes at the end of the course than the control class, although the difference was not significant. The author recommends that active interludes similar to those in the experimental curricula be used in other courses in civil engineering.
In this technology education activity, students learn the importance of advertising, conduct a day-long survey of advertising strategies, and design and produce a tabletop point-of-purchase advertisement. (JOW)
Wu, Tong; Sarwate, Anand D.; Bajwa, Waheed U.
Sparse representations of images in overcomplete bases (i.e., redundant dictionaries) have many applications in computer vision and image processing. Recent works have demonstrated improvements in image representations by learning a dictionary from training data instead of using a predefined one. But learning a sparsifying dictionary can be computationally expensive in the case of a massive training set. This paper proposes a new approach, termed active screening, to overcome this challenge. Active screening sequentially selects subsets of training samples using a simple heuristic and adds the selected samples to a "learning pool," which is then used to learn a newer dictionary for improved representation performance. The performance of the proposed active dictionary learning approach is evaluated through numerical experiments on real-world image data; the results of these experiments demonstrate the effectiveness of the proposed method.
Yew, Tee Meng; Dawood, Fauziah K. P.; a/p S. Narayansany, Kannaki; a/p Palaniappa Manickam, M. Kamala; Jen, Leong Siok; Hoay, Kuan Chin
When students and teachers behave in ways that reinforce learning as a spectator sport, the result can often be a classroom and overall learning environment that is mostly limited to transmission of information and rote learning rather than deep approaches towards meaningful construction and application of knowledge. A group of college instructors…
Yeung, Shirley Mo-ching
Can accreditation-related requirements and mission statements measure learning outcomes? This study focuses on triangulating accreditation-related requirements with mission statements and learning activities to learning outcomes. This topic has not been comprehensively explored in the past. After looking into the requirements of AACSB, ISO, and…
Ramsier, R. D.
Describes an approach to incorporate active learning strategies into the first semester of a university-level introductory physics course. Combines cooperative and peer-based methods inside the classroom with project-based learning outside the classroom in an attempt to develop students' transferable skills as well as improving their understanding…
Levine, Laura E.; Munsch, Joyce
Within each chapter of this innovative topical text, the authors engage students by demonstrating the wide range of real-world applications of psychological research connected to child development. In particular, the distinctive Active Learning features incorporated throughout the book foster a dynamic and personal learning process for students.…
The purpose of this paper is to present an overview of how active learning took place in a class containing specific readings,cooperative and collaborative group work, and a writing assignment for college students at a Northern Virginia Community College campus (NVCC). Requisite knowledge, skills, learner characteristics, brain-based learning, and…
Sirinterlikci, Arif; Zane, Linda; Sirinterlikci, Aleea L.
This article presents an initiative that is based on active learning pedagogy by engaging elementary and middle school students in the toy design and development field. The case study presented in this article is about student learning experiences during their participation in the TOYchallenge National Toy Design Competition. Students followed the…
Messmann, Gerhard; Mulder, Regina H.
The aim of this study was to investigate how apprentices' learning activities at work can be fostered. This is a crucial issue as learning at work enhances apprentices' competence development and prepares them for professional development on the job. Therefore, we conducted a study with 70 apprentices in the German dual system and examined the…
Ahmed, Noveera T.
This classroom activity is based on a constructivist learning design and engages students in physically constructing a karyotype of three mock patients. Students then diagnose the chromosomal aneuploidy based on the karyotype, list the symptoms associated with the disorder, and discuss the implications of the diagnosis. This activity is targeted…
Keck, Tom, Comp.; Frye, Ellen, Ed.
Preparing students to be successful in a rapidly changing world means showing them how to use the tools of technology and how to integrate those tools into all areas of learning. This booklet is divided into three sections: Design Activities, Experiments, and Resources. The design activities ask students to collaborate on design projects. In these…
This instructor's packet accompanies the learning activity package (LAP) on oral hygiene. Contents included in the packet are a time sheet, suggested uses for the LAP, an instruction sheet, final LAP reviews, a final LAP review answer key, suggested activities, additional resources (student handouts), student performance checklists for both…
Darby, Linda, Ed.
This poster, illustrated with a graphic of a caterpillar changing to a cocoon and emerging as a butterfly, presents learning activities for 7 weeks based on the seven stages of growth in the President's "Call to Action." Each week includes 5 days of activities based on seven themes: (1) "Reading on Your Own"; (2) "Getting…
Goldberg, Lynette R.; Richburg, Cynthia McCormick; Wood, Lisa A.
Service-learning (SL) is a relatively new pedagogical approach to facilitate student learning at the university level. In SL, students enrolled in an academic course provide a needed service to a community partner. Through guided reflection, students link classroom-based, theoretical knowledge with clinical applications. Students' active…
Zhang, Lining; Shum, Hubert P H; Shao, Ling
Various machine learning and data mining tasks in classification require abundant data samples to be labeled for training. Conventional active learning methods aim at labeling the most informative samples for alleviating the labor of the user. Many previous studies in active learning select one sample after another in a greedy manner. However, this is not very effective because the classification models has to be retrained for each newly labeled sample. Moreover, many popular active learning approaches utilize the most uncertain samples by leveraging the classification hyperplane of the classifier, which is not appropriate since the classification hyperplane is inaccurate when the training data are small-sized. The problem of insufficient training data in real-world systems limits the potential applications of these approaches. This paper presents a novel method of active learning called manifold regularized experimental design (MRED), which can label multiple informative samples at one time for training. In addition, MRED gives an explicit geometric explanation for the selected samples to be labeled by the user. Different from existing active learning methods, our method avoids the intrinsic problems caused by insufficiently labeled samples in real-world applications. Various experiments on synthetic datasets, the Yale face database and the Corel image database have been carried out to show how MRED outperforms existing methods.
Niemela, Joseph J.
Active learning in optics and photonics (ALOP) is a program of the International Basic Sciences Program at UNESCO, in collaboration with the Abdus Salam International Centre for Theoretical Physics (ICTP) and supported by SPIE, which is designed to help teachers in the developing world attract and retain students in the physical sciences. Using optics and photonics, it naturally attracts the interest of students and can be implemented using relatively low cost technologies, so that it can be more easily reproduced locally. The active learning methodology is student-centered, meaning the teachers give up the role of lecturer in favor of guiding and facilitating a learning process in which students engage in hands-on activities and active peer-peer discussions, and is shown to effectively enhance basic conceptual understanding of physics.
Gulbahar, Yasemin; Kalelioglu, Filiz
This article explores the use of proper instructional techniques in online discussions that lead to meaningful learning. The research study looks at the effective use of two instructional techniques within online environments, based on qualitative measures. "Brainstorming" and "Six Thinking Hats" were selected and implemented…
Scarlatos, Lori L.; Scarlatos, Tony
Games are widely recognized for their potential to enhance students' learning. Yet they are only rarely used in classrooms because they cannot be modified to meet the needs of a particular class. This article describes a novel approach to creating educational software that addresses this problem: provide an interface specifically for teachers that…
Kachergis, George; Yu, Chen; Shiffrin, Richard M
Previous research shows that people can use the co-occurrence of words and objects in ambiguous situations (i.e., containing multiple words and objects) to learn word meanings during a brief passive training period (Yu & Smith, 2007). However, learners in the world are not completely passive but can affect how their environment is structured by moving their heads, eyes, and even objects. These actions can indicate attention to a language teacher, who may then be more likely to name the attended objects. Using a novel active learning paradigm in which learners choose which four objects they would like to see named on each successive trial, this study asks whether active learning is superior to passive learning in a cross-situational word learning context. Finding that learners perform better in active learning, we investigate the strategies and discover that most learners use immediate repetition to disambiguate pairings. Unexpectedly, we find that learners who repeat only one pair per trial--an easy way to infer this pair-perform worse than those who repeat multiple pairs per trial. Using a working memory extension to an associative model of word learning with uncertainty and familiarity biases, we investigate individual differences that correlate with these assorted strategies.
FitzGerald, Thomas H. B.; Dolan, Raymond J.; Friston, Karl
Temporal difference learning models propose phasic dopamine signaling encodes reward prediction errors that drive learning. This is supported by studies where optogenetic stimulation of dopamine neurons can stand in lieu of actual reward. Nevertheless, a large body of data also shows that dopamine is not necessary for learning, and that dopamine depletion primarily affects task performance. We offer a resolution to this paradox based on an hypothesis that dopamine encodes the precision of beliefs about alternative actions, and thus controls the outcome-sensitivity of behavior. We extend an active inference scheme for solving Markov decision processes to include learning, and show that simulated dopamine dynamics strongly resemble those actually observed during instrumental conditioning. Furthermore, simulated dopamine depletion impairs performance but spares learning, while simulated excitation of dopamine neurons drives reward learning, through aberrant inference about outcome states. Our formal approach provides a novel and parsimonious reconciliation of apparently divergent experimental findings. PMID:26581305
Baroni, Pietro; Fogli, Daniela; Guida, Giovanni
This paper aims at laying down the foundations of a new approach to learning in autonomous mobile robots. It is based on the assumption that robots can be provided with built-in action plans and with mechanisms to modify and improve such plans. This requires that robots are equipped with some form of high-level reasoning capabilities. Therefore, the proposed learning technique is embedded in a novel distributed control architecture featuring an explicit model of robot's cognitive activity. In particular, cognitive activity is obtained by the interaction of active mental entities, such as intentions, persuasions and expectations. Learning capabilities are implemented starting from the interaction of such mental entities. The proposal is illustrated through an example concerning a robot in charge of reaching a target in an unknown environment cluttered with obstacles.
LUCIANO, CARL S.; YOUNG, MATTHEW W.; PATTERSON, ROBIN R.
Although bacteriophage provided a useful model system for the development of molecular biology, its simplicity, accessibility, and familiarity have not been fully exploited in the classroom. We describe a student-centered laboratory course in which student teams selected phage from sewage samples and characterized the phage in a semester-long project that modeled real-life scientific research. The course used an instructional approach that included active learning, collaboration, and learning by inquiry. Cooperative student teams had primary responsibility for organizing the content of the course, writing to learn using a journal article format, involving the entire group in shared laboratory responsibilities, and applying knowledge to the choice of new experiments. The results of student evaluations indicated a high level of satisfaction with the course. Our positive experience with this course suggests that phage provides an attractive model system for an active-learning classroom. PMID:23653543
Abraham, Reem Rachel; Vashe, Asha; Torke, Sharmila
The present study aimed to provide undergraduate medical students at Melaka Manipal Medical College (Manipal Campus), Manipal University, in Karnataka, India, an opportunity to apply their knowledge in cardiovascular concepts to real-life situations. A group activity named "Heart Shots" was implemented for a batch of first-year undergraduate students (n = 105) at the end of a block (teaching unit). Students were divided into 10 groups each having 10-11 students. They were requested to make a video/PowerPoint presentation about the application of cardiovascular principles to real-life situations. The presentation was required to be of only pictures/photos and no text material, with a maximum duration of 7 min. More than 95% of students considered that the activity helped them to apply their knowledge in cardiovascular concepts to real-life situations and understand the relevance of physiology in medicine and to revise the topic. More than 90% of students agreed that the activity helped them to apply their creativity in improving their knowledge and to establish a link between concepts rather than learning them as isolated facts. Based on the feedback, we conclude that the activity was student centered and that it facilitated learning.
Richards, A. J.; Etkina, Eugenia
Kinaesthetic learning activities (KLAs) can be a valuable pedagogical tool for physics instructors. They have been shown to increase engagement, encourage participation and improve learning outcomes. This paper details several KLAs developed at Rutgers University for inclusion in an instructional unit about semiconductors, p-n junctions and solar…
Gravani, Maria N.
The research reported in this paper is an investigation of the application of adult learning principles in designing learning activities for teachers' life-long development. The exploration is illustrated by qualitative data from a case study of adult educators' and adult learners' insights and experiences of a teacher development course organised…
Romanov, Kalle; Nevgi, Anne
The aim of the study was to explore the relationship between degree of participation and learning outcomes in an e-learning course on medical informatics. Overall activity in using course materials and degree of participation in the discussion forums of an online course were studied among 39 medical students. Students were able to utilise the…
Linton, Debra L.; Farmer, Jan Keith; Peterson, Ernie
Meta-analyses of active-learning research consistently show that active-learning techniques result in greater student performance than traditional lecture-based courses. However, some individual studies show no effect of active-learning interventions. This may be due to inexperienced implementation of active learning. To minimize the effect of…
Pilachowski, Catherine A.; Morris, Frank
Paparo, Giuseppe Davide; Dunjko, Vedran; Makmal, Adi; Martin-Delgado, Miguel Angel; Briegel, Hans J.
Can quantum mechanics help us build intelligent learning agents? A defining signature of intelligent behavior is the capacity to learn from experience. However, a major bottleneck for agents to learn in real-life situations is the size and complexity of the corresponding task environment. Even in a moderately realistic environment, it may simply take too long to rationally respond to a given situation. If the environment is impatient, allowing only a certain time for a response, an agent may then be unable to cope with the situation and to learn at all. Here, we show that quantum physics can help and provide a quadratic speedup for active learning as a genuine problem of artificial intelligence. This result will be particularly relevant for applications involving complex task environments.
Gehret, Austin U.; Elliot, Lisa B.; MacDonald, Jonathan H. C.
An exploratory case study approach was used to describe remote tutoring in biochemistry and general chemistry with students who are deaf or hard of hearing (D/HH). Data collected for analysis were based on the observations of the participant tutor. The research questions guiding this study included (1) How is active learning accomplished in…
Bandiera, Milena; Bruno, Costanza
The study describes a teaching action undertaken in the belief that the use of methodologies based on active and cooperative learning could obviate some of the most worrying deficiencies in current scientific teaching, while at the same time supporting the validity of the constructivistic theory that prompted them. A teaching action on genetically…
Gusc, Joanna; van Veen-Dirks, Paula
Purpose: Sustainability is one of the newer topics in the accounting courses taught in university teaching programs. The active learning assignment as described in this paper was developed for use in an accounting course in an undergraduate program. The aim was to enhance teaching about sustainability within such a course. The purpose of this…
Taylor, John E.; Ku, Heng-Yu
This study investigated whether active learning within computer-based training courses can be measured and whether it serves as a predictor of learner-perceived course quality. A major corporation participated in this research, providing access to internal employee training courses, training representatives, and historical course evaluation data.…
Griffith, John R.
Using a quantitative method of data collection, this research explored the question: Do active learning strategies used in grades 5 and 6 affect student vocabulary achievement in a positive or negative direction? In their research, Wolfe (2001), Headley, et al., (1995), Freiberg, et al., (1992), and Brunner (2009) emphasize the importance of…
Tennessee State Dept. of Education, Nashville.
These learning activities can help students get the most out of a visit to the Tennessee World War II Memorial, a group of ten pylons located in Nashville (Tennessee). Each pylon contains informational text about the events of World War II. The ten pylons are listed as: (1) "Pylon E-1--Terror: America Enters the War against Fascism, June…
This learning activity package on shock and anaphylactic shock is one of a series of 12 titles developed for use in health occupations education programs. Materials in the package include objectives, a list of materials needed, information sheets, reviews (self evaluations) of portions of the content, and answers to reviews. These topics are…
Lin, Chiu-Lan Nina
The utmost goal of foreign language instruction is aimed at helping the learner master the language. At the same time the learner shall become equipped with linguistic, pragmatic and social-linguistic competence. This study was done to explore if review activities in EFL classes should be mandatory for learners to learn the new knowledge. One…
On October 23, 2007, the Lake Land College Public Safety Department conducted a full-scale live exercise that simulated an active shooter and barricaded hostage. In this article, the author will emphasize what they learned, and how they intend to benefit from it. He will list the law enforcement issues and general issues they encountered, and then…
Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.
Twenty-four learning activity packets (LAPs) are provided for six areas of instruction in a cashier/checker program. Section A, Orientation, contains an LAP on exploring the job of cashier-checker. Section B, Operations, has nine LAPs, including those on operating the cash register, issuing trading stamps, and completing the cash register balance…
A series of ten teacher-prepared Learning Activity Packages (LAPs) in advanced algebra and trigonometry, the units cover logic; absolute value, inequalities, exponents, and complex numbers; functions; higher degree equations and the derivative; the trigonometric function; graphs and applications of the trigonometric functions; sequences and…
Birdwell, Jonathan; Scott, Ralph; Horley, Edward
This article explores how active citizenship can be encouraged through education and community action. It proposes that service learning and a renewed focus on voluntarism can both promote social cohesion between different ethnic and cultural groups while also fostering among the population a greater understanding of and commitment to civic…
The purpose of this study was to determine physics teachers' opinions about student-centered activities applicable in physics teaching and learning in context. A case study approach was used in this research. First, semi-structured interviews were carried out with 6 physics teachers. Then, a questionnaire was developed based on the data obtained…
Donato, Clorinda; And Others
This resource book provides 26 learning activities with background materials for teaching about the Enlightenment. Topics include: (1) "What Was the Enlightenment?"; (2) "An Introduction to the Philosophes"; (3) "Was the Enlightenment a Revolt Against Rationalism?"; (4) "Were the Philosophes Democrats? A…
This learning activity package on the surgical scrub is one of a series of 12 titles developed for use in health occupations education programs. Materials in the package include objectives, a list of materials needed, a list of definitions, information sheets, reviews (self evaluations) of portions of the content, and answers to reviews. These…
Grossman, Gary D.; Richards, Travis
We evaluated students' perceptions and reactions to an active learning Karaoke Video project in both a large (104 student) undergraduate class in Natural History of Georgia and a small graduate seminar in Fish Ecology. Undergraduate responses were evaluated with both questionnaires and triangulation interviews and graduate student responses…
Teachers are always on the lookout for material to give their brightest students, in order to keep them occupied, stimulated and challenged, while the teacher gets on with helping the rest. They are also looking for material that can inspire and enthuse those who think that school is 'just boring!' Oceanography, well presented, has the capacity to do both. As a relatively young science, oceanography is not a core curriculum subject (possibly an advantage), but it draws on the traditional sciences of biology, chemistry, physic and geology, and can provide wonderful examples for teaching concepts in school sciences. It can also give good reasons for learning science, maths and technology. Exciting expeditions (research cruises) to far-flung places; opportunities to explore new worlds, a different angle on topical debates such as climate change, pollution, or conservation can bring a new life to old subjects. Access to 'real' data from satellites or Argo floats can be used to develop analytical and problem solving skills. The challenge is to make all this available in a form that can easily be used by teachers and students to enhance the learning experience. We learn by doing. Active teaching methods require students to develop their own concepts of what they are learning. This stimulates new neural connections in the brain - the physical manifestation of learning. There is a large body of evidence to show that active learning is much better remembered and understood. Active learning develops thinking skills through analysis, problem solving, and evaluation. It helps learners to use their knowledge in realistic and useful ways, and see its importance and relevance. Most importantly, properly used, active learning is fun. This paper presents experiences from a number of education outreach projects that have involved the National Oceanography Centre in Southampton, UK. All contain some element of active learning - from quizzes and puzzles to analysis of real data from
Lima, Rui M.; Andersson, Pernille Hammar; Saalman, Elisabeth
The informal network "Active Learning in Engineering Education" (ALE) has been promoting Active Learning since 2001. ALE creates opportunity for practitioners and researchers of engineering education to collaboratively learn how to foster learning of engineering students. The activities in ALE are centred on the vision that learners…
Clearing: Nature and Learning in the Pacific Northwest, 1984
Presents three activities: (1) investigating succession in a schoolground; (2) investigating oak galls; and (3) making sun prints (photographs made without camera or darkroom). Each activity includes a list of materials needed and procedures used. (JN)
Weigel, Fred K; Bonica, Mark
As educators strive toward improving student learning outcomes, many find it difficult to instill their students with a deep understanding of the material the instructors share. One challenge lies in how to provide the material with a meaningful and engaging method that maximizes student understanding and synthesis. By following a simple strategy involving Active Learning across the 3 primary domains of Bloom's Taxonomy (cognitive, affective, and psychomotor), instructors can dramatically improve the quality of the lesson and help students retain and understand the information. By applying our strategy, instructors can engage their students at a deeper level and may even find themselves enjoying the process more.
Lin, Huan-Yu; Tseng, Shian-Shyong; Weng, Jui-Feng; Su, Jun-Ming
With the development of e-learning technology, many specifications of instructional design have been proposed to make learning activity sharable and reusable. With the specifications and sufficient learning resources, the researches further focus on how to provide learners more appropriate learning activities to improve their learning performance.…
Hoffman, Elizabeth A.
Points out the low student achievement in microbiology courses and presents an active learning method applied in an introductory microbiology course which features daily quizzes, cooperative learning activities, and group projects. (Contains 30 references.) (YDS)
Huang, Vincent S; Shadmehr, Reza; Diedrichsen, Jörn
When we learn a new skill (e.g., golf) without a coach, we are "active learners": we have to choose the specific components of the task on which to train (e.g., iron, driver, putter, etc.). What guides our selection of the training sequence? How do choices that people make compare with choices made by machine learning algorithms that attempt to optimize performance? We asked subjects to learn the novel dynamics of a robotic tool while moving it in four directions. They were instructed to choose their practice directions to maximize their performance in subsequent tests. We found that their choices were strongly influenced by motor errors: subjects tended to immediately repeat an action if that action had produced a large error. This strategy was correlated with better performance on test trials. However, even when participants performed perfectly on a movement, they did not avoid repeating that movement. The probability of repeating an action did not drop below chance even when no errors were observed. This behavior led to suboptimal performance. It also violated a strong prediction of current machine learning algorithms, which solve the active learning problem by choosing a training sequence that will maximally reduce the learner's uncertainty about the task. While we show that these algorithms do not provide an adequate description of human behavior, our results suggest ways to improve human motor learning by helping people choose an optimal training sequence.
Ackerman, S. A.; Whittaker, T. M.; Jasmin, T.; Mooney, M. E.
Introductory college-level science courses for non-majors are critical gateways to imparting not only discipline-specific information, but also the basics of the scientific method and how science influences society. They are also indispensable for student success to degree. On-line, web-based homework (whether on computers or mobile devices) is a rapidly growing use of the Internet and is becoming a major component of instruction in science, replacing delayed feedback from a few major exams. Web delivery and grading of traditional textbook-type questions is equally effective as having students write them out for hand grading, as measured by student performance on conceptual and problem solving exams. During this presentation we will demonstrate some of the interactive on-line activities used to teach concepts and how scientists approach problem solving, and how these activities have impacted student learning. Evaluation of the activities, including formative and summative, will be discussed and provide evidence that these interactive activities significantly enhance understanding of introductory meteorological concepts in a college-level science course. More advanced interactive activities are also used in our courses for department majors, some of these will be discussed and demonstrated. Bring your mobile devices to play along! Here is an example on teaching contouring: http://profhorn.aos.wisc.edu/wxwise/contour/index.html
Carr, Rodney; Palmer, Stuart; Hagel, Pauline
This article reports on an investigation into the validity of a widely used scale for measuring the extent to which higher education students employ active learning strategies. The scale is the active learning scale in the Australasian Survey of Student Engagement. This scale is based on the Active and Collaborative Learning scale of the National…
The work presented in this paper traces the history of active learning and further utilizes the available literature to define the meaning and importance of active learning in higher education. The study highlights common practical problems faced by students and instructors in implementing active learning in higher education and further identifies…
Hadžibegovic, Zalkida; Sliško, Josip
Active learning is individual and group participation in effective activities such as in-class observing, writing, experimenting, discussion, solving problems, and talking about to-be-learned topics. Some instructors believe that active learning is impossible, or at least extremely difficult to achieve in large lecture sessions. Nevertheless, the…
Westberry, Nicola; Franken, Margaret
This paper provides an Activity Theory analysis of two online student-driven interactive learning activities to interrogate assumptions that such groups can effectively learn in the absence of the teacher. Such an analysis conceptualises learning tasks as constructed objects that drive pedagogical activity. The analysis shows a disconnect between…
Kammer, Rebecca; Schreiner, Laurie; Kim, Young K.; Denial, Aurora
There is a need for an assessment tool for evaluating the effectiveness of active learning strategies such as problem-based learning in promoting deep learning and clinical reasoning skills within the dual environments of didactic and clinical settings in health professions education. The Active Learning in Health Professions Scale (ALPHS)…
Geometric optics is one of the difficult topics for students within physics discipline. Students learn better via student-centered active learning environments than the teacher-centered learning environments. So this study aimed to present a guide for middle school teachers to teach lenses in geometric optics via active learning environment…
Presents activities designed to give students an opportunity to solve concrete problems involving spatial relationships and logical thinking utilizing hands-on manipulatives. Provides teacher instructions and four reproducible worksheets. (MDH)
Fu, Yifan; Zhu, Xingquan; Elmagarmid, A K
Active learning (AL) traditionally relies on some instance-based utility measures (such as uncertainty) to assess individual instances and label the ones with the maximum values for training. In this paper, we argue that such approaches cannot produce good labeling subsets mainly because instances are evaluated independently without considering their interactions, and individuals with maximal ability do not necessarily form an optimal instance subset for learning. Alternatively, we propose to achieve AL with optimal subset selection (ALOSS), where the key is to find an instance subset with a maximum utility value. To achieve the goal, ALOSS simultaneously considers the following: 1) the importance of individual instances and 2) the disparity between instances, to build an instance-correlation matrix. As a result, AL is transformed to a semidefinite programming problem to select a k-instance subset with a maximum utility value. Experimental results demonstrate that ALOSS outperforms state-of-the-art approaches for AL.
Abykanova, Bakytgul; Bilyalova, Zhupar; Makhatova, Valentina; Idrissov, Salamat; Nugumanov, Samal
Creative activity of a pedagogic process subject depends on the pedagogue's position, on his faith in the abilities to learn successfully, on encouragement of achievements, stimulating the initiative and activity. Successful learning by activating creative activity is possible with the presence of respectful attitude towards the pedagogic process…
Albert, Mark V.; Schnabel, Adam; Field, David J.
Patterns of spontaneous activity in the developing retina, LGN, and cortex are necessary for the proper development of visual cortex. With these patterns intact, the primary visual cortices of many newborn animals develop properties similar to those of the adult cortex but without the training benefit of visual experience. Previous models have demonstrated how V1 responses can be initialized through mechanisms specific to development and prior to visual experience, such as using axonal guidance cues or relying on simple, pairwise correlations on spontaneous activity with additional developmental constraints. We argue that these spontaneous patterns may be better understood as part of an “innate learning” strategy, which learns similarly on activity both before and during visual experience. With an abstraction of spontaneous activity models, we show how the visual system may be able to bootstrap an efficient code for its natural environment prior to external visual experience, and we continue the same refinement strategy upon natural experience. The patterns are generated through simple, local interactions and contain the same relevant statistical properties of retinal waves and hypothesized waves in the LGN and V1. An efficient encoding of these patterns resembles a sparse coding of natural images by producing neurons with localized, oriented, bandpass structure—the same code found in early visual cortical cells. We address the relevance of higher-order statistical properties of spontaneous activity, how this relates to a system that may adapt similarly on activity prior to and during natural experience, and how these concepts ultimately relate to an efficient coding of our natural world. PMID:18670593
Jamieson, Kevin; Davis, IV, Warren L.
Active learning methods automatically adapt data collection by selecting the most informative samples in order to accelerate machine learning. Because of this, real-world testing and comparing active learning algorithms requires collecting new datasets (adaptively), rather than simply applying algorithms to benchmark datasets, as is the norm in (passive) machine learning research. To facilitate the development, testing and deployment of active learning for real applications, we have built an open-source software system for large-scale active learning research and experimentation. The system, called NEXT, provides a unique platform for realworld, reproducible active learning research. This paper details the challenges of building the system and demonstrates its capabilities with several experiments. The results show how experimentation can help expose strengths and weaknesses of active learning algorithms, in sometimes unexpected and enlightening ways.
Cooper, Katelyn M.; Ashley, Michael; Brownell, Sara E.
National calls to improve student academic success in college have sparked the development of bridge programs designed to help students transition from high school to college. We designed a 2-week Summer Bridge program that taught introductory biology content in an active-learning way. Through a set of exploratory interviews, we unexpectedly identified that Bridge students had developed sophisticated views of active learning, even though this was not an explicit goal of the program. We conducted an additional set of semistructured interviews that focused on active learning and compared the interviews of Bridge students with those from non-Bridge students who had been eligible for but did not participate in the program. We used the constant comparative method to identify themes from the interviews. We found that Bridge students perceived that, because they knew how to approach active learning and viewed it as important, they benefited more from active learning in introductory biology than non-Bridge students. Specifically, Bridge students seemed to be more aware of their own learning gains from participating in active learning. Compared with the majority of non-Bridge students, the majority of Bridge students described using a greater variety of strategies to maximize their experiences in active learning. Finally, in contrast to non-Bridge students, Bridge students indicated that they take an equitable approach to group work. These findings suggest that we may be able to prime students to maximize their own and other’s experiences in active learning. PMID:28232588
Cooper, Katelyn M; Ashley, Michael; Brownell, Sara E
National calls to improve student academic success in college have sparked the development of bridge programs designed to help students transition from high school to college. We designed a 2-week Summer Bridge program that taught introductory biology content in an active-learning way. Through a set of exploratory interviews, we unexpectedly identified that Bridge students had developed sophisticated views of active learning, even though this was not an explicit goal of the program. We conducted an additional set of semistructured interviews that focused on active learning and compared the interviews of Bridge students with those from non-Bridge students who had been eligible for but did not participate in the program. We used the constant comparative method to identify themes from the interviews. We found that Bridge students perceived that, because they knew how to approach active learning and viewed it as important, they benefited more from active learning in introductory biology than non-Bridge students. Specifically, Bridge students seemed to be more aware of their own learning gains from participating in active learning. Compared with the majority of non-Bridge students, the majority of Bridge students described using a greater variety of strategies to maximize their experiences in active learning. Finally, in contrast to non-Bridge students, Bridge students indicated that they take an equitable approach to group work. These findings suggest that we may be able to prime students to maximize their own and other's experiences in active learning.
Kyndt, Eva; Gijbels, David; Grosemans, Ilke; Donche, Vincent
Although a lot is known about teacher development by means of formal learning activities, research on teachers' everyday learning is limited. In the current systematic review, we analyzed 74 studies focusing on teachers' informal learning to identify teachers' learning activities, antecedents for informal learning, and learning outcomes. In…
Kincaid, Charlene; And Others
Presents an activity in which students collect and organize data from a real-world simulation of the scientific concept of half life. Students collect data using a marble sifter, analyze the data using a graphing calculator, and determine an appropriate mathematical model. Includes reproducible worksheets. (MDH)
This paper is a first report from the project "Activity Learning and Cooperation," financed by the Swedish Board of Education. The aim of the project is to establish a theoretical basis for a field study of locally initiated experiments using various teaching strategies. More specifically, this paper is restricted to a discussion of the…
Smith, C. Veronica; Cardaciotto, LeeAnn
Although research suggests that active learning is associated with positive outcomes (e.g., memory, test performance), use of such techniques can be difficult to implement in large lecture-based classes. In the current study, 1,091 students completed out-of-class group exercises to complement course material in an Introductory Psychology class.…
Daniel, Todd; Tivener, Kristin
Scientific research into learning enhancement gained by the use of clickers in active classrooms has largely focused on the use of individual clickers. In this study, we compared the learning experiences of participants in active learning groups in which an entire small group shared a single clicker to groups in which each member of the group had…
Current research describes the benefits of active learning approaches. Clickers, or student response systems, are a technology used to promoted active learning. Most research on the benefits of using clickers in the classroom has shown that students become engaged and enjoy using them. However, research on learning outcomes has only compared the…
Obenland, Carrie A.; Munson, Ashlyn H.; Hutchinson, John S.
Active learning in large science classrooms furthers opportunities for students to engage in the content and in meaningful learning, yet students can still remain anonymously silent. This study aims to understand the impact of active learning on these silent students in a large General Chemistry course taught via Socratic questioning and…
Carter, Fonda L.; Hogan, Patrick T.
Some colleges and universities are utilizing the inclusion of more active learning techniques in course content. Active learning involves students in thinking about what they are doing as they accomplish tasks or assignments in order to develop a deeper understanding of the topic or issue. In addition to a focus on enhancing student learning, the…
Camacho, Danielle J.; Legare, Jill M.
The purpose of this article is to contribute to the growing body of research that focuses on active learning techniques. Active learning techniques require students to consider a given set of information, analyze, process, and prepare to restate what has been learned--all strategies are confirmed to improve higher order thinking skills. Active…
De Hei, Miranda S. A.; Sjoer, Ellen; Admiraal, Wilfried; Strijbos, Jan-Willem
The aim of this study was to describe how teacher educators design and implement group learning activities (GLAs). We used the Group Learning Activities Instructional Design (GLAID) framework to analyse their descriptions. The GLAID framework includes eight components: (1) interaction, (2) learning objectives and outcomes, (3) assessment, (4) task…
Lee, W. Theodore; Jabot, Michael E.
We revised a sophomore-level genetics class to more actively engage the students in their learning. The students worked in groups on quizzes using the Immediate Feedback Assessment Technique (IF-AT) and active-learning projects. The IF-AT quizzes allowed students to discuss key concepts in small groups and learn the correct answers in class. The…
This article examines constructivist philosophies for learning with an emphasis on student-centered environments in education and the active involvement of students in learning as they relate new understanding to what they already know and refine previous skills in terms of newly acquired proficiencies. Active learning is explored from a…
Stegemann, Nicole; Sutton-Brady, Catherine
This paper introduces an activity used in class to allow students to apply previously acquired information to a hands-on task. As the authors have previously shown active learning is a way to effectively facilitate and improve students' learning outcomes. As a result to improve learning outcomes we have overtime developed a series of learning…
Science, technology, engineering, and mathematics (STEM) learning was studied among families in a group of home-educators in the Pacific Northwest. Ethnographic methods recorded learning activity (video, audio, fieldnotes, and artifacts) which was analyzed using a unique combination of Cultural-Historical Activity Theory (CHAT) and Mediated Action (MA), enabling analysis of activity at multiple levels. Findings indicate that STEM learning activity is family-led, guided by parents' values and goals for learning, and negotiated with children to account for learner interests and differences, and available resources. Families' STEM education practice is dynamic, evolves, and influenced by larger societal STEM learning activity. Parents actively seek support and resources for STEM learning within their home-school community, working individually and collectively to share their funds of knowledge. Home-schoolers also access a wide variety of free-choice learning resources: web-based materials, museums, libraries, and community education opportunities (e.g. afterschool, weekend and summer programs, science clubs and classes, etc.). A lesson-heuristic, grounded in Mediated Action, represents and analyzes home STEM learning activity in terms of tensions between parental goals, roles, and lesson structure. One tension observed was between 'academic' goals or school-like activity and 'lifelong' goals or everyday learning activity. Theoretical and experiential learning was found in both activity, though parents with academic goals tended to focus more on theoretical learning and those with lifelong learning goals tended to be more experiential. Examples of the National Research Council's science learning strands (NRC, 2009) were observed in the STEM practices of all these families. Findings contribute to the small but growing body of empirical CHAT research in science education, specifically to the empirical base of family STEM learning practices at home. It also fills a
Active learning strategies include a variety of methods, such as inquiry and discovery, in which students are actively engaged in the learning process. This article describes several strategies that can be used in secondary-or college-level world geography courses. The goal of these activities is to foster development of a spatial perspective in…
Farmer, Jan Keith; Peterson, Ernie
Meta-analyses of active-learning research consistently show that active-learning techniques result in greater student performance than traditional lecture-based courses. However, some individual studies show no effect of active-learning interventions. This may be due to inexperienced implementation of active learning. To minimize the effect of inexperience, we should try to provide more explicit implementation recommendations based on research into the key components of effective active learning. We investigated the optimal implementation of active-learning exercises within a “lecture” course. Two sections of nonmajors biology were taught by the same instructor, in the same semester, using the same instructional materials and assessments. Students in one section completed in-class active-learning exercises in cooperative groups, while students in the other section completed the same activities individually. Performance on low-level, multiple-choice assessments was not significantly different between sections. However, students who worked in cooperative groups on the in-class activities significantly outperformed students who completed the activities individually on the higher-level, extended-response questions. Our results provide additional evidence that group processing of activities should be the recommended mode of implementation for in-class active-learning exercises. PMID:26086656
Linton, Debra L; Farmer, Jan Keith; Peterson, Ernie
Meta-analyses of active-learning research consistently show that active-learning techniques result in greater student performance than traditional lecture-based courses. However, some individual studies show no effect of active-learning interventions. This may be due to inexperienced implementation of active learning. To minimize the effect of inexperience, we should try to provide more explicit implementation recommendations based on research into the key components of effective active learning. We investigated the optimal implementation of active-learning exercises within a "lecture" course. Two sections of nonmajors biology were taught by the same instructor, in the same semester, using the same instructional materials and assessments. Students in one section completed in-class active-learning exercises in cooperative groups, while students in the other section completed the same activities individually. Performance on low-level, multiple-choice assessments was not significantly different between sections. However, students who worked in cooperative groups on the in-class activities significantly outperformed students who completed the activities individually on the higher-level, extended-response questions. Our results provide additional evidence that group processing of activities should be the recommended mode of implementation for in-class active-learning exercises.
Gao, Zan; Lee, Amelia M.; Xiang, Ping; Kosma, Maria
The type of learning activity offered in physical education may influence students' motivational beliefs, physical activity participation and effort/persistence in class. However, most empirical studies have focused on the individual level rather than on the learner-content interactions. Accordingly, the potential effects of learning activities on…
Taylor, William; And Others
The impact on learning performance of a notetaking strategy called the Directed Overt Activity Strategy (DOA) was evaluated on three types of instructional tasks: spatial learning, simple concept learning, and complex concept learning. One hundred volunteer freshman psychology students from Ohio State University used either the DOA or their own…
Peters, Sabine; Van der Meulen, Mara; Zanolie, Kiki; Crone, Eveline A.
Although many studies use feedback learning paradigms to study the process of learning in laboratory settings, little is known about their relevance for real-world learning settings such as school. In a large developmental sample (N = 228, 8-25 years), we investigated whether performance and neural activity during a feedback learning task…
Fardilha, M.; Schrader, M.; da Cruz e Silva, O. A. B.; da Cruz e Silva, E. F.
A multi-method active learning approach (MALA) was implemented in the Medical Biochemistry teaching unit of the Biomedical Sciences degree at the University of Aveiro, using problem-based learning as the main learning approach. In this type of learning strategy, students are involved beyond the mere exercise of being taught by listening. Less…
Jordan, Debra J.
Learning names is vital to the enjoyment and productivity of a group. Presents four games to help campers learn each others' names. Sidebar presents three additional teambuilding activities and ice breakers. (TD)
Chi, Michelene T H
Active, constructive, and interactive are terms that are commonly used in the cognitive and learning sciences. They describe activities that can be undertaken by learners. However, the literature is actually not explicit about how these terms can be defined; whether they are distinct; and whether they refer to overt manifestations, learning processes, or learning outcomes. Thus, a framework is provided here that offers a way to differentiate active, constructive, and interactive in terms of observable overt activities and underlying learning processes. The framework generates a testable hypothesis for learning: that interactive activities are most likely to be better than constructive activities, which in turn might be better than active activities, which are better than being passive. Studies from the literature are cited to provide evidence in support of this hypothesis. Moreover, postulating underlying learning processes allows us to interpret evidence in the literature more accurately. Specifying distinct overt activities for active, constructive, and interactive also offers suggestions for how learning activities can be coded and how each kind of activity might be elicited.
Describes a student learning activity used to teach the meaning of percentage composition, mole concept, selective precipitation, and limiting factors. Presents two word problems and their solutions. (CW)
Nebraska Univ., Lincoln. Inst. of Agriculture and Natural Resources.
This publication contains 22 activities that have been developed to help teachers and students become more aware of, appreciate, and understand the food and fiber production system and its role in the economy and society. Teachers are intended to select activities appropriate to their students' abilities and interests. Each activity contains the…
Phillips, Janet M
Online continuing education and staff development is on the rise as the benefits of access, convenience, and quality learning are continuing to take shape. Strategies to enhance learning call for learner participation that is self-directed and independent, thus changing the educator's role from expert to coach and facilitator. Good planning of active learning strategies promotes optimal learning whether the learning content is presented in a course or a just-in-time short module. Active learning strategies can be used to enhance online learning during all phases of the teaching-learning process and can accommodate a variety of learning styles. Feedback from peers, educators, and technology greatly influences learner satisfaction and must be harnessed to provide effective learning experiences. Outcomes of active learning can be assessed online and implemented conveniently and successfully from the initiation of the course or module planning to the end of the evaluation process. Online learning has become accessible and convenient and allows the educator to track learner participation. The future of online education will continue to grow, and using active learning strategies will ensure that quality learning will occur, appealing to a wide variety of learning needs.
Abraham, Reem Rachel; Vashe, Asha; Torke, Sharmila
The present study aimed to provide undergraduate medical students at Melaka Manipal Medical College (Manipal Campus), Manipal University, in Karnataka, India, an opportunity to apply their knowledge in cardiovascular concepts to real-life situations. A group activity named "Heart Shots" was implemented for a batch of first-year…
Molnar, Alex; Roy, Will
This book contains 65 specific activities designed to help disadvantaged students learn to use language more skillfully and develop the ability to function well in the school environment. The descriptions of the activities are referred to as shoe box labs and generally include the title of the activity, instructions for performing the activity,…
Weaver, Mary G
Every year, school nurses have the responsibility for developing and presenting a bloodborne pathogen presentation to the education and clerical staff of their buildings. Although the information is similar from year to year, the manner in which the information is presented can be altered. Teachers are using active learning strategies in a variety of learning environments, engaging students in the learning process by having them play an active role. With some planning, preparation, and imagination, active learning strategies can be incorporated into bloodborne pathogen presentations. The purpose of this article is to define active learning, describe how to develop a program using active learning strategies, and provide some examples of bloodborne pathogen presentations that have already been developed. Several sources are identified that can provide the school nurse with information regarding bloodborne pathogens. Information about how computers can be integrated into the bloodborne pathogen presentation is also presented.
Brown, Stacy D.; Clavier, Cheri W.; Wyatt, Jarrett
Objective To document the type and extent of active-learning techniques used in US colleges and schools of pharmacy as well as factors associated with use of these techniques. Methods A survey instrument was developed to assess whether and to what extent active learning was used by faculty members of US colleges and schools of pharmacy. This survey instrument was distributed via the American Association of Colleges of Pharmacy (AACP) mailing list. Results Ninety-five percent (114) of all US colleges and schools of pharmacy were represented with at least 1 survey among the 1179 responses received. Eighty-seven percent of respondents used active-learning techniques in their classroom activities. The heavier the teaching workload the more active-learning strategies were used. Other factors correlated with higher use of active-learning strategies included younger faculty member age (inverse relationship), lower faculty member rank (inverse relationship), and departments that focused on practice, clinical and social, behavioral, and/or administrative sciences. Conclusions Active learning has been embraced by pharmacy educators and is used to some extent by the majority of US colleges and schools of pharmacy. Future research should focus on how active-learning methods can be used most effectively within pharmacy education, how it can gain even broader acceptance throughout the academy, and how the effect of active learning on programmatic outcomes can be better documented. PMID:21769144
Peters, Andrew J; Chen, Simon X; Komiyama, Takaki
The motor cortex is capable of reliably driving complex movements yet exhibits considerable plasticity during motor learning. These observations suggest that the fundamental relationship between motor cortex activity and movement may not be fixed but is instead shaped by learning; however, to what extent and how motor learning shapes this relationship are not fully understood. Here we addressed this issue by using in vivo two-photon calcium imaging to monitor the activity of the same population of hundreds of layer 2/3 neurons while mice learned a forelimb lever-press task over two weeks. Excitatory and inhibitory neurons were identified by transgenic labelling. Inhibitory neuron activity was relatively stable and balanced local excitatory neuron activity on a movement-by-movement basis, whereas excitatory neuron activity showed higher dynamism during the initial phase of learning. The dynamics of excitatory neurons during the initial phase involved the expansion of the movement-related population which explored various activity patterns even during similar movements. This was followed by a refinement into a smaller population exhibiting reproducible spatiotemporal sequences of activity. This pattern of activity associated with the learned movement was unique to expert animals and not observed during similar movements made during the naive phase, and the relationship between neuronal activity and individual movements became more consistent with learning. These changes in population activity coincided with a transient increase in dendritic spine turnover in these neurons. Our results indicate that a novel and reproducible activity-movement relationship develops as a result of motor learning, and we speculate that synaptic plasticity within the motor cortex underlies the emergence of reproducible spatiotemporal activity patterns for learned movements. These results underscore the profound influence of learning on the way that the cortex produces movements.
Junqué de Fortuny, Enric; Martens, David
Many of the state-of-the-art data mining techniques introduce nonlinearities in their models to cope with complex data relationships effectively. Although such techniques are consistently included among the top classification techniques in terms of predictive power, their lack of transparency renders them useless in any domain where comprehensibility is of importance. Rule-extraction algorithms remedy this by distilling comprehensible rule sets from complex models that explain how the classifications are made. This paper considers a new rule extraction technique, based on active learning. The technique generates artificial data points around training data with low confidence in the output score, after which these are labeled by the black-box model. The main novelty of the proposed method is that it uses a pedagogical approach without making any architectural assumptions of the underlying model. It can therefore be applied to any black-box technique. Furthermore, it can generate any rule format, depending on the chosen underlying rule induction technique. In a large-scale empirical study, we demonstrate the validity of our technique to extract trees and rules from artificial neural networks, support vector machines, and random forests, on 25 data sets of varying size and dimensionality. Our results show that not only do the generated rules explain the black-box models well (thereby facilitating the acceptance of such models), the proposed algorithm also performs significantly better than traditional rule induction techniques in terms of accuracy as well as fidelity.
Johnson, Marie C.; Malinowski, Jon C.
Reports on a survey of faculty members (n=29) asking them to define active learning, to rate how effectively different teaching techniques contribute to active learning, and to list the three teaching techniques they use most frequently. Concludes that active learning requires establishing an environment rather than employing a specific teaching…
Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.
This curriculum guide provides technology learning activities designed to prepare students in grades 6-10 to work in the world of the future. The 8-day course provides exploratory, hands-on learning activities and information that can enhance the education of students of all types in an integrated curriculum that provides practical applications of…
This article describes how teachers effectively manage learning through active engagement of all students throughout each class period. A case study is presented which demonstrates how students learn through active and reflective engagement with ideas, the environment, and other learners (National Middle School Association, 2010). The case study…
Fessakis, Georgios; Tatsis, Konstantinos; Dimitracopoulou, Angelique
The paper presents a case study of the educational exploitation of group blogging for the implementation of a "learning by design" activity. More specifically, a group of students used a blog as a communication and information management tool in the University course of ICT-enhanced Geometry learning activities. The analysis of the designed…
Braxton, John M.; Jones, Willis A.; Hirschy, Amy S.; Hartley, Harold V., III
Active learning, which entails any class activity that "involves students doing things and thinking about the things that they are doing," stands as an important pedagogical practice. Discussion, the types of questions faculty ask students in class, role playing, cooperative learning, debates, and the types of questions faculty ask on examinations…
Lee, Kester J.; Sharma, Manjula D.
Watching a video often results in passive learning and does not actively engage students. In this study, a class of 20 HSC Physics students were introduced to a teaching model that incorporated active learning principles with the watching of a video that explored the Meissner Effect and superconductors. Students would watch short sections of the…
Dennison, Paul E.; Dennison, Gail E.
This booklet contains simple movements and activities that are used with students in Educational Kinesiology to enhance their experience of whole brain learning. Whole brain learning through movement repatterning and Brain Gym activities enable students to access those parts of the brain previously unavailable to them. These movements of body and…
Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.
This curriculum guide provides technology learning activities designed to prepare students in grades 6-10 to work in the world of the future. The 8-day course provides exploratory, hands-on learning activities and information that can enhance the education of students of all types in an integrated curriculum that provides practical applications of…
Clemson Univ., SC. Vocational Education Media Center.
Learning activity packages are presented for teaching tractor mechanics. The first of two sections deals with miscellaneous tasks and contains learning activity packages on cleaning the tractor and receiving new tractor parts. Section 2 is concerned with maintaining and servicing the electrical system, and it includes the following learning…
Hunter, William J.
In the first two parts of this series, ("Teaching for Engagement: Part 1: Constructivist Principles, Case-Based Teaching, and Active Learning") and ("Teaching for Engagement: Part 2: Technology in the Service of Active Learning"), William J. Hunter sought to outline the theoretical rationale and research basis for such active…
For students, theory is often one of the most daunting aspects of sociology--it seems abstract, removed from the concrete events of their everyday lives, and therefore intimidating. In an attempt to break down student resistance to theory, instructors are increasingly turning to active learning approaches. Active learning exercises, then, appear…
In a very large Introductory Statistics class, i.e. in a class of more than 300 students, instructors may hesitate to apply active learning techniques, discouraged by the volume of extra work. In this paper two such activities are presented that evoke student involvement in the learning process. The first is group peer teaching and the second is…
Tammelin, Maija; Peltonen, Berit; Puranen, Pasi; Auvinen, Lis
This paper discusses learning language and communication activities that focus on students' concrete involvement in their learning process. The activities first deal with student-produced blogs and digital videos in business Spanish. They then present student-produced podcasts for Swedish business communication learners that are meant for speakers…
Objective. To design instructional methods that would promote long-term retention of knowledge of antimicrobial pharmacology, particularly the spectrum of activity for antimicrobial agents, in pharmacy students. Design. An active-learning approach was used to teach selected sessions in a required antimicrobial pharmacology course. Students were expected to review key concepts from the course reader prior to the in-class sessions. During class, brief concept reviews were followed by active-learning exercises, including a novel schematic method for learning antimicrobial spectrum of activity (“flower diagrams”). Assessment. At the beginning of the next quarter (approximately 10 weeks after the in-class sessions), 360 students (three yearly cohorts) completed a low-stakes multiple-choice examination on the concepts in antimicrobial spectrum of activity. When data for students was pooled across years, the mean number of correct items was 75.3% for the items that tested content delivered with the active-learning method vs 70.4% for items that tested content delivered via traditional lecture (mean difference 4.9%). Instructor ratings on student evaluations of the active-learning approach were high (mean scores 4.5-4.8 on a 5-point scale) and student comments were positive about the active-learning approach and flower diagrams. Conclusion. An active-learning approach led to modestly higher scores in a test of long-term retention of pharmacology knowledge and was well-received by students. PMID:28381885
Oermann, Marilyn H
Many creative teaching strategies have been developed in recent years in nursing and other fields to promote active learning. These strategies foster development of problem solving, critical thinking, and communication skills, and they encourage students to work collaboratively with peers. However, in nurse educators' rush to embrace active learning, lecture has been viewed negatively by some faculty. Rather than positioning active learning against lecture, another approach is to integrate active learning within lecture, gaining the benefits of both methods. An integrated approach also takes into consideration the situation of teaching large groups of students. This article examines benefits of an integrated approach to teaching and presents strategies for active learning intended for use with lecture.
Warren, Jane A.; Hof, Kiphany R.; McGriff, Deborah; Morris, Lay-nah Blue
This article describes five creative experiential classroom activities used in teaching addictions. The activities were integrated into the classroom curriculum and were processed weekly in focused dialogue. Student reflections throughout the article add depth to the meaning gained from the experience of the change process. The students' feedback…
Ernst, Michael D.
We describe an approach to teaching probability that minimizes the amount of class time spent on the topic while also providing a meaningful (dice-rolling) activity to get students engaged. The activity, which has a surprising outcome, illustrates the basic ideas of informal probability and how probability is used in statistical inference.…
Cox, Richard G.
This classroom activity is designed to help students practice calculating percentiles. The approach of the activity involves physical sorting and full classroom participation in each calculation. The design encourages a more engaged approach than simply having students make a calculation with numbers on a paper.
Hicks, Lisa; Higgins, John
This article discusses exergaming, a groundbreaking type of video game which is creating a revolution in physical education. Exergaming combines physical activity and video gaming to create an enjoyable and appealing way for students to be physically active. An extremely popular choice in this genre is the music video/dance rhythm game (MVDG). One…
M-learning is learning supported by mobile devices and intelligent user interfaces. Compared to the prior generation a few years ago, storage capacity and screen size of mobile devices as well as transfer speed of wireless connections have significantly increased. Equipped with mobile devices, learners can conduct learning activities at anytime…
Montrezor, Luís H.
The evaluation process is complex and extremely important in the teaching/learning process. Evaluations are constantly employed in the classroom to assist students in the learning process and to help teachers improve the teaching process. The use of active methodologies encourages students to participate in the learning process, encourages…
Herur, Anita; Kolagi, Sanjeev; Chinagudi, Surekharani; Manjula, R.; Patil, Shailaja
Active learning produces meaningful learning, improves attitudes toward learning, and increases knowledge and retention, but is still not fully institutionalized in the undergraduate sciences. A few studies have compared the effectiveness of PowerPoint presentations, student seminars, quizzes, and use of CD-ROMs with blackboard teaching and…
Kuczma, R. M.
Learning Activity Packages (LAP) relating to the earth and space are presented for use in sampling a new type of learning for a whole year. Eighteen topics are incorporated into five units: (1) introduction to individualized learning, (2) observation versus interpretation, (3) chemistry in the space age, (4) the space age interdisciplines, and (5)…
Describes a case study that takes readers through a human-centered design process used in developing an "Active Learning" tool, CurioCity, a game for students in grades 7-10. Attempts to better understand multiculturalism and to bridge formal in-school learning with informal field trip learning. (SC)
van den Bergh, Linda; Ros, Anje; Beijaard, Douwe
Background: Feedback is one of the most powerful tools, which teachers can use to enhance student learning. It appears dif?cult for teachers to give qualitatively good feedback, especially during active learning. In this context, teachers should provide facilitative feedback that is focused on the development of meta-cognition and social learning.…
Velazquez-Iturbide, J. Angel
Greedy algorithms constitute an apparently simple algorithm design technique, but its learning goals are not simple to achieve.We present a didacticmethod aimed at promoting active learning of greedy algorithms. The method is focused on the concept of selection function, and is based on explicit learning goals. It mainly consists of an…
Heinze, Sibylle; Sartory, Gudrun; Müller, Bernhard W; de Greiff, Armin; Forsting, Michael; Jüptner, Markus
Successful and unsuccessful intention to learn words was assessed by means of event-related functional MRI. Eighteen patients with schizophrenia and 15 healthy control participants were scanned while being given two word lists to read and another seven to learn with immediate recall. Neural activation patterns were segregated according to whether words were subsequently recalled or forgotten and these conditions were contrasted with each other and reading. Compared to controls, patients with schizophrenia showed deficits with regard to neural recruitment of right hippocampus and of cerebellar structures during successful verbal learning. Furthermore, a reversal of activated structures was evident in the two groups: Controls showed activation of right frontal and left middle temporal structures during the unsuccessful intention to learn. During successful learning, there was additional activation of right superior parietal lobule. In contrast, patients showed activation of right superior parietal lobule during unsuccessful and successful intention to learn. There were additional frontal and left middle temporal lobe activations during successful learning. We conclude that increased parietal activity may reflect a mechanism which compensates for the lack of hippocampal and cerebellar contributions to verbal learning in schizophrenia.
The purpose of this paper is to present a novel way to stimulate learning, creativity, and thinking based on a new understanding of activity-based learning (ABL) and two methods for developing metacognitive-based activities for the classroom. ABL, in this model, is based on the premise that teachers are distillers and facilitators of information…
Palilonis, Jennifer; Bolchini, Davide
Active reading is fundamental to learning. However, there is little understanding about whether traditional active reading frameworks sufficiently characterize how learners study multimedia tablet textbooks. This paper explores the nature of active reading in the tablet environment through a qualitative study that engaged 30 students in an active…
Lawson, Timothy J.
Presents 13 active-learning activities designed for use in consumer behavior courses. The exercises involve students in brief activities, such as analysis of persuasion techniques in advertising, and follow-up discussion. Reports that students found the exercises enjoyable and worthwhile. (CFR)
This book contains specific, practical strategies that can be used for almost any subject matters to promote active learning. It brings together in one source a comprehensive collection of instructional strategies, with ways to get students to be active from the beginning through activities that build teamwork and get students thinking about the…
Tille, Patricia M; Hall, Heather
In November 2009, the MLS program in a large public university serving a geographically large, sparsely populated state instituted an initiative for the integration of technology enhanced teaching and learning within the curriculum. This paper is intended to provide an introduction to the system requirements and sample instructional exercises used to create an active learning technology-based classroom. Discussion includes the following: 1.) define active learning and the essential components, 2.) summarize teaching methods, technology and exercises utilized within a "cloud" technology program, 3.) describe a "cloud" enhanced classroom and programming 4.) identify active learning tools and exercises that can be implemented into laboratory science programs, and 5.) describe the evaluation and assessment of curriculum changes and student outcomes. The integration of technology in the MLS program is a continual process and is intended to provide student-driven active learning experiences.
Repperger, D. W.; Goodyear, C.
An active controller was used to help train naive subjects involved in a compensatory tracking task. The controller is called active in this context because it moves the subject's hand in a direction to improve tracking. It is of interest here to question whether the active controller helps the subject to learn a task more rapidly than the passive controller. Six subjects, inexperienced to compensatory tracking, were run to asymptote root mean square error tracking levels with an active controller or a passive controller. The time required to learn the task was defined several different ways. The results of the different measures of learning were examined across pools of subjects and across controllers using statistical tests. The comparison between the active controller and the passive controller as to their ability to accelerate the learning process as well as reduce levels of asymptotic tracking error is reported here.
Valyrakis, Manousos; Cheng, Ming
This study focuses on the utilisation of lab based activities to enhance the learning experience of engineering students studying Water Engineering and Geosciences. In particular, the use of modern highly visual and tangible presentation techniques within an appropriate laboratory based space are used to introduce undergraduate students to advanced engineering concepts. A specific lab activity, namely "Flood-City", is presented as a case study to enhance the active engagement rate, improve the learning experience of the students and better achieve the intended learning objectives of the course within a broad context of the engineering and geosciences curriculum. Such activities, have been used over the last few years from the Water Engineering group @ Glasgow, with success for outreach purposes (e.g. Glasgow Science Festival and demos at the Glasgow Science Centre and Kelvingrove museum). The activity involves a specific setup of the demonstration flume in a sand-box configuration, with elements and activities designed so as to gamely the overall learning activity. Social media platforms can also be used effectively to the same goals, particularly in cases were the students already engage in these online media. To assess the effectiveness of this activity a purpose designed questionnaire is offered to the students. Specifically, the questionnaire covers several aspects that may affect student learning, performance and satisfaction, such as students' motivation, factors to effective learning (also assessed by follow-up quizzes), and methods of communication and assessment. The results, analysed to assess the effectiveness of the learning activity as the students perceive it, offer a promising potential for the use of such activities in outreach and learning.
There is considerable evidence from the physics education literature that traditional approaches are ineffective in teaching physics concepts. A better teaching method is to use the active learning environment, which can be created using interactive lecture demonstrations. Based on the active learning methodology and within the framework of the UNESCO mandate in physics education and introductory physics, the ALOP project (active learning in optics and photonics) was started in 2003, to provide a focus on an experimental area that is adaptable and relevant to research and educational conditions in many developing countries. This project is discussed in this paper.
MacInnes, Jeff J; Dickerson, Kathryn C; Chen, Nan-kuei; Adcock, R Alison
Activation of the ventral tegmental area (VTA) and mesolimbic networks is essential to motivation, performance, and learning. Humans routinely attempt to motivate themselves, with unclear efficacy or impact on VTA networks. Using fMRI, we found untrained participants' motivational strategies failed to consistently activate VTA. After real-time VTA neurofeedback training, however, participants volitionally induced VTA activation without external aids, relative to baseline, Pre-test, and control groups. VTA self-activation was accompanied by increased mesolimbic network connectivity. Among two comparison groups (no neurofeedback, false neurofeedback) and an alternate neurofeedback group (nucleus accumbens), none sustained activation in target regions of interest nor increased VTA functional connectivity. The results comprise two novel demonstrations: learning and generalization after VTA neurofeedback training and the ability to sustain VTA activation without external reward or reward cues. These findings suggest theoretical alignment of ideas about motivation and midbrain physiology and the potential for generalizable interventions to improve performance and learning.
Students' unprecedented access to content on the web is providing a unique opportunity to transform the role lectures in education, moving the focus from content delivery to helping students synthesize the content into knowledge. We have introduced a variety of activities to facilitate this transformation at the University of Illinois, including web-based preflight assessments of student understanding before lecture, peer instruction (clickers) to assess and facilitate student understanding during lecture, and web-based multimedia pre-lectures designed to provide students with content before lecture. In this talk I will discuss the pedagogical motivation for introducing these activities, and the impact they have had at the University of Illinois. .
Sesen, Burcin Acar; Tarhan, Leman
Background and purpose: Active-learning as a student-centered learning process has begun to take more interest in constructing scientific knowledge. For this reason, this study aimed to investigate the effectiveness of active-learning implementation on high-school students' understanding of "acids and bases". Sample: The sample of this…
Lee, Mingun; Fortune, Anne E.
Field practicum is an active learning process. This study explores the different learning stages or processes students experience during their field practicum. First-year master's of social work students in field practica were asked how much they had engaged in educational learning activities such as observation, working independently, process…
Zanger, Virginia Vogel, Ed.; And Others
One-fourth of the students in Boston public schools have parents who were born outside of the United States. This guide contains a series of classroom activities, produced by Boston teachers and aides, that are designed to take advantage of the abundant cultural diversity found in Boston schools by encouraging these dual-culture students to share…
As a college biology instructor, I often see graphs in lab reports that do not meet my expectations. I also observe that many college students do not always adequately differentiate between good and poor (or misleading) graphs. The activity described in this paper is the result of my work with students to improve their graphing literacy. The…
This paper presents strategies for actively involving students in studying cultural geography through a research project on youth cultures. It provides a basic framework to investigate selected "subcultures" focusing on the origin and diffusion of each culture, its material and non-material aspects and the attributes and meanings of spaces used by…
Roman, Harry T.
In this article, the author presents an activity that uses simple paperboard from the back of a pad of paper to illustrate some basic construction principles as students experiment with conducting load tests. The author describes the steps in conducting a load test as well as adding a strut support system. The important lesson here is that…
Drobnyk, Wendy; And Others
Intended for parents of handicapped preschool children, the booklet suggests ways parents can stimulate the development of their children through activities that occur naturally in the home setting. An initial section provides behavior management guidelines such as using success, encouragement, and praise to develop the child's enjoyment of…
Seelye, H. Ned, Ed.
The need for new approaches, methods, and techniques in cross-cultural training and intercultural education is paramount. This collection of more than 30 exercises and activities aims to help begin a regular flow of materials into the stream of resources available to professionals in the intercultural field. The emphasis in the collection's first…
Lang, Tobias; Flachsenberg, Florian; von Luxburg, Ulrike; Rarey, Matthias
A common task in the hit-to-lead process is classifying sets of compounds into multiple, usually structural classes, which build the groundwork for subsequent SAR studies. Machine learning techniques can be used to automate this process by learning classification models from training compounds of each class. Gathering class information for compounds can be cost-intensive as the required data needs to be provided by human experts or experiments. This paper studies whether active machine learning can be used to reduce the required number of training compounds. Active learning is a machine learning method which processes class label data in an iterative fashion. It has gained much attention in a broad range of application areas. In this paper, an active learning method for multiclass compound classification is proposed. This method selects informative training compounds so as to optimally support the learning progress. The combination with human feedback leads to a semiautomated interactive multiclass classification procedure. This method was investigated empirically on 15 compound classification tasks containing 86-2870 compounds in 3-38 classes. The empirical results show that active learning can solve these classification tasks using 10-80% of the data which would be necessary for standard learning techniques.
Peters, Sabine; Van der Meulen, Mara; Zanolie, Kiki; Crone, Eveline A
Although many studies use feedback learning paradigms to study the process of learning in laboratory settings, little is known about their relevance for real-world learning settings such as school. In a large developmental sample (N = 228, 8-25 years), we investigated whether performance and neural activity during a feedback learning task predicted reading and mathematics performance 2 years later. The results indicated that feedback learning performance predicted both reading and mathematics performance. Activity during feedback learning in left superior dorsolateral prefrontal cortex (DLPFC) predicted reading performance, whereas activity in presupplementary motor area/anterior cingulate cortex (pre-SMA/ACC) predicted mathematical performance. Moreover, left superior DLPFC and pre-SMA/ACC activity predicted unique variance in reading and mathematics ability over behavioral testing of feedback learning performance alone. These results provide valuable insights into the relationship between laboratory-based learning tasks and learning in school settings, and the value of neural assessments for prediction of school performance over behavioral testing alone. (PsycINFO Database Record
MacKinnon, Gregory R.
Discusses the importance of the historical context of technology and offers a cooperative-learning activity that highlights Elijah McCoy, a black inventor who was a notable contributor to technological development in the 1800s. (JOW)
Long, Lynn Hunt; Franzidis, Alexia
This article describes how two university professors teamed up to initiate a university-sponsored physical activity and wellness expo in an effort to promote an authentic and transformative learning experience for preservice students.
McLaughlin, Charles H., Jr.; Schieber, Rich
The first learning activity is intended to heighten students' awareness of the need for recycling, reuse, and reduction of materials; the second explores the aerodynamics of automobiles. Both include context, concept, objectives, procedure, and materials needed. (SK)
Biddix, J. Patrick
This chapter traces two decades of published research on learning outcomes related to campus activism and reports results from a speculative study considering civic outcomes from participation in campus political and war demonstrations.
Modell, H I
Most students have spent the majority of their school career in passive learning environments in which faculty were disseminators of information, and students were required to memorize information or use specified algorithms to "solve problems." In an active learning environment, students are encouraged to engage in the process of building and testing their own mental models from information that they are acquiring. In such a learner-centered environment, faculty become facilitators of learning, and students become active participants, engaging in a dialogue with their colleagues and with the instructor. To create a successful active learning environment, both faculty and students must make adjustments to what has been their respective "traditional" roles in the classroom. For the instructor who is committed to promoting active learning, the challenge lies in helping students understand the necessity of becoming active colleagues in learning. This process can be facilitated if the curriculum includes exercises to direct students' attention to a number of issues that impact their learning. This paper describes four such exercises designed to help students form appropriate course expectations, recognize the need for seeking clarification when communicating, recognize the role of personal experience in building mental models, and become familiar with study aids for building formal models.
Pedersen, Daphne E.
In this article, the author describes the use of active and collaborative learning strategies in an undergraduate sociological theory course. A semester-long ethnographic project is the foundation for the course; both individual and group participation contribute to the learning process. Assessment findings indicate that students are able, through…
Interest of teacher educators working in the field of social justice focuses on the ways in which teachers learn to inscribe their professional activity within social movements (for progressive change. The community of practice (COP) approach to understanding learning as a social process has a lot of currency right now in teacher education…
Sinha, Neelu; Khreisat, Laila; Sharma, Kiron
Neelu Sinha, Laila Khreisat, and Kiron Sharma describe how learner-interface interaction promotes active learning in computer science education. In a pilot study using technology that combines DyKnow software with a hardware platform of pen-enabled HP Tablet notebook computers, Sinha, Khreisat, and Sharma created dynamic learning environments by…
Krout, John A.; Bergman, Elizabeth; Bianconi, Penny; Caldwell, Kathryn; Dorsey, Julie; Durnford, Susan; Erickson, Mary Ann; Lapp, Julia; Monroe, Janice Elich; Pogorzala, Christine; Taves, Jessica Valdez
This article provides an overview of the activities included in a 3-year, multidisciplinary, intergenerational service-learning project conducted as part of a Foundation for Long-Term Care Service Learning: Linking Three Generations grant. Courses from four departments (gerontology, psychology, occupational therapy, and health promotion and…
Inquiry-based learning is a topic of growing interest in the mathematical community. Much of the focus has been on using these methods in calculus and higher-level classes. This article describes the design and implementation of a set of inquiry-based learning activities in a Math for Liberal Arts course at a small, private, Catholic college.…
Shoval, Ella; Shulruf, Boaz
The goal of this study is to identify learners who are most likely to benefit from a small group cooperative learning strategy, which includes tasks involving movement activities. The study comprised 158 learners from five second and third grade classes learning about angles. The research tools included structured observation of each learner and…
Ford, Michael J.
This article argues for increased theoretical specificity in the active learning process. Whereas constructivist learning emphasizes construction of meaning, the process articulated here complements meaning construction with disciplinary critique. This process is an implication of how disciplinary communities generate new knowledge claims, which…
Keen, Cheryl H.; Woods, Robert
In this article, we interpreted, in light of Mezirow's theory of transformative learning, interviews with 13 educators regarding their work with marginalized adult learners in prisons in the northeastern United States. Transformative learning may have been aided by the educators' response to unplanned activating events, humor, and respect, and…
Cronk, Rob; And Others
Describes two learning activities: (1) high school students design and construct a wind powered monohull vessel to travel a predetermined distance in the least amount of time; and (2) sixth graders learn about energy by doing gas and electric meter reading. (Author/JOW)
Osorio Gomez, Luz Adriana; Duart, Josep M.
In order to get a better understanding of subject design and delivery using a hybrid approach, we have studied a hybrid learning postgraduate programme offered by the University of the Andes, Bogota, Colombia. The study analyses students' perceptions of subject design and delivery, with particular reference to learning activities and the roles of…
Gao, Jinzhu; Hargis, Jace
This paper describes specific active learning strategies for teaching computer science, integrating both instructional technologies and non-technology-based strategies shown to be effective in the literature. The theoretical learning components addressed include an intentional method to help students build metacognitive abilities, as well as…
Meltzer, David E.; Thornton, Ronald K.
This Resource Letter provides a guide to the literature on research-based active-learning instruction in physics. These are instructional methods that are based on, assessed by, and validated through research on the teaching and learning of physics. They involve students in their own learning more deeply and more intensely than does traditional instruction, particularly during class time. The instructional methods and supporting body of research reviewed here offer potential for significantly improved learning in comparison to traditional lecture-based methods of college and university physics instruction. We begin with an introduction to the history of active learning in physics in the United States, and then discuss some methods for and outcomes of assessing pedagogical effectiveness. We enumerate and describe common characteristics of successful active-learning instructional strategies in physics. We then discuss a range of methods for introducing active-learning instruction in physics and provide references to those methods for which there is published documentation of student learning gains.
Kissock, Craig, Ed.
This handbook, and the VITAL Science Series videotapes, contain 12 lessons that are examples of some of the many ways of organizing elementary school classrooms for science instruction. The videotapes that are available separately demonstrate full class and small group activities, the use of learning centers, cooperative learning, and outdoor…
Markant, Douglas B.; Ruggeri, Azzurra; Gureckis, Todd M.; Xu, Fei
Despite widespread consensus among educators that "active learning" leads to better outcomes than comparatively passive forms of instruction, it is often unclear why these benefits arise. In this article, we review research showing that the opportunity to control the information experienced while learning leads to improved memory…
Maine Univ., Orono. New England - Atlantic Provinces - Quebec Center.
The similarities and differences of Canada and the United States are explored in this Learning Activity Packet (LAP). Ten learning objectives are given which encourage students to examine: 1) the misconceptions Americans and Canadians have about each other and their ways of life; 2) the effect and influence of French and English exploration and…
Kragten, Marco; Admiraal, Wilfried; Rijlaarsdam, Gert
Process diagrams describe how a system functions (e.g. photosynthesis) and are an important type of representation in Biology education. In the present study, we examined students' learning activities while studying process diagrams, related to their resulting comprehension of these diagrams. Each student completed three learning tasks. Verbal…
Bobich, Joseph A.
This active learning pedagogical technique aims to improve students' learning in a two-semester, upper-division biochemistry course sequence in which the vast majority of students enrolled will continue on to medical or graduate schools. Instead of lecturing, the Instructor moves to the side of the room, thereby becoming "the guide on the side".…
James, Giovanna; Milligan, Jerry L.
Fourteen holistic, meaning-based reading and writing activities appropriate for students with learning disabilities are described, along with the theoretical background of the paradigm. As children experiment, approximate, and discover language naturally and socially, their immersion in authentic spoken and written language facilitates learning to…
Kuczma, R. M.
Learning Activity Packages (LAP) mostly relating to the Introductory Physical Science Text are presented in this manual for use in sampling a new type of instruction. The total of 14 topics are incorporated into five units: (1) introduction to individualized learning; (2) observation versus interpretation; (3) quantity of matter; (4) introduction…
Lafond, Celia; Bovey, Nadia Spang
For the last six years, the university has been offering a Tutorial Programme for learning French, combining intensive courses and highly individualised learning activities. The programme is based on an ethnolinguistic approach and it is continuously monitored. It aims at rapid progress through contact with the local population, real-life…
Freeman, Scott; Eddy, Sarah L; McDonough, Miles; Smith, Michelle K; Okoroafor, Nnadozie; Jordt, Hannah; Wenderoth, Mary Pat
To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes--although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms.
Freeman, Scott; Eddy, Sarah L.; McDonough, Miles; Smith, Michelle K.; Okoroafor, Nnadozie; Jordt, Hannah; Wenderoth, Mary Pat
To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes—although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms. PMID:24821756
Sokoloff, David R.
There is considerable evidence that traditional approaches are ineffective in teaching physics concepts, including light and optics concepts. A major focus of the work of the Activity Based Physics Group has been on the development of active learning curricula like RealTime Physics (RTP) labs and Interactive Lecture Demonstrations (ILDs). Among…
This packet of technology learning activity (TLA) materials for drafting for students in grades 6-10 consists of an instructor's section and student materials. The instructor's section contains background information, suggested activities, and a list of suggested resources. A lesson plan for the 8-day module includes assignments; equipment, tools,…
Schee, Brian A. Vander
This paper presents the results of implementing an active learning activity in the principles of marketing course adapted from the television show "Family Feud". The objectives of the Marketing Feud game include increasing awareness of marketing misperceptions, clarifying marketing misunderstandings, encouraging class participation, and building…
Lorton, Mary Baratta
Based on the idea that through active involvement with the materials the child would draw out the generalizations within the material, a teacher's method of activity-centered learning for early childhood education is presented. The first section of the book deals with the development of language through workjobs, emphasizing perception, matching,…
Blinde, Elaine M.
Asserts that sport is a pervasive aspect of society. Presents and describes four learning activities designed to help students understand the significance of sport as a social institution. Maintains that, while the activities focus on the institution of sport, they can be used in a variety of sociology courses. (CFR)
Pinzon, D.; Pinzon, K.; Stackpole, M.
In this paper, we discuss active learning in College Algebra at Georgia Gwinnett College. This approach has been used in more than 20 sections of College Algebra taught by the authors in the past four semesters. Students work in small, structured groups on guided inquiry activities after watching 15-20 minutes of videos before class. We discuss a…
Waycott, Jenny; Jones, Ann; Scanlon, Eileen
This paper describes the use of an activity theory (AT) framework to analyze the ways that distance part time learners and mobile workers adapted and appropriated mobile devices for their activities and in turn how their use of these new tools changed the ways that they carried out their learning or their work. It is argued that there are two key…
Haley-Oliphant, Ann; Behrens, Larry
The Learning with Otis program is designed to provide elementary school teachers with practical conservation education activities which should be infused into the existing curriculum on a regular basis. Although many of these activities are science-oriented, the program is not, and should not be considered a science curriculum exclusively. This…
Gibbes, Marina; Carson, Lorna
This paper reports on an investigation of project-based language learning (PBLL) in a university language programme. Learner reflections of project work were analysed through Activity Theory, where tool-mediated activity is understood as the central unit of analysis for human interaction. Data were categorised according to the components of human…
Thomas, Courtney L.
The effect of hands-on laboratory activities on secondary student learning was examined. Assessment was conducted over a two-year period, with 262 students participating the first year and 264 students the second year. Students took a prequiz, performed a laboratory activity (gas chromatography of alcohols, or photosynthesis and respiration), and…
This paper explores the potential of cultural-historical activity theory (CHAT), to provide new insights into community service-learning (CSL) in higher education. While CSL literature acknowledges the influences of John Dewey and Paolo Freire, discussion of the potential contribution of cultural-historical activity theory, rooted in the work of…
Intended for parents, the handbook describes characteristics of learning disabled (LD) children and offers activities that the child can perform in the home to build skill proficiency. It is explained that the activities are designed to relieve the parent and child of constant awareness of the disability, to avoid use of special materials and…
Forte, Imogene; Schurr, Sandra
This workbook includes high-interest activities, lessons, and projects to further students' interest in and understanding of important exploratory and enrichment topics essential to a balanced middle grades program. The workbook includes lessons and activities that encourage students to learn more about the arts. Instructional strategies are…
Fuller, Kathryn; Linden, Matthew D.; Lee-Pullen, Tracey; Fragall, Clayton; Erber, Wendy N.; Röhrig, Kimberley J.
Advances in science education research have the potential to improve the way students learn to perform scientific interpretations and understand science concepts. We developed active, collaborative activities to teach skills in manipulating flow cytometry data using FlowJo software. Undergraduate students were given compensated clinical flow…
This instructor's packet accompanies the learning activity package (LAP) on the surgical scrub. Contents included in the packet are a time sheet, suggested uses for the LAP, an instruction sheet, final LAP reviews, a final LAP review answer key, a student performance checklist, suggested activities, an additional resources list, and student…
Trans-Management Systems, Inc.
Based on the assumption that the more parents enjoy playing with their children, the more children will learn from their parents, this booklet is a collection of fun activities for parents to do with their preschool children. The booklet is organized according to location for the activity, whether in a particular room in the house or outdoors.…
Hampton, Elaine; Wallace, Mary Ann; Lee, Wen-Yee
In this lesson, a ready-to-teach cooperative reading activity, students learn about the effects of plastics in our environment, specifically that certain petrochemicals act as artificial estrogens and impact hormonal activities. Much of the content in this lesson was synthesized from recent medical research about the impact of xenoestrogens and…
Presented is a Learning Activity Package (LAP) study concerned with carbon and its compounds. This LAP in chemistry includes a rationale for studying the chemical element of carbon, a list of student objectives (stated in behavioral terms), of activities (reading, laboratory experiments, model construction, etc.), a two-page worksheet, a…
Boulton-Lewis, Gillian M.; Buys, Laurie
This paper reports on the findings of qualitative, semistructured interviews conducted with 40 older Australian participants who either did or did not engage in organized learning. Phenomenology was used to guide the interviews and analysis to explore the lived learning experiences and perspectives of these older people. Their experiences of…
The concept of approach "stresses relationships between intention, process and outcome within a specified context as described by an individual" (Schmeck, 1988, p. 10). This paper explores the approaches to learning of a group of mature students from the theoretical perspective of activity theory in order to gain an insight into some of the ways statistics is learned. In this framework, learning, regarded as goal-directed behaviour, is analysed by exploring the socio-historical factors relating to students' self regulation of their cognitive activities. The material is derived from questionnaires and interviews with five students, and focuses on the students' own interpretations of the contexts affecting their approaches.
Chan, Zenobia C Y
Nursing is a profession that closely related to human life, and nurses are required to demonstrate critical thinking and creativity in providing health care services. However, traditional teaching approaches usually limit students' autonomy and freedom of expressing their thoughts and feelings. In order to develop the corresponding competence of nursing students, I adopted three teaching innovations, namely writing poems, composing songs, and using role plays in a nursing problem-based learning class in a university in Hong Kong. According to students' reflective notes and comments from two international expert reviewers, participating in these activities is a valuable experience and students were able to develop clinical reasoning, empathy, team spirit, motivation to learn, creativity, and ability to summarise and reconstruct knowledge. It is hoped that more innovative learning activities will be implemented, to prepare professional and ethical nurses in the future. It is also hoped that this study could provide other PBL educators some insights in innovative problem-based learning activities.
As our understanding of practice development becomes more sophisticated, we enhance our understanding of how the facilitation of learning in and from practice, can be more effectively achieved. This paper outlines an approach for enabling and maximizing learning within practice development known as 'Active Learning'. It considers how, given establishing a learning culture is a prerequisite for the sustainability of PD within organisations, practice developers can do more to maximize learning for practitioners and other stakeholders. Active Learning requires that more attention be given by organisations committed to PD, at a corporate and strategic level for how learning strategies are developed in the workplace. Specifically, a move away from a heavy reliance on training may be required. Practice development facilitators also need to review: how they organise and offer learning, so that learning strategies are consistent with the vision, aims and processes of PD; have skills in the planning, delivery and evaluation of learning as part of their role and influence others who provide more traditional methods of training and education.
Montrezor, Luís H
The evaluation process is complex and extremely important in the teaching/learning process. Evaluations are constantly employed in the classroom to assist students in the learning process and to help teachers improve the teaching process. The use of active methodologies encourages students to participate in the learning process, encourages interaction with their peers, and stimulates thinking about physiological mechanisms. This study examined the performance of medical students on physiology over four semesters with and without active engagement methodologies. Four activities were used: a puzzle, a board game, a debate, and a video. The results show that engaging in activities with active methodologies before a physiology cognitive monitoring test significantly improved student performance compared with not performing the activities. We integrate the use of these methodologies with classic lectures, and this integration appears to improve the teaching/learning process in the discipline of physiology and improves the integration of physiology with cardiology and neurology. In addition, students enjoy the activities and perform better on their evaluations when they use them.
Kurikawa, Tomoki; Kaneko, Kunihiko
Learning is a process that helps create neural dynamical systems so that an appropriate output pattern is generated for a given input. Often, such a memory is considered to be included in one of the attractors in neural dynamical systems, depending on the initial neural state specified by an input. Neither neural activities observed in the absence of inputs nor changes caused in the neural activity when an input is provided were studied extensively in the past. However, recent experimental studies have reported existence of structured spontaneous neural activity and its changes when an input is provided. With this background, we propose that memory recall occurs when the spontaneous neural activity changes to an appropriate output activity upon the application of an input, and this phenomenon is known as bifurcation in the dynamical systems theory. We introduce a reinforcement-learning-based layered neural network model with two synaptic time scales; in this network, I/O relations are successively memorized when the difference between the time scales is appropriate. After the learning process is complete, the neural dynamics are shaped so that it changes appropriately with each input. As the number of memorized patterns is increased, the generated spontaneous neural activity after learning shows itineration over the previously learned output patterns. This theoretical finding also shows remarkable agreement with recent experimental reports, where spontaneous neural activity in the visual cortex without stimuli itinerate over evoked patterns by previously applied signals. Our results suggest that itinerant spontaneous activity can be a natural outcome of successive learning of several patterns, and it facilitates bifurcation of the network when an input is provided.
Traditional teaching practice based on the textbook-whiteboard- lecture-homework-test paradigm is not very effective in helping students with diverse academic backgrounds achieve higher-order critical thinking skills such as analysis, synthesis, and evaluation. Consequently, there is a critical need for developing a new pedagogical approach to create a collaborative and interactive learning environment in which students with complementary academic backgrounds and learning skills can work together to enhance their learning outcomes. In this presentation, I will discuss an innovative teaching method ('Team-Based Learning (TBL)") which I recently developed at National University of Singapore to promote active learning among students in the environmental engineering program with learning abilities. I implemented this new educational activity in a graduate course. Student feedback indicates that this pedagogical approach is appealing to most students, and promotes active & interactive learning in class. Data will be presented to show that the innovative teaching method has contributed to improved student learning and achievement.
time is quite short. The implementation has been realized on a 3.06 Ghz PC platform running under a Debian distribution. The langage used is Java...therefore this computation time could be reduced using a faster langage such as C if needed. Phase Time Learning Phase 1143 ms Challenge Phase 223 µs Table
Heide, Ann; Henderson, Dale
This book examines the theoretical and practical issues surrounding today's technology-integrated classroom. The chapters cover the following topics: (1) reasons to integrate technology into the classroom, including the changing world, enriched learning and increased productivity, the learner, the workplace, past experience, and future trends; (2)…
Gurvitch, Rachel; Metzler, Michael
Model-based instruction has been increasingly used in physical education for the past two decades. Metzler (2011) identified eight instructional models that are commonly used in physical education today. Each model is designed to promote certain kinds of learning outcomes for students and to address different combinations of the national…
Saito, Eisuke; Atencio, Matthew
The purpose of this paper is to discuss group learning in line with economic perspectives of embeddedness and integration emanating from the work of Karl Polanyi. Polanyi's work defines economy as a necessary interaction among human beings for survival; the economy is considered inextricably linked from broader society and social relations rather…
You, Xinge; Wang, Ruxin; Tao, Dacheng
The use of relative attributes for semantic understanding of images and videos is a promising way to improve communication between humans and machines. However, it is extremely labor- and time-consuming to define multiple attributes for each instance in large amount of data. One option is to incorporate active learning, so that the informative samples can be actively discovered and then labeled. However, most existing active-learning methods select samples one at a time (serial mode), and may therefore lose efficiency when learning multiple attributes. In this paper, we propose a batch-mode active-learning method, called Diverse Expected Gradient Active Learning (DEGAL). This method integrates an informativeness analysis and a diversity analysis to form a diverse batch of queries. Specifically, the informativeness analysis employs the expected pairwise gradient length as a measure of informativeness, while the diversity analysis forces a constraint on the proposed diverse gradient angle. Since simultaneous optimization of these two parts is intractable, we utilize a two-step procedure to obtain the diverse batch of queries. A heuristic method is also introduced to suppress imbalanced multi-class distributions. Empirical evaluations of three different databases demonstrate the effectiveness and efficiency of the proposed approach.
You, Xinge; Wang, Ruxin; Tao, Dacheng
The use of relative attributes for semantic understanding of images and videos is a promising way to improve communication between humans and machines. However, it is extremely labor- and time-consuming to define multiple attributes for each instance in large amount of data. One option is to incorporate active learning, so that the informative samples can be actively discovered and then labeled. However, most existing active-learning methods select samples one at a time (serial mode), and may therefore lose efficiency when learning multiple attributes. In this paper, we propose a batch-mode active-learning method, called diverse expected gradient active learning. This method integrates an informativeness analysis and a diversity analysis to form a diverse batch of queries. Specifically, the informativeness analysis employs the expected pairwise gradient length as a measure of informativeness, while the diversity analysis forces a constraint on the proposed diverse gradient angle. Since simultaneous optimization of these two parts is intractable, we utilize a two-step procedure to obtain the diverse batch of queries. A heuristic method is also introduced to suppress imbalanced multiclass distributions. Empirical evaluations of three different databases demonstrate the effectiveness and efficiency of the proposed approach.
Tang, Jinhui; Zha, Zheng-Jun; Tao, Dacheng; Chua, Tat-Seng
User interaction is an effective way to handle the semantic gap problem in image annotation. To minimize user effort in the interactions, many active learning methods were proposed. These methods treat the semantic concepts individually or correlatively. However, they still neglect the key motivation of user feedback: to tackle the semantic gap. The size of the semantic gap of each concept is an important factor that affects the performance of user feedback. User should pay more efforts to the concepts with large semantic gaps, and vice versa. In this paper, we propose a semantic-gap-oriented active learning method, which incorporates the semantic gap measure into the information-minimization-based sample selection strategy. The basic learning model used in the active learning framework is an extended multilabel version of the sparse-graph-based semisupervised learning method that incorporates the semantic correlation. Extensive experiments conducted on two benchmark image data sets demonstrated the importance of bringing the semantic gap measure into the active learning process.
Gordon, Goren; Dorfman, Nimrod; Ahissar, Ehud
Rats move their whiskers to acquire information about their environment. It has been observed that they palpate novel objects and objects they are required to localize in space. We analyze whisker-based object localization using two complementary paradigms, namely, active learning and intrinsic-reward reinforcement learning. Active learning algorithms select the next training samples according to the hypothesized solution in order to better discriminate between correct and incorrect labels. Intrinsic-reward reinforcement learning uses prediction errors as the reward to an actor-critic design, such that behavior converges to the one that optimizes the learning process. We show that in the context of object localization, the two paradigms result in palpation whisking as their respective optimal solution. These results suggest that rats may employ principles of active learning and/or intrinsic reward in tactile exploration and can guide future research to seek the underlying neuronal mechanisms that implement them. Furthermore, these paradigms are easily transferable to biomimetic whisker-based artificial sensors and can improve the active exploration of their environment.
Kaczynski, Adam; Wittmann, Michael C.
Students in a sophomore-level mechanics course participated in a new group learning activity that was intended to support model-building and finding coherence between multiple representations in the context of an underdamped harmonic system. Not all of the student groups framed the activity in the same way, and many attempted tasks that existed outside of the prompts of the activity. For one group, this meant that instead of providing a rich verbal description, they framed the activity as finding a mathematical expression.
Tractor Mechanics. Maintaining and Servicing the Engine, Learning Activity Packages 78-89; Lubricating the Tractor, Learning Activity Packages 90-94; Painting the Tractor, Learning Activity Packages 95-96.
Clemson Univ., SC. Vocational Education Media Center.
This series of learning activity packages focuses on three areas of tractor mechanics: (1) maintaining and servicing the engine, (2) lubricating the tractor, and (3) painting the tractor. Each of the nineteen illustrated learning activity packages follows a typical format: introduction, directions, objectives, learning activities, tools and…
Trempy, Janine E.; Skinner, Monica M.; Siebold, William A.
Describes the course "The World According to Microbes" which puts science, mathematics, engineering, and technology majors into teams of students charged with problem solving activities that are microbial in origin. Describes the development of learning activities that utilize key components of cooperative learning including positive…
Kass, Jesse (Shaya)
This study investigated whether two prereading activities impacted student learning from hands-on science activities. The study was based on constructivist learning theory. Based on the work of Piaget, it was hypothesized that students who activated prior knowledge would learn more from the activities. Based on the work of Vygotsky it was hypothesized that students who talk more and write more would learn more from the activity. The K-W-L chart and anticipation guide strategies were used with eighth grade students at Graves Middle School in Whittier, California before learning about levers and convection currents. D. M. Ogle (1986) created the three-column K-W-L chart to have students activate prior knowledge. In the first column, the students write what they already know about a subject, in the second column, the students write what they want to know about the subject, and the students complete the third column after learning about a subject by writing answers to the questions that they asked in the second column. Duffelmeyer (1994) created the anticipation guide based on Herber's (1978) reasoning guide. In the anticipation guide, the teacher creates three or four sentences that convey the major ideas of the topic and the students either agree or disagree with the statements. After learning about the topic, students revisit their answers and decide if they were correct or incorrect and they must defend their choices. This research used the Solomon (1947) four-square design and compared both the experimental groups to a control group that simply discussed the concepts before completing the activity. The research showed no significant difference between the control group and either of the treatment groups. The reasons for the lack of significant differences are considered. It was hypothesized that since the students were unfamiliar with the prereading activities and did not have much experience with using either writing-to-learn or talking-to-learn strategies, the
Yeatts, Karin B
Principles of active learning were used to design and implement an introductory public health course. Students were introduced to the breadth and practice of public health through team and individual-based activities. Team assignments covered topics in epidemiology, biostatistics, health behavior, nutrition, maternal and child health, environment, and health policy. Students developed an appreciation of the population perspective through an "experience" trip and related intervention project in a public health area of their choice. Students experienced several key critical component elements of a public health undergraduate major; they explored key public health domains, experience public health practice, and integrated concepts with their assignments. In this paper, course assignments, lessons learned, and student successes are described. Given the increased growth in the undergraduate public health major, these active learning assignments may be of interest to undergraduate public health programs at both liberal arts colleges and research universities.
One means to uncover common attitudes toward aging and older adults is to perform content analyses of popular print media forms such as newspapers, magazines, and even greeting cards. This active learning activity involves small groups of undergraduate students replicating, in a limited way, elements of a published research study on the messages conveyed by age-related birthday cards. In the exercise, each group of students is asked to analyze a set of 15 different birthday cards and to share qualitative and quantitative findings with classmates before submitting a written "discussion section" on their results to the instructor. The author demonstrates how this exercise, because it is aligned with key course learning outcomes as well as with coursework preceding and following the activity, is integrated into the overall learning environment of the course. Comments on student findings, the potential benefits of and modifications to the exercise, and the transferability of the exercise to other course contexts are also provided.
Yeatts, Karin B.
Principles of active learning were used to design and implement an introductory public health course. Students were introduced to the breadth and practice of public health through team and individual-based activities. Team assignments covered topics in epidemiology, biostatistics, health behavior, nutrition, maternal and child health, environment, and health policy. Students developed an appreciation of the population perspective through an “experience” trip and related intervention project in a public health area of their choice. Students experienced several key critical component elements of a public health undergraduate major; they explored key public health domains, experience public health practice, and integrated concepts with their assignments. In this paper, course assignments, lessons learned, and student successes are described. Given the increased growth in the undergraduate public health major, these active learning assignments may be of interest to undergraduate public health programs at both liberal arts colleges and research universities. PMID:25566526
Students in medical school often feel overwhelmed by the excessive amount of factual knowledge they are obliged to learn. Although a large body of research on effective learning methods is published, scientifically based learning strategies are not a standard part of the curriculum in medical school. Students are largely unaware of how to learn successfully and improve memory. This review outlines three fundamental methods that benefit learning: the testing effect, active recall, and spaced repetition. The review summarizes practical learning strategies to learn effectively and optimize long-term retention of factual knowledge.
Brusilovsky, Peter; Nijhavan, Hemanta
This paper suggests that a way to the new generation of powerful E-learning systems starts on the crossroads of two emerging fields: courseware re-use and adaptive educational systems. The paper presents the KnowledgeTree, a framework for adaptive E-learning based on distributed re-usable learning activities currently under development. The goal…
Dyson, Laurel Evelyn; Litchfield, Andrew; Lawrence, Elaine; Raban, Ryszard; Leijdekkers, Peter
This article reports on an m-learning research agenda instituted at our university in order to explore how mobile technology can enhance active, experiential learning. Details of the implementation and results of four areas of m-learning are presented: mobile supported fieldwork, fostering interactivity in large lectures with mobile technology,…
Huerta-Wong, Juan Enrique; Schoech, Richard
Social work education research frequently has suggested an interaction between teaching techniques and learning environments. However, this interaction has never been tested. This study compared virtual and face-to-face learning environments and included active listening concepts to test whether the effectiveness of learning environments depends…
Marenzi, I.; Zerr, S.
This paper discusses the development of LearnWeb2.0, a search and collaboration environment for supporting searching, organizing, and sharing distributed resources, and our pedagogical setup based on the multiliteracies approach. In LearnWeb2.0, collaborative and active learning is supported through project-focused search and aggregation, with…
Ogawa, Nobuyuki; Shimizu, Akira
Japanese National Institutes of Technology have revealed a plan to strongly promote e-Learning and active learning under the common schematization of education in over 50 campuses nationwide. Our e-Learning and ICT-driven education practiced for more than fifteen years were highly evaluated, and is playing a leading role in promoting e-Learning…
Haselberger, David; Motsching, Renate
Blended or hybrid learning has become a frequent practice in higher education. In this article our primary research interest was to find out how students perceived eLearning activities in blended learning courses based on the person-centered paradigm. Through analyzing the content of a series of semi-structured interviews we found out that…
ranging from the income level to age and her preference order over a set of products (e.g. movies in Netflix ). The ranking task is to learn a map- ping...learners in RankBoost. However, in both cases, the proposed strategy selects the samples which are estimated to produce a faster convergence from the...steps in Section 5. 2. Related Work A number of strategies have been proposed for active learning in the classification framework. Some of those center
Shaharanee, Izwan Nizal Mohd; Jamil, Jastini Mohd; Rodzi, Sarah Syamimi Mohamad
As the world is being developed with the new technologies, discovering and manipulating new ideas and concepts of online education are changing rapidly. In response to these changes, many states, institutions, and organizations have been working on strategic plans to implement online education. At the same time, misconceptions and myths related to the difficulty of teaching and learning online, technologies available to support online instruction, the support and compensation needed for high-quality instructors, and the needs of online students create challenges for such vision statements and planning documents. This paper provides analysis and evaluation of the effectiveness of Google Classroom's active learning activities for data mining subject under the Decision Sciences program. Technology Acceptance Model (TAM) has been employed to measure the effectiveness of the learning activities. A total of 100 valid unduplicated responses from students who enrolled data mining subject were used in this study. The results indicated that majority of the students satisfy with the Google Classroom's tool that were introduced in the class. Results of data analyzed showed that all ratios are above averages. In particular, comparative performance is good in the areas of ease of access, perceived usefulness, communication and interaction, instruction delivery and students' satisfaction towards the Google Classroom's active learning activities.
McWalter, Kirsty M; Sdano, Mallory R; Dave, Gaurav; Powell, Karen P; Callanan, Nancy
Specialization within genetic counseling is apparent, with 29 primary specialties listed in the National Society of Genetic Counselors' 2012 Professional Status Survey (PSS). PSS results show a steady proportion of genetic counselors primarily involved in public health, yet do not identify all those performing public health activities. Little is known about the skills needed to perform activities outside of "traditional" genetic counselor roles and the expertise needed to execute those skills. This study aimed to identify genetic counselors engaging in public health activities, the skills used, and the most influential sources of learning for those skills. Participants (N = 155) reported involvement in several public health categories: (a) Education of Public and/or Health Care Providers (n = 80, 52 %), (b) Population-Based Screening Programs (n = 70, 45 %), (c) Lobbying/Public Policy (n = 62, 40 %), (d) Public Health Related Research (n = 47, 30 %), and (e) State Chronic Disease Programs (n = 12, 8 %). Regardless of category, "on the job" was the most common primary source of learning. Genetic counseling training program was the most common secondary source of learning. Results indicate that the number of genetic counselors performing public health activities is likely higher than PSS reports, and that those who may not consider themselves "public health genetic counselors" do participate in public health activities. Genetic counselors learn a diverse skill set in their training programs; some skills are directly applicable to public health genetics, while other public health skills require additional training and/or knowledge.
Helping students develop multiple intelligences and achieve content mastery requires teachers to design meaningful active learning experiences. Active learning uses the active engagement of the students' thinking processes in learning and applying knowledge. By designing active strategies that engage each student's strongest learning skills, a…
Encourage students to write a detailed, analytical report correlating classroom discussions to an important historical event or a current event. Motivate students interview an expert from industry on a topic that was discussed in class. Ask the students to submit a report with supporting sketches, drawings, circuit diagrams and graphs. Propose that the students generate a complete a set of reading responses pertaining to an assigned topic. Require each student to bring in one comment or one question about an assigned reading. The assignment should be a recent publication in an appropriate journal. Have the students conduct a web search on an assigned topic. Ask them to generate a set of ideas that can relate to classroom discussions. Provide the students with a study guide. The study guide should provide about 10 or 15 short topics. Quiz the students on one or two of the topics. Encourage the students to design or develop some creative real-world examples based on a chapter discussed or a topic of interest. Require that students originate, develop, support and defend a viewpoint using a specifically assigned material. Make the students practice using or utilizing a set of new technical terms they have encountered in an assigned chapter. Have students develop original examples explaining the different terms. Ask the students to select one important terminology from the previous classroom discussions. Encourage the students to explain why they selected that particular word. Ask them to talk about the importance of the terminology from the point of view of their educational objectives and future career. Angelo, T. A. (1991). Ten easy pieces: Assessing higher learning in four dimensions. In T. A. Angelo (Ed.), Classroom research: Early lessons from success (pp. 17-31). New Directions for Teaching and Learning, No. 46. San Francisco: Jossey-Bass.
Auerbach, Anna Jo; Schussler, Elisabeth E.
Active learning (or learner-centered) pedagogies have been shown to enhance student learning in introductory biology courses. Student collaboration has also been shown to enhance student learning and may be a critical part of effective active learning practices. This study focused on documenting the use of individual active learning and group…
Ravi, R.; Xavier, P.
The Activity Based Learning (ABL) is unique and effective to attract out-of -school children to schools. It facilitates readiness for learning, instruction, reinforcement and evaluation. ABL has transformed the classrooms into hubs of activities and meaningful learning. Activity-based learning, naturally leads to cooperative learning. Since group…
Spence, Ian; Stan-Spence, Aileen
Learned helplessness is an insidious condition involving undeveloped executive functioning, lack of persistence, and an undeveloped sense of connecting new words or concepts into a web of meanings. Remedial teaching in most small-group, diagnostic/prescriptive settings encourages continued learned helplessness because students are dependent on the…
This paper reviews the introduction of a flipped class for fourth grade dentistry students, and analyzes the characteristics of the learning method. In fiscal 2013 and 2014, a series of ten three-hour units for removable partial prosthodontics were completed with the flipped class method; a lecture video of approximately 60 minutes was made by the teacher (author) and uploaded to the university's e-learning website one week before each class. Students were instructed to prepare for the class by watching the streaming video on their PC, tablet, or smartphone. In the flipped class, students were not given a lecture, but were asked to solve short questions displayed on screen, to make a short presentation about a part of the video lecture, and to discuss a critical question related to the main subject of the day. An additional team-based learning (TBL) session with individual and group answers was implemented. The average individual scores were considerably higher in the last two years, when the flipped method was implemented, than in the three previous years when conventional lectures were used. The following learning concepts were discussed: the role of the flipped method as an active learning strategy, the efficacy of lecture videos and short questions, students' participation in the class discussion, present-day value of the method, cooperation with TBL, the significance of active learning in relation with the students' learning ability, and the potential increase in the preparation time and workload for students.
Ventura-Campos, Noelia; Sanjuán, Ana; González, Julio; Palomar-García, María-Ángeles; Rodríguez-Pujadas, Aina; Sebastián-Gallés, Núria; Deco, Gustavo; Ávila, César
Can learning capacity of the human brain be predicted from initial spontaneous functional connectivity (FC) between brain areas involved in a task? We combined task-related functional magnetic resonance imaging (fMRI) and resting-state fMRI (rs-fMRI) before and after training with a Hindi dental-retroflex nonnative contrast. Previous fMRI results were replicated, demonstrating that this learning recruited the left insula/frontal operculum and the left superior parietal lobe, among other areas of the brain. Crucially, resting-state FC (rs-FC) between these two areas at pretraining predicted individual differences in learning outcomes after distributed (Experiment 1) and intensive training (Experiment 2). Furthermore, this rs-FC was reduced at posttraining, a change that may also account for learning. Finally, resting-state network analyses showed that the mechanism underlying this reduction of rs-FC was mainly a transfer in intrinsic activity of the left frontal operculum/anterior insula from the left frontoparietal network to the salience network. Thus, rs-FC may contribute to predict learning ability and to understand how learning modifies the functioning of the brain. The discovery of this correspondence between initial spontaneous brain activity in task-related areas and posttraining performance opens new avenues to find predictors of learning capacities in the brain using task-related fMRI and rs-fMRI combined.
Gale, John T.; Shields, Donald C.; Ishizawa, Yumiko; Eskandar, Emad N.
The nucleus accumbens core (NAcc) has been implicated in learning associations between sensory cues and profitable motor responses. However, the precise mechanisms that underlie these functions remain unclear. We recorded single-neuron activity from the NAcc of primates trained to perform a visual-motor associative learning task. During learning, we found two distinct classes of NAcc neurons. The first class demonstrated progressive increases in firing rates at the go-cue, feedback/tone and reward epochs of the task, as novel associations were learned. This suggests that these neurons may play a role in the exploitation of rewarding behaviors. In contrast, the second class exhibited attenuated firing rates, but only at the reward epoch of the task. These findings suggest that some NAcc neurons play a role in reward-based reinforcement during learning. PMID:24765069
Noblejas, Maria Imelda; Mizrahi, Aviv D.; Dauber, Omer; Bergman, Hagai
The basal ganglia (BG) network has been divided into interacting actor and critic components, modulating the probabilities of different state–action combinations through learning. Most models of learning and decision making in the BG focus on the roles of the striatum and its dopaminergic inputs, commonly overlooking the complexities and interactions of BG downstream nuclei. In this study, we aimed to reveal the learning-related activity of the external segment of the globus pallidus (GPe), a downstream structure whose computational role has remained relatively unexplored. Recording from monkeys engaged in a deterministic three-choice reversal learning task, we found that changes in GPe discharge rates predicted subsequent behavioral shifts on a trial-by-trial basis. Furthermore, the activity following the shift encoded whether it resulted in reward or not. The frequent changes in stimulus–outcome contingencies (i.e., reversals) allowed us to examine the learning-related neural activity and show that GPe discharge rates closely matched across-trial learning dynamics. Additionally, firing rates exhibited a linear decrease in sequences of correct responses, possibly reflecting a gradual shift from goal-directed execution to automaticity. Thus, modulations in GPe spiking activity are highest for attention-demanding aspects of behavior (i.e., switching choices) and decrease as attentional demands decline (i.e., as performance becomes automatic). These findings are contrasted with results from striatal tonically active neurons, which show none of these task-related modulations. Our results demonstrate that GPe, commonly studied in motor contexts, takes part in cognitive functions, in which movement plays a marginal role. PMID:27671661
Clemson Univ., SC. Vocational Education Media Center.
This series of learning activity packages focuses on two areas of tractor mechanics: (1) maintaining and servicing the cooling system and (2) maintaining and servicing hydraulic systems. Each of the fifteen illustrated learning activity packages follows a typical format: introduction, directions, objectives, learning activities, tools and…
Lohman, Margaret C.
Purpose: The purpose of this study is to examine factors influencing the engagement of public school teachers in informal learning activities. Design/methodology/approach: This study used a survey research design. Findings: Analysis of the data found that teachers rely to a greater degree on interactive than on independent informal learning…
Describes a unique language learning activity using the whole language approach in a tertiary level lower advanced reading and speaking course. Following a semester long theme on crime and punishment, students were introduced to an authentic, idiomatic text dealing with a famous murder case in U.S. history. (Author/VWL)
Pinder, Jonathan P.
Recent developments in agent-based modeling as a method of systems analysis and optimization indicate that students in business analytics need an introduction to the terminology, concepts, and framework of agent-based modeling. This article presents an active learning exercise for MBA students in business analytics that demonstrates agent-based…
MacVaugh, Jason; Norton, Mike
Purpose: The purpose of this paper is to explore how active learning may help address the legitimacy and practicability issues inherent in introducing education for sustainability into business-related degree programs. Design/methodology/approach: The focus of this study is the experience of the authors in the development and implementation of…
MacVaugh, Jason; Norton, Mike
The purpose of this paper is to explore how active learning may help address the legitimacy and practicability issues inherent in introducing education for sustainability into business-related degree programmes. The focus of this study is the experience of the authors in the development and implementation of education for sustainability within…
Franklin, Mary Ann
A set of five teacher-prepared Learning Activity Packages for individualized instruction on western civilization at the twelfth grade level includes the following units: Establishment of Western Civilization; Middle Period of Western Civilization; Islam and the Saracenic Civilization; the Renaissance and Reformation; and Modern Western…
Burgdorf, Jane; And Others
A set of nine teacher-prepared Learning Activity Packages for individualized instruction on world history at the tenth grade level includes the following units: Early Man and the Beginning of Civilization; Our Heritage from Greece and Rome; Life in the Middle Ages; The Renaissance and the Reformation; Revolution; The World at War; Totalitarianism;…
A set of seven teacher-prepared Learning Activity Packages for individualized instruction in world history at the tenth grade level includes the following units: Early Man and the Beginning of Civilization; Our Heritage from Greece and Rome; Life in the Middle Ages; The Renaissance and the Reformation; The Age of Revolution; The World at War; and…
This book provides information to guide the development of an active learning early childhood program by assisting in the selection of materials and equipment to support children's cognitive, physical and social development. The guide considers the arrangement of classroom areas, and elements of the daily routine. The following classroom interest…
Epigenetics involves heritable changes in gene expression that do not involve alterations in the DNA sequence. I developed an active-learning approach to convey this topic to students in a college genetics course. I posted a brief summary of the topic before class to stimulate exchange in cooperative groups. During class, we discussed the…
This study examines the degree of active learning, participation and engagement of civic, social and political education (CSPE) pupils through an analysis of interview and focus group data, supplemented with key findings from a survey undertaken with CSPE pupils. The study focuses on pupils' views of the status of CSPE, their experience of active…
Cooper, Leslie; Weaver, Mary G.
Every year, school nurses have the responsibility for developing and presenting a bloodborne pathogen presentation to the education and clerical staff of their buildings. Although the information is similar from year to year, the manner in which the information is presented can be altered. Teachers are using active learning strategies in a variety…
The factors influencing active learning in small enterprises were examined. Data from earlier Australian studies were examined in an attempt to provide a framework that might inform the relationship between educational systems and small enterprises. Special attention was paid to a 1988 study of systematic differences between small businesses that…
Kelly, Andrew B.
Outlines an approach to using the translation of French songs in English as an effective and enjoyable learning activity for students of French. Steps include: respecting rhythms; finding and respecting meaning; respecting style; respecting sound; respecting your choice of intended listeners; and respecting the original version. (CB)
Williams, G. J.
This set of nine teacher-prepared Learning Activity Packages (LAPs) for individualized instruction in physical science covers the topics of scientific equipment and procedures; measure of time, length, area, and volume; water; oxygen and oxidation; atmospheric pressure; motion; machines; carbon; and light and sound. Each unit contains a rationale…
Olgun, Ozlem Sila
The main purpose of this study was to investigate the effects of active learning on preservice teachers' dignity, energy, self-management, community, and awareness (DESCA) abilities, attitudes toward teaching, and attitudes toward science. Third year preservice teachers (n = 77) from two different classes were involved in the study. One intact…
Hampden-Thompson, Gillian; Bennett, Judith
The purpose of this analysis is to describe the variation in students' reports of engagement in science across science teaching and learning activities. In addition, this study examines student and school characteristics that may be associated with students' levels of engagement in science. Data are drawn from the Programme for International…
This paper introduces the Intercollegiate Ethics Bowl (IEB) as a means of promoting active learning in the realm of marketing ethics. The cases discussed in the competition are based on current ethical issues and require students to provide a coherent analysis of what are generally complex, ambiguous, and highly viewpoint dependent issues. The…
Deal, Walter F., III
This learning activity asks students to use critical thinking skills to imagine life in the late stone age, including the tools and technology that would have existed. Presents the context, the challenge, objectives, resources, material and equipment needs, and evaluation methods. (SK)
Washington, Herman A.; Davis, Rose Marie
This guide suggests social studies learning activities for developing specific concepts in grades K-12. A related document, SO 013 465, lists the concepts and generalizations upon which a comprehensive K-12 social studies program should be built. Although written for teachers and curriculum specialists involved in curriculum development in Oregon,…
The increased emphasis on active learning in essentially all disciplines is proving beneficial in terms of a student's depth of learning, retention, and completion of challenging courses. Formats labeled flipped, hybrid and blended facilitate face-to-face active learning. To be effective, students need to absorb a significant fraction of the course material prior to class, e.g., using online lectures and reading assignments. Getting students to assimilate and at least partially understand this material prior to class can be extremely difficult. As an aid to achieving this preparation as well as enhancing depth of understanding, we find the use of software programs such as Mathematica®or MatLab®, very helpful. We have written several Mathematica®applications and student exercises for use in a blended format two semester E&M course. Formats include tutorials, simulations, graded and non-graded quizzes, walk-through problems, exploration and interpretation exercises, and numerical solutions of complex problems. A good portion of this activity involves student-written code. We will discuss the efficacy of these applications, their role in promoting active learning, and the range of possible uses of this basic scheme in other classes.
Nelson, Larry P.; Crow, Mary L.
Improving students' ability to recognize work-related problems and apply effective strategies and solutions to fundamental challenges in the field is at the crux of a good college preparation. This paper attempts to investigate if active-learning strategies improve students' critical thinking ability in this regard. Participants were pre-service…
Zapalska, Alina; Brozik, Dallas; Rudd, Denis
Educational games and simulations are excellent active learning tools that offer students hands-on experience. Little research is available on developing games and simulations and how teachers can be assisted in making their own games and simulations. In this context, the paper presents a multi-step process of how to develop games and simulations…
Akiba, Motoko; Liang, Guodong
The authors examined the effects of six types of teacher professional learning activities on student achievement growth over 4 years using statewide longitudinal survey data collected from 467 middle school mathematics teachers in 91 schools merged with 11,192 middle school students' mathematics scores in a standardized assessment in Missouri. The…
Ye, Cheng; Segedy, James R.; Kinnebrew, John S.; Biswas, Gautam
This paper discusses Multi-Feature Hierarchical Sequential Pattern Mining, MFH-SPAM, a novel algorithm that efficiently extracts patterns from students' learning activity sequences. This algorithm extends an existing sequential pattern mining algorithm by dynamically selecting the level of specificity for hierarchically-defined features…
A series of 10 teacher-prepared Learning Activity Packages (LAPs) in advanced algebra and trigonometry, these units cover absolute value, inequalities, exponents, radicals, and complex numbers; functions; higher degree equations and the derivative; the trigonometric functions; graphs and applications of the trigonometric functions; sequences and…
Vanags, Thea; George, Amanda M.; Grace, Diana M.; Brown, Patricia M.
Brain Bingo is a tutorial activity for helping undergraduate psychology students learn complex physiological terms. In two experiments, the authors tested pretest and posttest knowledge, and in Experiment 2, the authors tested retention after 5 weeks. In Experiment 1 (n = 41), the experimental group (Brain Bingo) recalled more terms than the…
Mas, Ángeles; Blasco, Vicente; Lerma, Carlos; Angulo, Quiteria
This study presents an investigation about the use of multimedia procedures applied to architectural construction teaching. We have applied current technological resources, aiming to rationalize and optimize the active learning process. The experience presented to students is very simple and yet very effective. It has consisted in a simulation of…
This packet of technology learning activity (TLA) materials on health occupations for students in grades 6-10 consists of a technology education overview, information on use, and instructor's and student's sections. The overview discusses the technology education program and materials. Components of the instructor's and student's sections are…
Hawaii State Dept. of Education, Honolulu. Office of Instructional Services.
These seventeen individualized learning activities packets (LAPs) are intended to relate essential competencies needed for entry or advancement in office occupations to the secondary level office education program and to assist students in achieving occupational proficiency in business careers. Each LAP contains some or all of the following…
Cultural-historical activity theory (CHAT), founded on the seminal work of Vygotsky and evolving in the subsequent work of Leont'ev and Engestrom, continues to emerge as a robust and increasingly widely used conceptual framework for the research and analysis of the complex social mediation of human learning and development. Yet there remains…
Levant, Yves; Coulmont, Michel; Sandu, Raluca
Business simulations are innovative instruction models for active or cooperative learning. In this paper, we look at the social constructionist roots of these education models in light of the current efforts to enhance employability skills in undergraduate and graduate studies. More specifically, we analyse the role of business simulations in…
Scherr, Rachel E.; Hammer, David
The concept of framing from anthropology and sociolinguistics is useful for understanding student reasoning. For example, a student may frame a learning activity as an opportunity for sensemaking or as an assignment to fill out a worksheet. The student's framing affects what she notices, what knowledge she accesses, and how she thinks to act. We…
Kang, Haijun; Gyorke, Allan S.
Despite its invaluable guidance to distance education development, transactional distance (TD) theory is not seamlessly synchronised with current field practice and lacks a social component. After it has provided over 30 years of guidance, there is now a need to re-appraise TD's propositions about distance learning activities. The social-cultural…
Strean, William B.
This paper explores a variety of practices and classroom activities that engage the whole student. Grounded in a somatic perspective (from "soma" meaning the body in its wholeness--the integration of thinking, feeling, and acting), the discussion shows how students can be brought fully into learning through movement, music, and…
Despite the widespread use of blogs in higher education, there remains a lack of knowledge and consensus about the use and value of blogging in higher education, particularly when used for long periods. This article investigates the use of a group blog to assist traditional teaching activities and foster collaborative learning through the…
HOFFMAN, ELIZABETH A.
While the traditional lecture format may be a successful way to teach microbiology to both medical and nursing students, it was not an effective means of learning for many prenursing and preprofessional students enrolled in either of the introductory microbiology courses at Ashland Community College, an open enrollment institution. The structure of both Medical Microbiology and Principles of Microbiology was redesigned to allow students to address the material in an active manner. Daily quizzes, student group discussions, scrapbooks, lab project presentations and papers, and extra credit projects were all added in order to allow students maximum exposure to the course material in a manner compatible with various methods of learning. Student knowledge, course evaluations, and student success rates have all improved with the active learning format. PMID:23653538
Palen, Stacy E.; Larson, Ana M.
In recent years, accreditation boards and other governing bodies have been pushing hard for explicit learning goals and quantitative measures of assessment for general education courses such as Astronomy 101. This added assessment burden can be problematic, especially for harried adjuncts teaching multiple courses at multiple institutions. It would be helpful to have a field-tested set of combined hands-on activities and assessment tools that help instructors meet these assessment requirements. The authors have produced just such a set. We have been using hands-on activities in our classrooms for more than 15 years. These activities require no special equipment or preparation and can be completed within an hour by most students working in groups of two or three. The sections of each activity are arranged in steps, guiding the students from initial knowledge-level questions or practice to a final evaluation or synthesis of what they have just accomplished. Students thus get practice thinking at higher cognitive levels. A recent addition to these activities is the inclusion of formalized learning objectives and accompanying pre- and post-activity questions. The pre-activity questions address common misconceptions, relate familiar analogous terrestrial examples to the activity, and act as a brief refresher meta-concepts like scale factors, measurements, and basic mathematics review. The post-activity questions review the most important concepts introduced in the activity. We present a number of examples as well as a summary as to how we have initiated their use in a large lecture setting of 300 students, in smaller classrooms of 15 students, and in a community college online course.
TREMPY, JANINE E.; SKINNER, MONICA M.; SIEBOLD, WILLIAM A.
A microbiology course and its corresponding learning activities have been structured according to the Cooperative Learning Model. This course, The World According to Microbes, integrates science, math, engineering, and technology (SMET) majors and non-SMET majors into teams of students charged with problem solving activities that are microbial in origin. In this study we describe development of learning activities that utilize key components of Cooperative Learning—positive interdependence, promotive interaction, individual accountability, teamwork skills, and group processing. Assessments and evaluations over an 8-year period demonstrate high retention of key concepts in microbiology and high student satisfaction with the course. PMID:23653547
March, Jordon K; Jensen, Kyle C; Porter, Nathan T; Breakwell, Donald P
Serial dilution and plate counting is often taught in courses for both microbiology and allied health students. Lecture examples and examination questions addressing how the method is used can sometimes be contrived: artificial data sets may have little or no meaning other than to have students perform a calculation. Here we provide a set of activities employing data sets acquired from the primary literature. Our objective was to have the students think critically about a real scenario in which serial dilution and plate count was used. Each activity requires students to read a paragraph describing the study, predict the results, perform the appropriate calculations, and then evaluate the results in light of their predictions. To test the efficacy of these activities, a pretest quiz was given to approximately 100 students in an allied health/general microbiology course. After a lecture on how microbes are enumerated, students were given a different quiz. The class was then divided randomly into groups of three or four students and assigned one of the activities. A postactivity quiz was also administered. Approximately two weeks later, a serial dilution/plate count question was used on an examination and served as a final posttest. Standardized learning gains were calculated for the quiz administered after each learning activity. Even though learning gains were significantly higher after the lecture, there was also a significant improvement between the lecture and the activity. Using an exercise based on an authentic set of data significantly improved student learning gains, and is a useful practice for teaching microbiology.
March, Jordon K.; Jensen, Kyle C.; Porter, Nathan T.; Breakwell, Donald P.
Serial dilution and plate counting is often taught in courses for both microbiology and allied health students. Lecture examples and examination questions addressing how the method is used can sometimes be contrived: artificial data sets may have little or no meaning other than to have students perform a calculation. Here we provide a set of activities employing data sets acquired from the primary literature. Our objective was to have the students think critically about a real scenario in which serial dilution and plate count was used. Each activity requires students to read a paragraph describing the study, predict the results, perform the appropriate calculations, and then evaluate the results in light of their predictions. To test the efficacy of these activities, a pretest quiz was given to approximately 100 students in an allied health/general microbiology course. After a lecture on how microbes are enumerated, students were given a different quiz. The class was then divided randomly into groups of three or four students and assigned one of the activities. A postactivity quiz was also administered. Approximately two weeks later, a serial dilution/plate count question was used on an examination and served as a final posttest. Standardized learning gains were calculated for the quiz administered after each learning activity. Even though learning gains were significantly higher after the lecture, there was also a significant improvement between the lecture and the activity. Using an exercise based on an authentic set of data significantly improved student learning gains, and is a useful practice for teaching microbiology. PMID:23653759
Katsamani, Maria; Retalis, Symeon
This paper gives an overview of CADMOS (CoursewAre Development Methodology for Open instructional Systems), a graphical IMS-LD Level A & B compliant learning design (LD) tool, which promotes the concept of "separation of concerns" during the design process, via the creation of two models: the conceptual model, which describes the…
Holden, William R.
This article describes a variety of ways learners can help themselves remember new words, choosing the ones that best suit their learning styles. It is asserted that repeated exposure to new lexical items using a variety of means is the most consistent predictor of retention. The use of verbal, visual, tactile, textual, kinesthetic, and sonic…
Toetenel, Lisette; Rienties, Bart
The focus on quality improvements by institutions for better online and blended teaching can be delivered in different ways. This article reports on the implementation of this process and the approaches taken first, in terms of the design of new learning materials, and second, when reviewing the existing curriculum. The study aims to ascertain…
South Carolina State Dept. of Education, Columbia. Agricultural Education Section.
These forty-two learning activity packages, intended for student use, are based on a catalog of performance objectives, criterion-referenced measures, and performance guides for gardening-groundskeeping developed by the Vocational Education Consortium of States (V-TECS). They are organized by four areas of instruction: Organizing and Planning…
Bryant, D P; Bryant, B R
Cooperative learning (CL) is a common instructional arrangement that is used by classroom teachers to foster academic achievement and social acceptance of students with and without learning disabilities. Cooperative learning is appealing to classroom teachers because it can provide an opportunity for more instruction and feedback by peers than can be provided by teachers to individual students who require extra assistance. Recent studies suggest that students with LD may need adaptations during cooperative learning activities. The use of assistive technology adaptations may be necessary to help some students with LD compensate for their specific learning difficulties so that they can engage more readily in cooperative learning activities. A process for integrating technology adaptations into cooperative learning activities is discussed in terms of three components: selecting adaptations, monitoring the use of the adaptations during cooperative learning activities, and evaluating the adaptations' effectiveness. The article concludes with comments regarding barriers to and support systems for technology integration, technology and effective instructional practices, and the need to consider technology adaptations for students who have learning disabilities.
Jones, Harrison P.; Henney, Carl; Hill, Frank; Gearen, Michael; Pompca, Stephen; Stagg, Travis; Stefaniak, Linda; Walker, Connie
DASL-Data and Activities for Solar Learning Data and Activities for Solar Learning (DASL) provides a classroom learning environment based on a twenty-five year record of solar magnetograms from the National Solar Observatory (NSO) at Kitt Peak, AZ. The data, together with image processing software for Macs or PCs, can be used to learn basic facts about the Sun and astronomy at the middle school level. At the high school level, students can study properties of the Sun's magnetic cycle with classroom exercises emphasizing data and error analysis and can participate in a new scientific study, Research in Active Solar Longitudes (RASL), in collaboration with classrooms throughout the country and scientists at NSO and NASA. We present a half-day course to train teachers in the scientific content of the project and its classroom use. We will provide a compact disc with the data and software and will demonstrate software installation and use, classroom exercises, and participation in RASL with computer projection.
Baepler, Paul; Walker, J. D.
This chapter explores the "educational alliance" among students and between students and instructors. We contend that this is a framework that can help us understand how active learning classrooms facilitate positive educational outcomes.
Bobich, Joseph A.
This active learning pedagogical technique aims to improve students' learning in a two-semester, upper-division biochemistry course sequence in which the vast majority of students enrolled will continue on to medical or graduate schools. Instead of lecturing, the Instructor moves to the side of the room, thereby becoming "the guide on the side". Students take turns being the "Discussion Leader" (DL, instructor for the day) and administer an oral quiz that requires answering questions of the DL's own devising. The remaining students, knowing they must learn the assigned material in advance, come prepared for every class. They prepare by creating written work abstracting the most important things they have learned on the given topic. Students use their prior writing and learning to answer the questions asked by the Discussion Leader; they also annotate these abstracts as they learn more during class. At the end of each class, the annotated writing is turned in to the Instructor for grading: that grade combined with points for oral performance yields the day's grade for each student. The students appear to learn biochemistry better using these procedures compared to the previous lecture-based approach.
Franklin, Scott V.; Sayre, Eleanor C.; Clark, Jessica W.
A common narrative in physics education research is that students taught in lecture-based classes learn less than those taught with activity-based reformed methods. We show this narrative is simplistic and misses important dynamics of student learning. In particular, we find students of both methods show equal short-term learning gains on a conceptual question dealing with electric potential. For traditionally taught students, this learning rapidly decays on a time scale of weeks, vanishing by the time of the typical end-of-term post-test. For students in reform-based classes, however, the knowledge is retained and may even be enhanced by subsequent instruction. This difference explains the many previous pre- and post-test studies that have found minimal learning gains in lecture-based courses. Our findings suggest a more nuanced model of student learning, one that is sensitive to time-dependent effects such as forgetting and interference. In addition, the findings suggest that lecture-based courses, by incorporating aspects designed to reinforce student understanding of previously covered topics, might approach the long-term learning found in research-based pedagogies.
Duenk, Lester G.; Tuel, Charles
This learning activity package (LAP) on the insurance industry and the methods used to give protection to the insured is designed for student self-study. Following a list of learning objectives, the LAP contains a pretest (answer key provided at the back). Six learning activities follow. The learning activities cover the following material: terms…
Millis, Barbara J.
As numerous research studies suggest, teachers who desire increased student learning should adopt active learning. This article explores the research, defines active learning, discusses its value, offers suggestions for implementing it, and provides six concrete examples of active learning approaches: Thinking-Aloud Pair Problem-Solving;…
Gomes, José Duarte Cardoso; Figueiredo, Mauro Jorge Guerreiro; Amante, Lúcia da Graça Cruz Domingues; Gomes, Cristina Maria Cardoso
Gaming activities are an integral part of the human learning process, in particular for children. Game-based learning focuses on motivation and children's engagement towards learning. Educational game-based activities are becoming effective strategies to enhance the learning process. This paper presents an educational activity focusing to merge…
Gleason, Brenda L.; Peeters, Michael J.; Resman-Targoff, Beth H.; Karr, Samantha; McBane, Sarah; Kelley, Kristi; Thomas, Tyan
Active learning is an important component of pharmacy education. By engaging students in the learning process, they are better able to apply the knowledge they gain. This paper describes evidence supporting the use of active-learning strategies in pharmacy education and also offers strategies for implementing active learning in pharmacy curricula in the classroom and during pharmacy practice experiences. PMID:22171114
Szewcyzk, S; Dwan, K; Minor, B; Swedlove, B; Cook, D
The pervasive sensing technologies found in smart homes offer unprecedented opportunities for providing health monitoring and assistance to individuals experiencing difficulties living independently at home. In order to monitor the functional health of smart home residents, we need to design technologies that recognize and track the activities that people perform at home. Machine learning techniques can perform this task, but the software algorithms rely upon large amounts of sample data that is correctly labeled with the corresponding activity. Labeling, or annotating, sensor data with the corresponding activity can be time consuming, may require input from the smart home resident, and is often inaccurate. Therefore, in this paper we investigate four alternative mechanisms for annotating sensor data with a corresponding activity label. We evaluate the alternative methods along the dimensions of annotation time, resident burden, and accuracy using sensor data collected in a real smart apartment.
Dmochowski, J. E.; Marinov, I.
A decline in enrollment in STEM fields at the university level has prompted extensive research on alternative ways of teaching and learning science. Inquiry-based learning as well as the related "flipped" or "active" lectures, and similar teaching methods and philosophies have been proposed as more effective ways to disseminate knowledge in science classes than the traditional lecture. We will provide a synopsis of our experiences in implementing some of these practices into our Introductory Oceanography, Global Climate Change, and Ocean Atmosphere Dynamics undergraduate courses at the University of Pennsylvania, with both smaller and larger enrollments. By implementing tools such as at-home modules; computer labs; incorporation of current research; pre- and post-lecture quizzes; reflective, qualitative writing assignments; peer review; and a variety of in-class learning strategies, we aim to increase the science literacy of the student population and help students gain a more comprehensive knowledge of the topic, enhance their critical thinking skills, and correct misconceptions. While implementing these teaching techniques with college students is not without complications, we argue that a blended class that flexibly and creatively accounts for class size and science level improves the learning experience and the acquired knowledge. We will present examples of student assignments and activities as well as describe the lessons we have learned, and propose ideas for moving forward to best utilize innovative teaching tools in order to increase science literacy in oceanography and other climate-related courses.
Palsole, S.; Serpa, L. F.
Scientific literacy has been defined as the foremost challenge of this decade (AAAS, 2012). The Geological Society of American in its position statement postis that due to the systemic nature of the discipline of earth science, it is the most effective way to engage students in STEM disciplines. Given that the most common place for exposure to earth sciences is at the freshman level for non majors, we decided to transform a freshman introductory geology course to an active, student centered course, using an inquiry based approach. Our focus was to ensure the students saw the earth sciences as broadly applicative field, and not an esoteric science. To achieve this goal, we developed a series of problems that required the students to apply the concepts acquired through their self guided learning into the different topics of the course. This self guided learning took the form of didactic content uploaded into the learning management system (the various elements used to deliver the content were designed video clips, short text based lectures, short formative assessments, discussion boards and other web based discovery exercises) with the class time devoted to problem solving. A comparison of student performance in the active learning classroom vs. a traditional classroom as measured on a geoscience concept inventory (the questions were chosen by a third party who was not teaching either courses) showed that the the students in the active learning classroom scored 10% higher on the average in comparison to the traditional class. In addition to this heightened performance, the students in the active classroom also showed a higher degree of content retention 8 weeks after the semester had ended. This session will share the design process, some exercises and efficacy data collected.
This paper examines the current mobile vocabulary learning practice to discover how far mobile devices are being used to support vocabulary learning. An activity-centered perspective is undertaken, with the consideration of new practice against existing theories of learning activities including behaviorist activities, constructivist activities,…
Carrotte, P V
'Active Learning' is a frequently encountered term much in vogue in educational circles and widely considered in many current textbooks and papers. It is, however, a most difficult term to define. This paper seeks firstly to explore and discuss the meaning of the term with special relation to undergraduate dental education, and then, in a consideration of the different approaches to studying, considers aspects of the current dental undergraduate curriculum, both teaching and assessment, which may have an influence on the student's approach to learning.
Active Physics bridges research and practice. This NSF supported curriculum project uses a 7E instructional model and a problem based learning approach. Students learn physics on a need to know basis as they construct solutions to challenges such as developing a sport that can be played on the moon, creating an appliance package for developing countries, designing a light and sound show, or building a museum exhibit. In addition to meeting the content requirements of an introductory physics course, there is also an emphasis on engineering design principles and on essential questions. The excitement and frustration of trying to bridge research and practice will be discussed.
Felder, Richard M.
Five chemical engineering courses were taught to a cohort of students in consecutive semesters using an instructional model based on active, inductive, and cooperative learning and other methods designed to address a broad spectrum of learning styles. The results suggest that the approach enhances understanding and promotes the development of a variety of interpersonal and thinking skills, and that while it may initially provoke resistance from some students, the resistance can be overcome if the methods are implemented with care. With suitable modifications for content differences, the model may be equally effective for chemistry instruction.
Nakayama, Minoru; Mutsuura, Kouichi; Yamamoto, Hiroh
Student's emotional aspects are often discussed in order to promote better learning activity in blended learning courses. To observe these factors, course participant's self-efficacy and reflections upon their studies were surveyed, in addition to the surveying of the metrics of student's characteristics during a Bachelor level credit course.…
Education for active citizenship continues to be a critical response for social cohesion and reconstruction in conflict-affected areas. Oftentimes, approaches to learning and teaching in such contexts can do as much harm as good. This study qualitatively examines 435 students' reflections of their civics classroom learning experiences and their…
Andrews, T. M.; Leonard, M. J.; Colgrove, C. A.; Kalinowski, S. T.
Previous research has suggested that adding active learning to traditional college science lectures substantially improves student learning. However, this research predominantly studied courses taught by science education researchers, who are likely to have exceptional teaching expertise. The present study investigated introductory biology courses…
Kim, Heesung; Ke, Fengfeng
The pedagogical and design considerations for the use of a virtual reality (VR) learning environment are important for prospective and current teachers. However, empirical research investigating how preservice teachers interact with transformative content representation, facilitation, and learning activities in a VR educational simulation is still…
Caruana, Vicki; Woodrow, Kelli; Pérez, Luis
The Learning Activities Survey (LAS) detected whether, and to what extent, a perspective transformation occurred during two graduate courses in teacher preparation. The LAS examined the types of learning identified as contributing to their transformative experiences. This study examined pre-service teachers' critical reflection of the course…
Bot, Ludovic; Gossiaux, Pol-Bernard; Rauch, Carl-Philippe; Tabiou, Safouana
This article describes an active learning method for the teaching of physical sciences and mathematics to engineers. After defining the challenges involved in the training of engineers, we shall describe the answers provided by our method, "learning by doing" (named "Apprentissage Par l"Action" in French), by introducing…
Bedgood, Danny R., Jr.; Bridgeman, Adam J.; Buntine, Mark; Mocerino, Mauro; Southam, Daniel; Lim, Kieran F.; Gardiner, Michael; Yates, Brian; Morris, Gayle; Pyke, Simon M.; Zadnik, Marjan
This paper describes an Australian Learning and Teaching Council funded project for which Learning Design is encompassed in the broadest sense. ALIUS (Active Learning In University Science) takes the design of learning back to the learning experiences created for students. ALIUS is not about designing a particular activity, or subject, or course,…
Gardner, Joel; Belland, Brian R.
Introductory biology courses form a cornerstone of undergraduate instruction. However, the predominantly used lecture approach fails to produce higher-order biology learning. Research shows that active learning strategies can increase student learning, yet few biology instructors use all identified active learning strategies. In this paper, we present a framework to design biology instruction that incorporates all active learning strategies. We review active learning research in undergraduate biology courses, present a framework for organizing active learning strategies, and provide clear implications and future research for designing instruction in introductory undergraduate biology courses.
Gaines, Daniel M.; Wilkes, Don M.; Kusumalnukool, Kanok; Thongchai, Siripun; Kawamura, Kazuhiko; White, John H.
Reinforcement learning techniques have been successful in allowing an agent to learn a policy for achieving tasks. The overall behavior of the agent can be controlled with an appropriate reward function. However, the policy that is learned will be fixed to this reward function. If the user wishes to change his or her preference about how the task is achieved the agent must be retrained with this new reward function. We address this challenge by combining Spreading Activation Networks and Reinforcement Learning in an approach we call SAN-RL. This approach provides the agent with a causal structure, the spreading activation network, relating goals to the actions that can achieve those goals. This enables the agent to select actions relative to the goal priorities. We combine this with reinforcement learning to enable the agent to learn a policy. Together, these approaches enable the learning of a configurable behaviors, a policy that can be adapted to meet the current preferences. We compare the approach with Q-learning on a robot navigation task. We demonstrate that SAN-RL exhibits goal-directed behavior before learning, exploits the causal structure of the network to focus its search during learning and results in configurable behaviors after learning.
Hodge, T. M.; Saderholm, J. C.
In a recent survey, Small & Plummer (2010) found that the goals of planetarium professionals are aligned with inquiry-based, active learning. However, most planetarium shows are designed as passive entertainment, with education as a secondary goal. In addition, there are very few research-based studies on the types of activities which promote greater learning within the planetarium environment, particularly at the post-secondary level. We report the results of the pilot test of a novel use of the planetarium to provide a simulated night sky, which students use to make longitudinal observations and measurements of planetary positions. In spite of several pragmatic limitations, the planetarium environment is well suited to student construction of both geocentric and heliocentric models of the solar system from direct observation. The curriculum we are developing addresses common misconceptions about the nature of science, in particular the use of modeling in the development of scientific knowledge.
Hampden-Thompson, Gillian; Bennett, Judith
The purpose of this analysis is to describe the variation in students' reports of engagement in science across science teaching and learning activities. In addition, this study examines student and school characteristics that may be associated with students' levels of engagement in science. Data are drawn from the Programme for International Student Assessment 2006 study. The analysis employs a quantitative approach that includes descriptive and inferential statistics to examine three measures of student engagement for a nationally representative sample of approximately 12,000 15-year-old students in the UK. The main results indicate that there is an association between students' motivation towards science, enjoyment of science and future orientation towards science, and the frequency in which various teaching and learning activities take place in the classroom. Understanding student engagement in science and the factors that influence it is essential in addressing the issue of uptake of science after compulsory schooling.
In 2004, we launched a new calculus-based, introductory physics sequence at Washington University. Designed as an alternative to our traditional lecture-based sequence, the primary objectives for this new course were to actively engage students in the learning process, to significantly strengthen students' conceptual reasoning skills, to help students develop higher level quantitative problem solving skills necessary for analyzing ``real world'' problems, and to integrate modern physics into the curriculum. This talk will describe our approach, using The Six Ideas That Shaped Physics text by Thomas Moore, to creating an active learning environment in large classes as well as share our perspective on key elements for success and challenges that we face in the large class environment.
For students with little experience in mathematical thinking and conceptualization, writing-to-learn activities (WTL) can be particularly effective in promoting discovery and understanding. For community college students embarking on a first calculus course in particular, writing activities can help facilitate the transition from an "apply…
Seetharaman, Mahadevan; Musier-Forsyth, Karin
Three journal articles on nucleic acid antisense modification strategies were assigned to 12 students as part of an active learning "jigsaw" exercise for a graduate-level chemistry course on nucleic acids. Each student was required to read one of the three articles. This assignment was preceded by an hour-long lecture on the basic concepts in antisense antigene technology. On the day of the jigsaw, the students with the same article (three groups of four students) discussed their article briefly, and then formed four new groups where no one had read the same article. Each student spent about five minutes teaching his or her article to the other group members, using specific questions provided to guide the discussion. This exercise laid the foundation for bringing the discussion to the entire class, where most of the students actively participated. To test the students' comprehension of the reading materials, a problem set was designed that required not only an understanding of the three articles, but also application of the concepts learned. The effectiveness of this active learning strategy and its applicability to other topics are discussed in this article.
Fuller, Kathryn; Linden, Matthew D; Lee-Pullen, Tracey; Fragall, Clayton; Erber, Wendy N; Röhrig, Kimberley J
Advances in science education research have the potential to improve the way students learn to perform scientific interpretations and understand science concepts. We developed active, collaborative activities to teach skills in manipulating flow cytometry data using FlowJo software. Undergraduate students were given compensated clinical flow cytometry listmode output (FCS) files and asked to design a gating strategy to diagnose patients with different hematological malignancies on the basis of their immunophenotype. A separate cohort of research trainees was given uncompensated data files on which they performed their own compensation, calculated the antibody staining index, designed a sequential gating strategy, and quantified rare immune cell subsets. Student engagement, confidence, and perceptions of flow cytometry were assessed using a survey. Competency against the learning outcomes was assessed by asking students to undertake tasks that required understanding of flow cytometry dot plot data and gating sequences. The active, collaborative approach allowed students to achieve learning outcomes not previously possible with traditional teaching formats, for example, having students design their own gating strategy, without forgoing essential outcomes such as the interpretation of dot plots. In undergraduate students, favorable perceptions of flow cytometry as a field and as a potential career choice were correlated with student confidence but not the ability to perform flow cytometry data analysis. We demonstrate that this new pedagogical approach to teaching flow cytometry is beneficial for student understanding and interpretation of complex concepts. It should be considered as a useful new method for incorporating complex data analysis tasks such as flow cytometry into curricula.
Soetedjo, Robijanto; Fuchs, Albert F; Kojima, Yoshiko
How the brain learns and maintains accurate precision movements is currently unknown. At times throughout life, rapid gaze shifts (saccades) become inaccurate, but the brain makes gradual adjustments so they again stop on target. Previously, we showed that complex spikes (CSs) in Purkinje cells of the oculomotor cerebellum report the direction and amplitude by which saccades are in error. Anatomical studies indicate that this error signal could originate in the superior colliculus (SC). Here, we deliver subthreshold electrical stimulation of the SC after the saccade lands to signal an apparent error. The size of saccades in the same direction as the simulated error gradually increase; those in the opposite direction decrease. The electrically adapted saccades endure after stimulation is discontinued, exhibit an adaptation field, can undergo changes in direction, and depend on error timing. These electrically induced adaptations were virtually identical with those produced by the visually induced adaptations that we report here for comparable visual errors in the same monkeys. Therefore, our experiments reveal that an additional role for the SC in the generation of saccades is to provide a vector error signal that drives dysmetric saccades to adapt. Moreover, the characteristics of the electrically induced adaptation reflect those of error-related CS activity in the oculomotor cerebellum, suggesting that CS activity serves as the learning signal. We speculate that CS activity may serve as the error signal that drives other kinds of motor learning as well.
Medical educators often deliver complex material in a format that does not allow the positive learning engagement recommended by cognitive researchers and theorists. Intentional engagement and active learning pedagogies change the nature of learning, while simultaneously improving knowledge gain and recall abilities. Students find the work more interesting and thereby put more effort into it. Historical perspective reveals that medical faculty need to make changes in their teaching methodologies. However, transforming pedagogical practice is difficult, as medical faculty have not had much exposure to pedagogical theory or training. While simple steps can be taken to alter basic lecture formatting, these steps may be unfamiliar to medical faculty. Seven methods for adapting parts of lectures are described. Practice with such methods may engender exploration of epistemological and cognitive aspects of deeper understanding.
Noguez, Julieta; Neri, Luis; Robledo-Rella, Víctor; Muñoz, Karla
Active Learning Simulators (ALS) allow students to practice and carry out experiments in a safe environment - at any time, and in any place. Furthermore, well-designed simulations may enhance learning, and provide the bridge from conceptual to practical understanding. By adding an Intelligent Tutoring System (ITS), it is possible to provide personal guidance to students. The main objective of this work is to present an ALS suited for a Physics scenario in which we incorporate elements from ITS, and where a Probabilistic Relational Model (PRM) based on a Bayesian Network is used to infer student knowledge, taking advantage of relational models. A discussion of the methodology is addressed and preliminary results are presented. Ours first results go in the right direction as proved by a relative learning gain.
Soekadar, Surjo R; Witkowski, Matthias; Birbaumer, Niels; Cohen, Leonardo G
Sensorimotor rhythms (SMR, 8-15 Hz) are brain oscillations associated with successful motor performance, imagery, and imitation. Voluntary modulation of SMR can be used to control brain-machine interfaces (BMI) in the absence of any physical movements. The mechanisms underlying acquisition of such skill are unknown. Here, we provide evidence for a causal link between function of the primary motor cortex (M1), active during motor skill learning and retention, and successful acquisition of abstract skills such as control over SMR. Thirty healthy participants were trained on 5 consecutive days to control SMR oscillations. Each participant was randomly assigned to one of 3 groups that received either 20 min of anodal, cathodal, or sham transcranial direct current stimulation (tDCS) over M1. Learning SMR control across training days was superior in the anodal tDCS group relative to the other 2. Cathodal tDCS blocked the beneficial effects of training, as evidenced with sham tDCS. One month later, the newly acquired skill remained superior in the anodal tDCS group. Thus, application of weak electric currents of opposite polarities over M1 differentially modulates learning SMR control, pointing to this primary cortical region as a common substrate for acquisition of physical motor skills and learning to control brain oscillatory activity.
Wieser, Heike; Waldboth, Simone; Mischo-Kelling, Maria
Objectives The purpose of this study was to investigate how students perceived their learning experience when combining traditional anatomy lectures with preparatory e-learning activities that consisted of fill-in-the-blank assignments, videos, and multiple-choice quizzes. Methods A qualitative study was conducted to explore changes in study behaviour and perception of learning. Three group interviews with students were conducted and thematically analysed. Results Data was categorized into four themes: 1. Approaching the course material, 2. Understanding the material, 3. Consolidating the material, and 4. Perceived learning outcome. Students appreciated the clear structure of the course, and reported that online activities encouraged them towards a first engagement with the material. They felt that they were more active during in-class sessions, described self-study before the end-of-term exam as easier, and believed that contents would remain in their memories for a longer time. Conclusions By adjusting already existing resources, lectures can be combined fairly easily and cost-effectively with preparatory e-learning activities. The creation of online components promote well-structured courses, can help minimize ‘student passivity’ as a characteristic element of lectures, and can support students in distributing their studies throughout the term, thus suggesting enhanced learning. Further research work should be designed to confirm the afore-mentioned findings through objective measurements of student learning outcomes. PMID:26897012
Dirks-Naylor, Amie J.
An active learning activity was used to engage students and enhance in-class learning of cell cycle regulation in a PharmD level integrated biological sciences course. The aim of the present study was to determine the effectiveness and perception of the in-class activity. After completion of a lecture on the topic of cell cycle regulation,…
Wood, Anna K.; Galloway, Ross K.; Hardy, Judy; Sinclair, Christine M.
Peer Instruction (PI) is an evidence based pedagogy commonly used in undergraduate physics instruction. When asked questions designed to test conceptual understanding, it has been observed that the proportion of students choosing the correct answer increases following peer discussion; however, relatively little is known about what takes place during these discussions or how they are beneficial to the processes of learning physics [M. C. James and S. Willoughby, Am. J. Phys. 79, 123 (2011)]. In this paper a framework for analyzing PI discussions developed through the lens of the "resources model" [D. Hammer, Am. J. Phys. 64, 1316 (1996); D. Hammer et al., Information Age Publishing (2005)] is proposed. A central hypothesis for this framework is that the dialogue with peers plays a crucial role in activating appropriate cognitive resources, enabling the students to see the problem differently, and therefore to answer the questions correctly. This framework is used to gain greater insights into the PI discussions of first year undergraduate physics students at the University of Edinburgh, UK, which were recorded using Livescribe Smartpens. Analysis of the dialogues revealed three different types of resource activation corresponding to increasing cognitive grain size. These were activation of knowledge elements, activation of linkages between knowledge elements, and activation of control structures (epistemic games and epistemological frames). Three case studies are examined to illustrate the role that peer dialogue plays in the activation of these cognitive resources in a PI session. The implications for pedagogical practice are discussed.
Hsu, David; Tang, Aonan; Hsu, Murielle; Beggs, John M.
A spontaneously active neural system that is capable of continual learning should also be capable of homeostasis of both firing rate and connectivity. Experimental evidence suggests that both types of homeostasis exist, and that connectivity is maintained at a state that is optimal for information transmission and storage. This state is referred to as the critical state. We present a simple stochastic computational Hebbian learning model that incorporates both firing rate and critical homeostasis, and we explore its stability and connectivity properties. We also examine the behavior of our model with a simulated seizure and with simulated acute deafferentation. We argue that a neural system that is more highly connected than the critical state (i.e., one that is “supercritical”) is epileptogenic. Based on our simulations, we predict that the postseizural and postdeafferentation states should be supercritical and epileptogenic. Furthermore, interventions that boost spontaneous activity should be protective against epileptogenesis.
This research paper explores the effectiveness of using mobile technologies to support a blended learning course titled Scientific Research Methods in Information Science. Specifically, it discusses the effects of WhatsApp mobile learning activities guided by activity theory on students' knowledge Management (KM). During the 2014 academic year,…
I have been involved in research on collaborative activities for improving the quality of teaching and learning high school science. Initially the collaborative activities we researched involved the uses of coteaching and cogenerative dialogue in urban middle and high schools in Philadelphia and New York (currently I have active research sites in New York and Brisbane, Australia). The research not only transformed practices but also produced theories that informed the development of additional collaborative activities and served as interventions for research and creation of heuristics for professional development programs and teacher certification courses. The presentation describes a collage of collaborative approaches to teaching and learning science, including coteaching, cogenerative dialogue, radical listening, critical reflection, and mindful action. For each activity in the collage I provide theoretical frameworks and empirical support, ongoing research, and priorities for the road ahead. I also address methodologies used in the research, illustrating how teachers and students collaborated as researchers in multilevel investigations of teaching and learning and learning to teach that included ethnography, video analysis, and sophisticated analyses of the voice, facial expression of emotion, eye gaze, and movement of the body during classroom interactions. I trace the evolution of studies of face-to-face interactions in science classes to the current focus on emotions and physiological aspects of teaching and learning (e.g., pulse rate, pulse strength, breathing patterns) that relate to science participation and achievement.
Olvera-Cortés, María Esther; García-Alcántar, Iván; Gutiérrez-Guzmán, Blanca; Hernández-Pérez, J Jesús; López-Vázquez, Miguel Ángel; Cervantes, Miguel
The participation key role of the hippocampus in place learning ability as well as the decline of cognitive functions associated with aging, have been established in experimental and clinical studies. On the other hand, hippocampal theta activity has been proposed as a part of the cerebral phenomena underlying hippocampal-dependent learning processes. In the present study, the relative power of low, high, and maximal frequency components of hippocampal CA1 theta activity during a 6-day training period (four daily trials; basal, searching, and platform stages) and the probe trial of a place learning paradigm (Morris water maze) were analyzed in young and aged rats. An increase in high frequency, and a decrease in low frequency relative power of theta activity during the searching stage, which were correlated with shorter swimming path lengths and predominant hippocampal-dependent allocentric strategies, were observed in young rats as became trained in place learning and memory tasks, in the Morris water maze; while, under these conditions, no changes in theta activity and predominant non hippocampal-dependent egocentric strategies occurred in the old rats. Besides, an overall (theta activity recorded during the three behavioral stages) increase of low frequency and an overall decrease of high frequency theta bands in the old group as compared to the young group were observed. These electrophysiological data suggest that old rats process information relevant for cognitive functions in a different manner, possibly leading to the use of different learning strategies, than young rats.
Kanevski, Mikhail; Volpi, Michele; Copa, Loris
The problem of environmental monitoring networks optimization (MNO) belongs to one of the basic and fundamental tasks in spatio-temporal data collection, analysis, and modeling. There are several approaches to this problem, which can be considered as a design or redesign of monitoring network by applying some optimization criteria. The most developed and widespread methods are based on geostatistics (family of kriging models, conditional stochastic simulations). In geostatistics the variance is mainly used as an optimization criterion which has some advantages and drawbacks. In the present research we study an application of advanced techniques following from the statistical learning theory (SLT) - support vector machines (SVM) and the optimization of monitoring networks when dealing with a classification problem (data are discrete values/classes: hydrogeological units, soil types, pollution decision levels, etc.) is considered. SVM is a universal nonlinear modeling tool for classification problems in high dimensional spaces. The SVM solution is maximizing the decision boundary between classes and has a good generalization property for noisy data. The sparse solution of SVM is based on support vectors - data which contribute to the solution with nonzero weights. Fundamentally the MNO for classification problems can be considered as a task of selecting new measurement points which increase the quality of spatial classification and reduce the testing error (error on new independent measurements). In SLT this is a typical problem of active learning - a selection of the new unlabelled points which efficiently reduce the testing error. A classical approach (margin sampling) to active learning is to sample the points closest to the classification boundary. This solution is suboptimal when points (or generally the dataset) are redundant for the same class. In the present research we propose and study two new advanced methods of active learning adapted to the solution of
Bellebaum, C; Jokisch, D; Gizewski, E R; Forsting, M; Daum, I
Successful adaptation to the environment requires the learning of stimulus-response-outcome associations. Such associations can be learned actively by trial and error or by observing the behaviour and accompanying outcomes in other persons. The present study investigated similarities and differences in the neural mechanisms of active and observational learning from monetary feedback using functional magnetic resonance imaging. Two groups of 15 subjects each - active and observational learners - participated in the experiment. On every trial, active learners chose between two stimuli and received monetary feedback. Each observational learner observed the choices and outcomes of one active learner. Learning performance as assessed via active test trials without feedback was comparable between groups. Different activation patterns were observed for the processing of unexpected vs. expected monetary feedback in active and observational learners, particularly for positive outcomes. Activity for unexpected vs. expected reward was stronger in the right striatum in active learning, while activity in the hippocampus was bilaterally enhanced in observational and reduced in active learning. Modulation of activity by prediction error (PE) magnitude was observed in the right putamen in both types of learning, whereas PE related activations in the right anterior caudate nucleus and in the medial orbitofrontal cortex were stronger for active learning. The striatum and orbitofrontal cortex thus appear to link reward stimuli to own behavioural reactions and are less strongly involved when the behavioural outcome refers to another person's action. Alternative explanations such as differences in reward value between active and observational learning are also discussed.
Sokoloff, David R.
There is considerable evidence that traditional approaches are ineffective in teaching physics concepts, including light and optics concepts. A major focus of the work of the Activity Based Physics Group has been on the development of active learning curricula like RealTime Physics (RTP) labs and Interactive Lecture Demonstrations (ILDs). Among the characteristics of these curricula are: (1) use of a learning cycle in which students are challenged to compare predictions—discussed with their peers in small groups—to observations of the physical world, (2) use of guided hands-on work to construct basic concepts from observations, and (3) use of computer-based tools. It has been possible to change the lecture and laboratory learning environments at a large number of universities, colleges, and high schools without changing the structure of the introductory course. For example, in the United States, nearly 200 physics departments have adopted RTP, and many others use pre-publication, open-source versions or have adopted the RTP approach to develop their own labs. Examples from RTP and ILDs (including optics magic tricks) are described in this paper.
Lou, Xinghua; Schiegg, Martin; Hamprecht, Fred A
One distinguishing property of life is its temporal dynamics, and it is hence only natural that time lapse experiments play a crucial role in modern biomedical research areas such as signaling pathways, drug discovery or developmental biology. Such experiments yield a very large number of images that encode complex cellular activities, and reliable automated cell tracking emerges naturally as a prerequisite for further quantitative analysis. However, many existing cell tracking methods are restricted to using only a small number of features to allow for manual tweaking. In this paper, we propose a novel cell tracking approach that embraces a powerful machine learning technique to optimize the tracking parameters based on user annotated tracks. Our approach replaces the tedious parameter tuning with parameter learning and allows for the use of a much richer set of complex tracking features, which in turn affords superior prediction accuracy. Furthermore, we developed an active learning approach for efficient training data retrieval, which reduces the annotation effort to only 17%. In practical terms, our approach allows life science researchers to inject their expertise in a more intuitive and direct manner. This process is further facilitated by using a glyph visualization technique for ground truth annotation and validation. Evaluation and comparison on several publicly available benchmark sequences show significant performance improvement over recently reported approaches. Code and software tools are provided to the public.
Bartoli, Alberto; De Lorenzo, Andrea; Medvet, Eric; Tarlao, Fabiano
We consider the automatic synthesis of an entity extractor, in the form of a regular expression, from examples of the desired extractions in an unstructured text stream. This is a long-standing problem for which many different approaches have been proposed, which all require the preliminary construction of a large dataset fully annotated by the user. In this paper, we propose an active learning approach aimed at minimizing the user annotation effort: the user annotates only one desired extraction and then merely answers extraction queries generated by the system. During the learning process, the system digs into the input text for selecting the most appropriate extraction query to be submitted to the user in order to improve the current extractor. We construct candidate solutions with genetic programming (GP) and select queries with a form of querying-by-committee, i.e., based on a measure of disagreement within the best candidate solutions. All the components of our system are carefully tailored to the peculiarities of active learning with GP and of entity extraction from unstructured text. We evaluate our proposal in depth, on a number of challenging datasets and based on a realistic estimate of the user effort involved in answering each single query. The results demonstrate high accuracy with significant savings in terms of computational effort, annotated characters, and execution time over a state-of-the-art baseline.
Burl, Michael C.; Wang, Esther
Physics-based simulation codes are widely used in science and engineering to model complex systems that would be infeasible to study otherwise. Such codes provide the highest-fidelity representation of system behavior, but are often so slow to run that insight into the system is limited. For example, conducting an exhaustive sweep over a d-dimensional input parameter space with k-steps along each dimension requires k(sup d) simulation trials (translating into k(sup d) CPU-days for one of our current simulations). An alternative is directed exploration in which the next simulation trials are cleverly chosen at each step. Given the results of previous trials, supervised learning techniques (SVM, KDE, GP) are applied to build up simplified predictive models of system behavior. These models are then used within an active learning framework to identify the most valuable trials to run next. Several active learning strategies are examined including a recently-proposed information-theoretic approach. Performance is evaluated on a set of thirteen synthetic oracles, which serve as surrogates for the more expensive simulations and enable the experiments to be replicated by other researchers.
Non-Intrusive Load Monitoring (NILM) is a set of techniques that estimate the electricity usage of individual appliances from power measurements taken at a limited number of locations in a building. One of the key challenges in NILM is having too much data without class labels yet being unable to label the data manually for cost or time constraints. This paper presents an active learning framework that helps existing NILM techniques to overcome this challenge. Active learning is an advanced machine learning method that interactively queries a user for the class label information. Unlike most existing NILM systems that heuristically request user inputs, the proposed method only needs minimally sufficient information from a user to build a compact and yet highly representative load signature library. Initial results indicate the proposed method can reduce the user inputs by up to 90% while still achieving similar disaggregation performance compared to a heuristic method. Thus, the proposed method can substantially reduce the burden on the user, improve the performance of a NILM system with limited user inputs, and overcome the key market barriers to the wide adoption of NILM technologies.
Salvage-Jones, Judith; Hamill, Jessie; Todorovic, Michael; Barton, Matthew J; Johnston, Amy N B
Effective engagement of nursing students in the study of biosciences remains a challenge for many tertiary institutes. In this study we attempted to implement and then evaluate a simple hands-on intervention, consisting of a series of hands-on games and puzzles, to increase nursing student engagement with core concepts and anatomical learning involved in clinical anatomy and physiology. The study used a quazi-experimental longitudinal before and after design, to explore the effect of a learning intervention on student performance. Set across three different campuses of the same University, it included 1320 first year undergraduate nursing students from 2013 to 2014 who were studying Anatomy and Physiology. Students were exposed to the interventions or not, and concomitant academic performance, weekly quiz scores, performance in fortnightly worksheets and, across the semester, exam performance were compared. The results show that while the intervention appeared to increase academic performance in students on one campus (2013) compared to the other two, this difference was not sustained into 2014 when a bigger cohort was examined. Despite significant subjective student satisfaction and enthusiasm about these learning and teaching interventions, the data does not support the capacity of these activities to enhance student academic performance. Tertiary entrance scores, being a non-native English speakers and socio-economic status all had a bigger impact on student performance than engagement with fun anatomy and physiology activities.
Meltzer, David E.; Thornton, Ronald K.
The development of research-based active-learning instructional methods in physics has significantly altered the landscape of U.S. physics education during the past 20 years. Based on a recent review [D.E. Meltzer and R.K. Thornton, Am. J. Phys. 80, 478 (2012)], we define these methods as those (1) explicitly based on research in the learning and teaching of physics, (2) that incorporate classroom and/or laboratory activities that require students to express their thinking through speaking, writing, or other actions that go beyond listening and the copying of notes, or execution of prescribed procedures, and (3) that have been tested repeatedly in actual classroom settings and have yielded objective evidence of improved student learning. We describe some key features common to methods in current use. These features focus on (a) recognizing and addressing students' physics ideas, and (b) guiding students to solve problems in realistic physical settings, in novel and diverse contexts, and to justify or explain the reasoning they have used.
Drake, John R.
Active learning has been championed in academic circles as the pedagogical fix to boring lectures typically found in introduction to information systems courses. However, the literature on active learning is mixed. In this paper, we critically examine active learning research and discover a misplaced emphasis leading to paradoxical findings in…
Linsey, Julie; Talley, Austin; White, Christina; Jensen, Dan; Wood, Kristin
Active learning enhances engineering education. This paper presents rationale, curriculum supplements, and an approach to active learning that may be seamlessly incorporated into a traditional lecture-based engineering class. A framework of educational theory that structures the active learning experiences and includes consideration of learning…
Smith, Louise W.; Van Doren, Doris C.
Active and experiential learning theory have not dramatically changed collegiate classroom teaching methods, although they have long been included in the pedagogical literature. This article presents an evolved method, reality based learning, that aids professors in including active learning activities with feelings of clarity and confidence. The…
Stoltzfus, Jon R.; Libarkin, Julie
SCALE-UP-type classrooms, originating with the Student-Centered Active Learning Environment with Upside-down Pedagogies project, are designed to facilitate active learning by maximizing opportunities for interactions between students and embedding technology in the classroom. Positive impacts when active learning replaces lecture are well…
Wilson, Bruce M.; Pollock, Philip H.; Hamann, Kerstin
Discussion is one form of active learning, which has been linked to better learner outcomes. Little is known about the relationship between active learning through discussion and learner outcome in the online environment. Here, we construct an index of active learning online that includes the number of postings a student has read, the number of…
Patrick, Lorelei E.; Howell, Leigh Anne; Wischusen, William
There have been numerous calls recently to increase the use of active learning in university science, technology, engineering, and math (STEM) classrooms to more actively engage students and enhance student learning. However, few studies have investigated faculty and student perceptions regarding the effectiveness of active learning or the…
Archer, Candace C.; Miller, Melissa K.
Prior research in political science and other disciplines demonstrates the pedagogical and practical benefits of active learning. Less is known, however, about the extent to which active learning is used in political science classrooms. This study assesses the prioritization of active learning in "gateway" political science courses, paying…
Bonwell, Charles C.; Eison, James A.
This monograph examines the nature of active learning at the higher education level, the empirical research on its use, the common obstacles and barriers that give rise to faculty resistance, and how faculty and staff can implement active learning techniques. A preliminary section defines active learning and looks at the current climate…
Niemi, Hannele; Nevgi, Anne; Aksit, Fisun
This study investigates student teachers' active learning experiences in teacher education (TE) in Finnish and Turkish contexts and attempts to determine how active learning methods' impact student teachers' professional competences. Student teachers (N = 728) assessed their active learning experiences and the professional competences they…
Nogaj, Luiza A.
This article describes the conversion of a lecture-based molecular biology course into an active learning environment in a studio classroom. Specific assignments and activities are provided as examples. The goal of these activities is to involve students in collaborative learning, teach them how to participate in the learning process, and give…
Scheyvens, Regina; Griffin, Amy L.; Jocoy, Christine L.; Liu, Yan; Bradford, Michael
While some geographers have embraced active learning as a means to engage students in a course, many others stick to conventional teaching methods. They are often deterred by suggestions that it can be difficult to implement active learning where students have no prior knowledge of a subject, that active learning requires too much work of…
Goodwillie, A. M.; Kluge, S.
GeoMapApp Learning Activities (http://serc.carleton.edu/geomapapp) are step-by-step guided inquiry geoscience education activities that enable students to dictate the pace of learning. They can be used in the classroom or out of class, and their guided nature means that the requirement for teacher intervention is minimised which allows students to spend increased time analysing and understanding a broad range of geoscience data, content and concepts. Based upon GeoMapApp (http://www.geomapapp.org), a free, easy-to-use map-based data exploration and visualisation tool, each activity furnishes the educator with an efficient package of downloadable documents. This includes step-by-step student instructions and answer sheet; a teacher's edition annotated worksheet containing teaching tips, additional content and suggestions for further work; quizzes for use before and after the activity to assess learning; and a multimedia tutorial. The activities can be used by anyone at any time in any place with an internet connection. In essence, GeoMapApp Learning Activities provide students with cutting-edge technology, research-quality geoscience data sets, and inquiry-based learning in a virtual lab-like environment. Examples of activities so far created are student calculation and analysis of the rate of seafloor spreading, and present-day evidence on the seafloor for huge ancient landslides around the Hawaiian islands. The activities are designed primarily for students at the community college, high school and introductory undergraduate levels, exposing students to content and concepts typically found in those settings.
Gardner, Joel; Belland, Brian R.
Introductory biology courses form a cornerstone of undergraduate instruction. However, the predominantly used lecture approach fails to produce higher-order biology learning. Research shows that active learning strategies can increase student learning, yet few biology instructors use all identified active learning strategies. In this paper, we…
McKay, Bridget M.; Oh, M. Matthew; Galvez, Roberto; Burgdorf, Jeffrey; Kroes, Roger A.; Weiss, Craig; Adelman, John P.; Moskal, Joseph R.
Enhanced intrinsic neuronal excitability of hippocampal pyramidal neurons via reductions in the postburst afterhyperpolarization (AHP) has been hypothesized to be a biomarker of successful learning. This is supported by considerable evidence that pharmacologic enhancement of neuronal excitability facilitates learning. However, it has yet to be demonstrated that pharmacologic reduction of neuronal excitability restricted to the hippocampus can retard acquisition of a hippocampus-dependent task. Thus, the present study was designed to address this latter point using a small conductance potassium (SK) channel activator NS309 focally applied to the dorsal hippocampus. SK channels are important contributors to intrinsic excitability, as measured by the medium postburst AHP. NS309 increased the medium AHP and reduced excitatory postsynaptic potential width of CA1 neurons in vitro. In vivo, NS309 reduced the spontaneous firing rate of CA1 pyramidal neurons and impaired trace eyeblink conditioning in rats. Conversely, trace eyeblink conditioning reduced levels of SK2 channel mRNA and protein in the hippocampus. Therefore, the present findings indicate that modulation of SK channels is an important cellular mechanism for associative learning and further support postburst AHP reductions in hippocampal pyramidal neurons as a biomarker of successful learning. PMID:22552186
Aird, H. M.
An interdisciplinary active learning course was introduced at the University of Puget Sound entitled 'Mineral Resources and the Environment'. Various formative assessment and active learning techniques that have been effective in other courses were adapted and implemented to improve student learning, increase retention and broaden knowledge and understanding of course material. This was an elective course targeted towards upper-level undergraduate geology and environmental majors. The course provided an introduction to the mineral resources industry, discussing geological, environmental, societal and economic aspects, legislation and the processes involved in exploration, extraction, processing, reclamation/remediation and recycling of products. Lectures and associated weekly labs were linked in subject matter; relevant readings from the recent scientific literature were assigned and discussed in the second lecture of the week. Peer-based learning was facilitated through weekly reading assignments with peer-led discussions and through group research projects, in addition to in-class exercises such as debates. Writing and research skills were developed through student groups designing, carrying out and reporting on their own semester-long research projects around the lasting effects of the historical Ruston Smelter on the biology and water systems of Tacoma. The writing of their mini grant proposals and final project reports was carried out in stages to allow for feedback before the deadline. Speakers from industry were invited to share their specialist knowledge as guest lecturers, and students were encouraged to interact with them, with a view to employment opportunities. Formative assessment techniques included jigsaw exercises, gallery walks, placemat surveys, think pair share and take-home point summaries. Summative assessment included discussion leadership, exams, homeworks, group projects, in-class exercises, field trips, and pre-discussion reading exercises
Bell, Bradford S; Kozlowski, Steve W J
This article describes a comprehensive examination of the cognitive, motivational, and emotional processes underlying active learning approaches; their effects on learning and transfer; and the core training design elements (exploration, training frame, emotion control) and individual differences (cognitive ability, trait goal orientation, trait anxiety) that shape these processes. Participants (N = 350) were trained to operate a complex, computer-based simulation. Exploratory learning and error-encouragement framing had a positive effect on adaptive transfer performance and interacted with cognitive ability and dispositional goal orientation to influence trainees' metacognition and state goal orientation. Trainees who received the emotion-control strategy had lower levels of state anxiety. Implications for development of an integrated theory of active learning, learner-centered design, and research extensions are discussed.
Bays, Brett C.; Visscher, Kristina M.; Le Dantec, Christophe C.; Seitz, Aaron R.
In studies of perceptual learning (PL), subjects are typically highly trained across many sessions to achieve perceptual benefits on the stimuli in those tasks. There is currently significant debate regarding what sources of brain plasticity underlie these PL-based learning improvements. Here we investigate the hypothesis that PL, among other mechanisms, leads to task automaticity, especially in the presence of the trained stimuli. To investigate this hypothesis, we trained participants for eight sessions to find an oriented target in a field of near-oriented distractors and examined alpha-band activity, which modulates with attention to visual stimuli, as a possible measure of automaticity. Alpha-band activity was acquired via electroencephalogram (EEG), before and after training, as participants performed the task with trained and untrained stimuli. Results show that participants underwent significant learning in this task (as assessed by threshold, accuracy, and reaction time improvements) and that alpha power increased during the pre-stimulus period and then underwent greater desynchronization at the time of stimulus presentation following training. However, these changes in alpha-band activity were not specific to the trained stimuli, with similar patterns of posttraining alpha power for trained and untrained stimuli. These data are consistent with the view that participants were more efficient at focusing resources at the time of stimulus presentation and are consistent with a greater automaticity of task performance. These findings have implications for PL, as transfer effects from trained to untrained stimuli may partially depend on differential effort of the individual at the time of stimulus processing. PMID:26370167
Sujarittham, T.; Emarat, N.; Arayathanitkul, K.; Sharma, M. D.; Johnston, I.; Tanamatayarat, J.
As universities attempt to integrate active learning into their lectures, a range of strategies is emerging. Amongst the strategies is pre-prepared worksheets which students work through, facilitated by the lecturer. Despite the fact that worksheets have not yet been the subject of much research activity, there are instances of their use. Once such instance is by a pair of physics lecturers at Mahidol University, Thailand. The worksheets, called guided worksheets as they provide structure for students to take notes as the content in the lectures progresses, are prepared by the lecturers and have been in use since 2004. Evaluations showed that the guided worksheets met their intent but there were issues around certain topics which students found challenging. Concerted effort lead to the development of research based specialized guided worksheets for those topics that had issues. These specialized guided worksheets requiring substantially more interactions and student problem solving in line with active learning strategies, have been in use since 2012. This paper aims to describe the design of the specialized guided worksheets for the topic of electric field, and its evaluation. Pre- and post-tests were implemented over 2 years. The first was with guided worksheets with 260 students in 2011, and the second included specialized guided worksheets with 163 students in 2012. Gains on student understanding were higher in 2012 and students who were interviewed indicated that they found the specialized guided worksheets helpful for learning. The results indicate that the specialized guided worksheets made a difference in topics that students find challenging.
Mitre, Sandra Minardi; Siqueira-Batista, Rodrigo; Girardi-de-Mendonça, José Márcio; de Morais-Pinto, Neila Maria; Meirelles, Cynthia de Almeida Brandão; Pinto-Porto, Cláudia; Moreira, Tânia; Hoffmann, Leandro Marcial Amaral
The vertiginous transformations of the contemporary societies have been raising questions concerning aspects of professional education. Such questions have been raised in a more and more incisive way. This debate gains a new shape when applied to health work, where theory and practice cannot be dissociated, and where the development of an integral vision of the human being and the amplification of the concept care are essential for a proper performance. Based on these considerations, this article aims to discuss the main methodological transformations in the education process of health professionals, with emphasis to active teaching-learning methodologies.
Gladden, Roy E.; Hwang, Pauline; Waggoner, Bruce; McLaughlin, Bruce; Fieseler, Paul; Thomas, Reid; Bigwood, Maria; Herrera, Paul
The Mission Management Office at the Jet Propulsion Laboratory was tasked with coordinating the relay of data between multiple spacecraft at Mars in support of the Mars Exploration Rover Missions in early 2004. The confluence of three orbiters (Mars Global Surveyor, Mars Odyssey, and Mars Express), two rovers (Spirit and Opportunity), and one lander (Beagle 2) has provided a challenging operational scenario that required careful coordination between missions to provide the necessary support and to avoid potential interference during simultaneous relay sessions. As these coordination efforts progressed, several important lessons were learned that should be applied to future Mars relay activities.
Wen-jin, Kuo; Chia-ju, Liu; Shi-an, Leou
The purpose of this study is to design different hands-on science activities and investigate which activities could better promote female students' learning motivation towards science. This study conducted three types of science activities which contains nine hands-on activities, an experience scale and a learning motivation scale for data…
Akiyama, Takayuki; Hachiya, Hirotaka; Sugiyama, Masashi
Appropriately designing sampling policies is highly important for obtaining better control policies in reinforcement learning. In this paper, we first show that the least-squares policy iteration (LSPI) framework allows us to employ statistical active learning methods for linear regression. Then we propose a design method of good sampling policies for efficient exploration, which is particularly useful when the sampling cost of immediate rewards is high. The effectiveness of the proposed method, which we call active policy iteration (API), is demonstrated through simulations with a batting robot.
Snapp-Childs, Winona; Casserly, Elizabeth; Mon-Williams, Mark; Bingham, Geoffrey P
Passive modeling of movements is often used in movement therapy to overcome disabilities caused by stroke or other disorders (e.g. Developmental Coordination Disorder or Cerebral Palsy). Either a therapist or, recently, a specially designed robot moves or guides the limb passively through the movement to be trained. In contrast, action theory has long suggested that effective skill acquisition requires movements to be actively generated. Is this true? In view of the former, we explicitly tested the latter. Previously, a method was developed that allows children with Developmental Coordination Disorder to produce effective movements actively, so as to improve manual performance to match that of typically developing children. In the current study, we tested practice using such active movements as compared to practice using passive movement. The passive movement employed, namely haptic tracking, provided a strong test of the comparison, one that showed that the mere inaction of the muscles is not the problem. Instead, lack of prospective control was. The result was no effective learning with passive movement while active practice with prospective control yielded significant improvements in performance.
Orban, Pierre; Rauchs, Géraldine; Balteau, Evelyne; Degueldre, Christian; Luxen, André; Maquet, Pierre; Peigneux, Philippe
Sleep promotes the integration of recently acquired spatial memories into cerebral networks for the long term. In this study, we examined how sleep deprivation hinders this consolidation process. Using functional MRI, we mapped regional cerebral activity during place-finding navigation in a virtual town, immediately after learning and 3 days later, in subjects either allowed regular sleep (RS) or totally sleep-deprived (TSD) on the first posttraining night. At immediate and delayed retrieval, place-finding navigation elicited increased brain activity in an extended hippocampo-neocortical network in both RS and TSD subjects. Behavioral performance was equivalent between groups. However, striatal navigation-related activity increased more at delayed retrieval in RS than in TSD subjects. Furthermore, correlations between striatal response and behavioral performance, as well as functional connectivity between the striatum and the hippocampus, were modulated by posttraining sleep. These data suggest that brain activity is restructured during sleep in such a way that navigation in the virtual environment, initially related to a hippocampus-dependent spatial strategy, becomes progressively contingent in part on a response-based strategy mediated by the striatum. Both neural strategies eventually relate to equivalent performance levels, indicating that covert reorganization of brain patterns underlying navigation after sleep is not necessarily accompanied by overt changes in behavior.
Butler, Andrew J; James, Thomas W; James, Karin Harman
Everyday experience affords us many opportunities to learn about objects through multiple senses using physical interaction. Previous work has shown that active motor learning of unisensory items enhances memory and leads to the involvement of motor systems during subsequent perception. However, the impact of active motor learning on subsequent perception and recognition of associations among multiple senses has not been investigated. Twenty participants were included in an fMRI study that explored the impact of active motor learning on subsequent processing of unisensory and multisensory stimuli. Participants were exposed to visuo-motor associations between novel objects and novel sounds either through self-generated actions on the objects or by observing an experimenter produce the actions. Immediately after exposure, accuracy, RT, and BOLD fMRI measures were collected with unisensory and multisensory stimuli in associative perception and recognition tasks. Response times during audiovisual associative and unisensory recognition were enhanced by active learning, as was accuracy during audiovisual associative recognition. The difference in motor cortex activation between old and new associations was greater for the active than the passive group. Furthermore, functional connectivity between visual and motor cortices was stronger after active learning than passive learning. Active learning also led to greater activation of the fusiform gyrus during subsequent unisensory visual perception. Finally, brain regions implicated in audiovisual integration (e.g., STS) showed greater multisensory gain after active learning than after passive learning. Overall, the results show that active motor learning modulates the processing of multisensory associations.
Liu, Chen-Chung; Lu, Kuan-Hsien; Wu, Leon Yufeng; Tsai, Chin-Chung
Many studies have pointed out the significant contrast between the creative nature of Web 2.0 learning activities and the structured learning in school. This study proposes an approach to leveraging Web 2.0 learning activities and classroom teaching to help students develop both specific knowledge and creativity based on Csikzentmihalyi's system…
Agyei, Douglas D.; Voogt, Joke
This study examined 100 beginning teachers' transfer of learning when utilising Information Communication Technology-enhanced activity-based learning activities. The beginning teachers had participated in a professional development program that was characterised by "learning technology by collaborative design" in their final year of…
Cavanagh, Andrew J.; Aragón, Oriana R.; Chen, Xinnian; Couch, Brian; Durham, Mary; Bobrownicki, Aiyana; Hanauer, David I.; Graham, Mark J.
The benefits of introducing active learning in college science courses are well established, yet more needs to be understood about student buy-in to active learning and how that process of buy-in might relate to student outcomes. We test the exposure–persuasion–identification–commitment (EPIC) process model of buy-in, here applied to student (n = 245) engagement in an undergraduate science course featuring active learning. Student buy-in to active learning was positively associated with engagement in self-regulated learning and students’ course performance. The positive associations among buy-in, self-regulated learning, and course performance suggest buy-in as a potentially important factor leading to student engagement and other student outcomes. These findings are particularly salient in course contexts featuring active learning, which encourage active student participation in the learning process. PMID:27909026
O'Connor, Eileen; Parks, John W.; Cunningham, Matthew; Hurley, David; Haak, David; Dirks, Clarissa; Wenderoth, Mary Pat
We tested five course designs that varied in the structure of daily and weekly active-learning exercises in an attempt to lower the traditionally high failure rate in a gateway course for biology majors. Students were given daily multiple-choice questions and answered with electronic response devices (clickers) or cards. Card responses were ungraded; clicker responses were graded for right/wrong answers or participation. Weekly practice exams were done as an individual or as part of a study group. Compared with previous versions of the same course taught by the same instructor, students in the new course designs performed better: There were significantly lower failure rates, higher total exam points, and higher scores on an identical midterm. Attendance was higher in the clicker versus cards section; attendance and course grade were positively correlated. Students did better on clicker questions if they were graded for right/wrong answers versus participation, although this improvement did not translate into increased scores on exams. In this course, achievement increases when students get regular practice via prescribed (graded) active-learning exercises. PMID:17548875
Gilkar, Suhail Ahmad; Lone, Shabiruddin; Lone, Riyaz Ahmad
Context: Active learning has received considerable attention over the past several years, often presented or perceived as a radical change from traditional instruction methods. Current research on learning indicates that using a variety of teaching strategies in the classroom increases student participation and learning. Aim and Objectives: To introduce active learning methodology, i.e., “jigsaw technique” in undergraduate medical education and assess the student and faculty response to it. Subjects and Methods: This study was carried out in the Department of Physiology in a Medical College of North India. A topic was chosen and taught using one of the active learning methods (ALMs), i.e., jigsaw technique. An instrument (questionnaire) was developed in English through an extensive review of literature and was properly validated. The students were asked to give their response on a five-point Likert scale. The feedback was kept anonymous. Faculty also provided their feedback in a separately provided feedback proforma. The data were collected, compiled, and analyzed. Results: Of 150 students of MBBS-first year batch 2014, 142 participated in this study along with 14 faculty members of the Physiology Department. The majority of the students (>90%) did welcome the introduction of ALM and strongly recommended the use of such methods in teaching many more topics in future. 100% faculty members were of the opinion that many more topics shall be taken up using ALMs. Conclusion: This study establishes the fact that both the medical students and faculty want a change from the traditional way of passive, teacher-centric learning, to the more active teaching-learning techniques. PMID:27563585
Zghal, Mourad; Ghalila, Hassen; Ben Lakhdar, Zohra
The active learning project consists in a series of workshops for educators, researchers and students and promotes an innovative method of teaching physics using simple, inexpensive materials that can be fabricated locally. The objective of the project is to train trainers and inspire students to learn physics. The workshops are based on the use of laboratory work and hands-on activities in the classroom. The interpretation of these experiments is challenging for some students, and the experiments can lead to a significant amount of discussion. The workshops are organized within the framework of the project ``Active Learning in Optics and Photonics" (ALOP) mainly funded by UNESCO, with the support of ICTP (Abdus Salam International Centre for Theoretical Physics) and SPIE. ALOP workshops offer high school, college or university physics teachers the opportunity to improve their conceptual understanding of optics. These workshops usually run for five days and cover several of the topics usually found in any introductory university physics program. Optics and photonics are used as subject matter because it is relevant as well as adaptable to research and educational conditions in many developing countries . In this paper, we will mainly focus on a specific topic of the ALOP workshops, namely optical communications and Wavelength Division Multiplexing technology (WDM). This activity was originally developed by Mazzolini et al . WDM is a technology used in fibre-optic communications for transmitting two or more separate signals over a single fibre optic cable by using a separate wavelength for each signal. Multiple signals are carried together as separate wavelengths of light in a multiplexed signal. Simple and inexpensive WDM system was implemented in our laboratory using light emitting diodes or diode lasers, plastic optical fibres, a set of optical filters and lenses, prism or grating, and photodiodes. Transmission of audio signals using home-made, simple
Lonini, Luca; Forestier, Sébastien; Teulière, Céline; Zhao, Yu; Shi, Bertram E; Triesch, Jochen
The efficient coding hypothesis posits that sensory systems of animals strive to encode sensory signals efficiently by taking into account the redundancies in them. This principle has been very successful in explaining response properties of visual sensory neurons as adaptations to the statistics of natural images. Recently, we have begun to extend the efficient coding hypothesis to active perception through a form of intrinsically motivated learning: a sensory model learns an efficient code for the sensory signals while a reinforcement learner generates movements of the sense organs to improve the encoding of the signals. To this end, it receives an intrinsically generated reinforcement signal indicating how well the sensory model encodes the data. This approach has been tested in the context of binocular vison, leading to the autonomous development of disparity tuning and vergence control. Here we systematically investigate the robustness of the new approach in the context of a binocular vision system implemented on a robot. Robustness is an important aspect that reflects the ability of the system to deal with unmodeled disturbances or events, such as insults to the system that displace the stereo cameras. To demonstrate the robustness of our method and its ability to self-calibrate, we introduce various perturbations and test if and how the system recovers from them. We find that (1) the system can fully recover from a perturbation that can be compensated through the system's motor degrees of freedom, (2) performance degrades gracefully if the system cannot use its motor degrees of freedom to compensate for the perturbation, and (3) recovery from a perturbation is improved if both the sensory encoding and the behavior policy can adapt to the perturbation. Overall, this work demonstrates that our intrinsically motivated learning approach for efficient coding in active perception gives rise to a self-calibrating perceptual system of high robustness.
Mueller, Ashley L.; Knobloch, Neil A.; Orvis, Kathryn S.
Active learning can engage high school students to learn science, yet there is limited understanding if active learning can help students learn challenging science concepts such as genetics and biotechnology. This quasi-experimental study explored the effects of active learning compared to passive learning regarding high school students'…
Pollock, Philip H.; Hamann, Kerstin; Wilson, Bruce M.
Advocates of computer-mediated instruction have pointed to the potential of online teaching for facilitating students' active learning behavior. Small-group online discussion can have a role in meaningful student interaction. Yet, what is less known are the conditions under which students actually engage in interaction in online discussion groups…
Quann, Steve; Satin, Diana
This textbook leads high-beginning and intermediate English-as-a-Second-Language (ESL) students through cooperative computer-based activities that combine language learning with training in basic computer skills and word processing. Each unit concentrates on a basic concept of word processing while also focusing on a grammar topic. Skills are…
Lai, Ah-Fur; Lai, Horng-Yih; Chuang, Wei-Hsiang; Wu, Zih-Heng
Traditional outdoor learning activities such as inquiry-based learning in nature science encounter many dilemmas. Due to prompt development of mobile computing and widespread of mobile devices, mobile learning becomes a big trend on education. The main purpose of this study is to develop a mobile-learning management system for overcoming the…
Schwier, Richard A.; Morrison, Dirk; Daniel, Ben K.
This research considers how professional participants in a non-formal self-directed learning environment (NFSDL) made use of self-directed learning activities in a blended face-to-face and on line learning professional development course. The learning environment for the study was a professional development seminar on teaching in higher education…
The majority of nursing students are kinesthetic learners, preferring a hands-on, active approach to education. Research shows that active-learning strategies can increase student learning and satisfaction. This study looks at the use of one active-learning strategy, a Jeopardy-style game, 'Nursopardy', to reinforce Fundamentals of Nursing material, aiding in students' preparation for a standardized final exam. The game was created keeping students varied learning styles and the NCLEX blueprint in mind. The blueprint was used to create 5 categories, with 26 total questions. Student survey results, using a five-point Likert scale showed that they did find this learning method enjoyable and beneficial to learning. More research is recommended regarding learning outcomes, when using active-learning strategies, such as games.
Valencia Community Coll., Orlando, FL.
The integrated learning activities in this guide were developed by a committee of educators from Osceola District Schools, Orange County Public Schools, and Valencia Community College (Florida) for a tech prep curriculum. Included are 32 communications-related activities, 30 mathematics activities, and 10 science activities. Each activity includes…
Cviko, Amina; McKenney, Susan; Voogt, Joke
Although kindergarten teachers often struggle with implementing technology, they are rarely involved in co-designing technology-rich learning activities. This study involved teachers in the co-design of technology-rich learning activities and sought to explore implementation and pupil learning outcomes. A case-study method was used to investigate:…
Drew, Valerie; Mackie, Lorele
Active learning is a pedagogical construct widely appealed to within the global discourse of lifelong learning. However, an examination of the literature reveals a lack of clarity and consensus as to its meaning. This article provides a critical analysis of a range of dimensions underpinning the concept of active learning including policy…
Hori, Shigeo; Fujiwara, Mizuho
A survey of 364 Japanese adults over 60 with physical disabilities found that 87% have learning needs in the areas of health care, communication, and leisure activities. Instrumental/social learning ranked higher among those with serious activity limitations. Expressive/communicative learning was more important for those with moderate limitations.…
Long, Christopher E.; Matthews, Michael A.; Thompson, Nancy S.
The benefits of active learning in the traditional classroom setting are well established among engineering educators; however, this learning model can thrive in other settings, namely in a research group. This work presents findings from an educational research project specifically designed to foster active learning among undergraduates and…
Berger, Bruce K.
Suggests that active learning can benefit students in public relations and integrated communication courses at the graduate level. Describes how three active learning approaches--research and field work, student accountabilities for learning, and student reflection and reflexive exercises--were used in a graduate class project to help a Fortune 50…
Chrastil, Elizabeth R.; Warren, William H.
It is known that active exploration of a new environment leads to better spatial learning than does passive visual exposure. We ask whether specific components of active learning differentially contribute to particular forms of spatial knowledge--the "exploration-specific learning hypothesis". Previously, we found that idiothetic…
Roessger, Kevin M.
In work-related instrumental learning contexts, the role of reflective activities is unclear. Kolb's experiential learning theory and Mezirow's transformative learning theory predict skill adaptation as an outcome. This prediction was tested by manipulating reflective activities and assessing participants' response and error rates during novel…
Butler, Andrew J.; James, Thomas W.; James, Karin Harman
Everyday experience affords us many opportunities to learn about objects through multiple senses using physical interaction. Previous work has shown that active motor learning of unisensory items enhances memory and leads to the involvement of motor systems during subsequent perception. However, the impact of active motor learning on subsequent…
Gannon-Cook, Ruth; Crawford, Caroline
Interactive activities offer innumerable possibilities within eLearning environments. As such, one possibility within the interactive activity realm is netconferencing, so as to support the learning objectives. Enhancements within the eLearning environment support the learner?s focus upon knowledge and conceptual framework of understanding.…
Hartfield, Perry J.
In the process of curriculum development, I have integrated a constructivist teaching strategy into an advanced-level biochemistry teaching unit. Specifically, I have introduced case-based learning activities into the teaching/learning framework. These case-based learning activities were designed to develop problem-solving skills, consolidate…
Doppenberg, J. J.; den Brok, P. J.; Bakx, A. W. E. A.
This study compared teacher collaboration with differing foci, in terms of various learning activities and learning outcomes. A total of 411 teachers from 49 primary schools participated by completing a questionnaire. Foci of collaboration explained significant differences in the frequency with which teachers perceived learning activities and…
Liaw, S. Y.; Chen, F. G.; Klainin, P.; Brammer, J.; O'Brien, A.; Samarasekera, D. D.
This study aimed to evaluate the integration of a simulation based learning activity on nursing students' clinical crisis management performance in a problem-based learning (PBL) curriculum. It was hypothesized that the clinical performance of first year nursing students who participated in a simulated learning activity during the PBL session…
Wiles, Amy M.
Learning often improves when active learning techniques are used in place of traditional lectures. For many of these techniques, however, students are expected to apply concepts that they have already grasped. A challenge, therefore, is how to incorporate active learning into the classroom of courses with heavy content, such as molecular-based…
de Vries, Fred J.; Kester, Liesbeth; Sloep, Peter; van Rosmalen, Peter; Pannekeet, Kees; Koper, Rob
Higher education staff involved in e-learning often struggle with organising their student support activities. To a large extent this is due to the high workload involved with such activities. We distinguish support related to learning content, learning processes and student products. At two different educational institutions, surveys were…
Pekdogan, Serpil; Kanak, Mehmet
In educational environments prepared based on the active learning method, children learn with interest and pleasure, doing and experiencing, and directly through their own experiences. Considering the contributions of the active learning method and the educational environments designed based on it to children's development, it can be said that…
Knop, R. A.
The New Faculty Workshop provided a wealth of techniques as well as an overriding philosophy for the teaching of undergraduate Physics and Astronomy courses. The focus of the workshop was active learning, summarized in ``Learner-Centered Astronomy Teaching" by Slater & Adams: it's not what you do in class that matters, it's what the students do. Much of the specific focus of the New Faculty Workshop is on teaching the large, introductory Physics classes that many of the faculty present are sure to teach, both algebra-based and calculus-based. Many of these techniques apply directly and with little modification to introductory Astronomy courses. However, little direct attention is given to upper-division undergraduate, or even graduate, courses. In this presentation, I will share my experience in attempting to apply some of the techniques discussed at the New Faculty Workshop to an upper-division course in Galactic Astrophysics at Vanderbilt University during the Spring semester of 2004.
Gottlieb, Jacqueline; Lopes, Manuel; Oudeyer, Pierre-Yves
The importance of exploratory behaviors by which agents actively sample information has been long appreciated in a wide range of disciplines ranging from machine and robot learning to neuroscience and psychology. Given the complexity of these behaviors, progress in understanding them will require a confluence of ideas from these multiple fields. This collection of articles in F1000Research aims to provide a home for a broad range of studies addressing this topic, including full length research articles, brief communications, single figure studies, and review/opinion articles, and studies using computational, behavioral or neural approaches. Here, we provide an introduction to the collection which we hope will grow and become a valuable resource for the researchers exploring this topic.
Hornstra, Andrew; Djordjevic, Branislav; Dworzecka, Maria
George Mason University has first semester (PHYS-160) and second semester (PHYS-260) physics course which consist of two sections. One is a traditional lecture style format (TRAD) and the other is a newer format which is a take on the ``flipped'' classroom. This newer style is referred to as Active Learning with Technologies (ALT). This course style has been in place for several years and has been studied before within George Mason University for final grade differences. These studies suggested that the ALT sections performed better, but grade weighting consistency, test time, and test content were not strictly controlled. The purpose of this study is to cross-examine the performance of students in these different class formats during Fall 2016 (PHYS-260) and Spring 2015 (PHYS-160) on very nearly identical exams over identical test times while controlling for almost every variable.
In nursing education, the inclusion of pedagogical tools is necessary to transform Millennial classrooms. One such pedagogical tool currently offered is classroom response systems (CRS). The purpose of this study was to evaluate the effectiveness of CRS as a pedagogical tool in improving nursing students' examination performance within an active learning environment. A pretest-posttest design was used to determine whether there was a relationship between the use of CRS (independent variable) and nursing students' examination performance in a first-year Professional Practice course (dependent variable). Paired t tests revealed no greater improvement in posttest scores. Therefore, the use of CRS technology was not effective in increasing nursing students' examination scores in the Professional Practice course. Additional research is needed to provide adequate understanding of the effectiveness of CRS within the nursing education classroom.
Ghalila, H.; Ben Lakhdar, Z.; Lahmar, S.; Dhouaidi, Z.; Majdi, Y.
"Active Learning in Optics and Photonics" (ALOP), funded by UNESCO within its Physics Program framework with the support of ICTP (Abdus Salam International Centre for Theoretical Physics) and SPIE (Society of Photo-Optical Instrumentation Engineers), aimed to helps and promotes a friendly and interactive method in teaching optics using simple and inexpensive equipment. Many workshops were organized since 2005 the year when Z. BenLakhdar, whom is part of the creators of ALOP, proposed this project to STO (Société Tunisienne d'Optique). These workshops address several issues in optics, covering geometrical optics, wave optics, optical communication and they are dedicated to both teachers and students. We focus this lecture on Fraunhofer diffraction emphasizing the facility to achieve this mechanism in classroom, using small laser and operating a slit in a sheet of paper. We accompany this demonstration using mobile phone and numerical modeling to assist in the analysis of the diffraction pattern figure.
Kutsuna, Natsumaro; Higaki, Takumi; Matsunaga, Sachihiro; Otsuki, Tomoshi; Yamaguchi, Masayuki; Fujii, Hirofumi; Hasezawa, Seiichiro
Advances in imaging systems have yielded a flood of images into the research field. A semi-automated facility can reduce the laborious task of classifying this large number of images. Here we report the development of a novel framework, CARTA (Clustering-Aided Rapid Training Agent), applicable to bioimage classification that facilitates annotation and selection of features. CARTA comprises an active learning algorithm combined with a genetic algorithm and self-organizing map. The framework provides an easy and interactive annotation method and accurate classification. The CARTA framework enables classification of subcellular localization, mitotic phases and discrimination of apoptosis in images of plant and human cells with an accuracy level greater than or equal to annotators. CARTA can be applied to classification of magnetic resonance imaging of cancer cells or multicolour time-course images after surgery. Furthermore, CARTA can support development of customized features for classification, high-throughput phenotyping and application of various classification schemes dependent on the user's purpose.
Linton, Debra L.; Pangle, Wiline M.; Wyatt, Kevin H.; Powell, Karli N.; Sherwood, Rachel E.
We investigated some of the key features of effective active learning by comparing the outcomes of three different methods of implementing active-learning exercises in a majors introductory biology course. Students completed activities in one of three treatments: discussion, writing, and discussion + writing. Treatments were rotated weekly between…
Bassett, Meighan M.; Martinez, James; Martin, Ellice P.
The effects of student-directed activity-based learning (SDABL) were examined in two high school chemistry classes. Students in the SDABL class were given pretest results, a list of standards to be mastered, and a chart of learning activities categorized by difficulty level. They selected activities to meet their needs and preferences.…
Nicholson, Anita Christine
This study examined differences in the effects of three active-learning teaching strategies (case-based learning, simulation, and simulation with narrative pedagogy) on the outcomes of nursing student performance of intervention activities, performance retention of intervention activities, student satisfaction, self-confidence, and educational…
Jobe, Holly; And Others
This paper describes an in-service course for the design, development, and evaluation of mediated learning activities. Each Learning Activities Package (LAP) has six basic components: concept, rationale, objectives, preassessment, activities, and evaluation. Each of these components is outlined, with emphasis placed on writing objectives…
Killen, Catherine P.
This paper outlines a novel approach to engineering education research that provides three dimensions of learning through an experiential class activity. A simulated decision activity brought current research into the classroom, explored the effect of experiential activity on learning outcomes and contributed to the research on innovation decision…
Collis, Betty; Margaryan, Anoush
Business needs in many corporations call for learning outcomes that involve problem solutions, and creating and sharing new knowledge within workplace situations that may involve collaboration among members of a team. We argue that work-based activities (WBA) and computer-supported collaborative learning (CSCL) are appropriate components for…
Kurahashi, Setsuya; Terano, Takao
Continuation processes in chemical and/or biotechnical plants always generate a large amount of time series data. However, since conventional process models are described as a set of control models, it is difficult to explain the complicated and active plant behaviors. Based on the background, this research proposes a novel method to develop a process response model from continuous time-series data. The method consists of the following phases: 1) Collect continuous process data at each tag point in a target plant; 2) Normalize the data in the interval between zero and one; 3) Get the delay time, which maximizes the correlation between given two time series data; 4) Select tags with the higher correlation; 5) Develop a process response model to describe the relations among the process data using the delay time and the correlation values; 6) Develop a process prediction model via several tag points data using a neural network; 1) Discover control rules from the process prediction model using Learning Classifier system. The main contribution of the research is to establish a method to mine a set of meaningful control rules from Learning Classifier System using the Minimal Description Length criteria. The proposed method has been applied to an actual process of a biochemical plant and has shown the validity and the effectiveness.
The present study examined the reliability of student evaluations of summer undergraduate research experiences using the SURE (Survey of Undergraduate Research Experiences) and a follow-up survey disseminated 9 mo later. The survey further examines the hypothesis that undergraduate research enhances the educational experience of science undergraduates, attracts and retains talented students to careers in science, and acts as a pathway for minority students into science careers. Undergraduates participated in an online survey on the benefits of undergraduate research experiences. Participants indicated gains on 20 potential benefits and reported on career plans. Most of the participants began or continued to plan for postgraduate education in the sciences. A small group of students who discontinued their plans for postgraduate science education reported significantly lower gains than continuing students. Women and men reported similar levels of benefits and similar patterns of career plans. Undergraduate researchers from underrepresented groups reported higher learning gains than comparison students. The results replicated previously reported data from this survey. The follow-up survey indicated that students reported gains in independence, intrinsic motivation to learn, and active participation in courses taken after the summer undergraduate research experience.
The present study examined the reliability of student evaluations of summer undergraduate research experiences using the SURE (Survey of Undergraduate Research Experiences) and a follow-up survey disseminated 9 mo later. The survey further examines the hypothesis that undergraduate research enhances the educational experience of science undergraduates, attracts and retains talented students to careers in science, and acts as a pathway for minority students into science careers. Undergraduates participated in an online survey on the benefits of undergraduate research experiences. Participants indicated gains on 20 potential benefits and reported on career plans. Most of the participants began or continued to plan for postgraduate education in the sciences. A small group of students who discontinued their plans for postgraduate science education reported significantly lower gains than continuing students. Women and men reported similar levels of benefits and similar patterns of career plans. Undergraduate researchers from underrepresented groups reported higher learning gains than comparison students. The results replicated previously reported data from this survey. The follow-up survey indicated that students reported gains in independence, intrinsic motivation to learn, and active participation in courses taken after the summer undergraduate research experience. PMID:18056301
Cai, Wenbin; Zhang, Muhan; Zhang, Ya
While active learning (AL) has been widely studied for classification problems, limited efforts have been done on AL for regression. In this paper, we introduce a new AL framework for regression, expected model change maximization (EMCM), which aims at choosing the unlabeled data instances that result in the maximum change of the current model once labeled. The model change is quantified as the difference between the current model parameters and the updated parameters after the inclusion of the newly selected examples. In light of the stochastic gradient descent learning rule, we approximate the change as the gradient of the loss function with respect to each single candidate instance. Under the EMCM framework, we propose novel AL algorithms for the linear and nonlinear regression models. In addition, by simulating the behavior of the sequential AL policy when applied for k iterations, we further extend the algorithms to batch mode AL to simultaneously choose a set of k most informative instances at each query time. Extensive experimental results on both UCI and StatLib benchmark data sets have demonstrated that the proposed algorithms are highly effective and efficient.
Bustamante, Eduardo E.; Davis, Catherine L.; Marquez, David X.
Background The Theory of Learned Industriousness states that durable individual differences in industriousness are due in part to differences in the extent to which individuals were rewarded for high effort at an earlier time. Individuals rewarded for high effort during training are thought to generalize greater persistence to subsequent tasks than those rewarded for low effort. This study tested whether rewarded physical and/or mental effort at different intensities generalized to greater persistence at a subsequent mental task. Methods 80 inactive 18–25 year-olds were randomized into four groups: Low Mental Effort, High Mental Effort, Low Physical Effort, and High Physical Effort. Each completed group-specific effort training and a mental persistence task at baseline and posttest. Results Factorial analysis of covariance revealed a significant domain x effort interaction on persistence (F[1,75]=4.93, p=.029). High Mental Effort and Low Mental Effort groups demonstrated similar gains in persistence (d=-0.08, p>.05) and points earned (d=0.11, p>.05) following effort training. High Physical Effort and Low Physical Effort diverged on persistence (d=-0.49, p=.004) but not points earned (d =-0.12, p>.05). Conclusions Findings suggest either that training and test stimuli were too dissimilar to cue effects of associative learning in physical effort groups, or that effects were present but overpowered by the affective and neurocognitive consequences of an acute bout of intense aerobic physical activity. Findings do not support the Theory of Learned Industriousness nor generalization of effort across physical and mental domains. PMID:26052372
Moore, John W.
distractions now than then. And students' reasons for taking a chemistry course probably span a much greater range. How then do we get them engaged? Nash developed the idea that the most effective thing a teacher can do is to be an example of what it means to be a scientist. In the presence of students, teachers should demonstrate commitment and enthusiasm for their subject, ask questions of nature and obtain answers, think logically and with clarity, and respect and encourage their students' potential ability to engage in scientific inquiry. Though I am certain that he was an exemplar of Nash's approach, Ramette espoused a different one. To help students ask questions and find answers for themselves, he designed computer programs that can present a broad range of problems in a specific area, encourage students to think about how to address the problems, and then provide feedback on their approach. I have used two of these, KinWORKS and REACT, for the past half dozen years and find them quite effective. Both are available from JCE Software. There are many other approaches to engaging students actively in the learning process. The NSF has funded five systemic chemistry projects, and all of them have developed active-learning methods. New Traditions (http://newtraditions.chem.wisc.edu/) has an array of techniques ranging from ConcepTests in lectures and Challenge Problems for small-group work, through inquiry-based laboratories, to lecture-less courses in which students spend most of their class time working on problems that have been carefully designed to lead them to develop new insights. ChemLinks (http://chemlinks.beloit.edu/) and Modular Chemistry Consortium (http://mc2.cchem.berkeley.edu/) are jointly developing thematic modules in which students learn chemical principles by studying a real-world problem such as how to make a blue LED, or what it takes to make an automobile air bag. The Workshop Chemistry project (http://www.sci.ccny.cuny.edu/~chemwksp/) involves students
Can active citizenship be learned? In recent years, teaching citizenship issues are becoming popular in schools across various parts of the world. This paper makes reference to India as an example. It argues the need for a pedagogical debate on what makes an active citizen. The complex questions it begins to address are these: who is a citizen?;…
Heriot, Kirk C.; Cook, Ronald G.; Matthews, Charles H.; Simpson, Leo
Active learning has attracted considerable attention in higher education in response to concerns about how and what students are learning. Many pedagogies may be categorized as active learning, although most are classroom-based. The authors propose an alternative to "active learning in the classroom", which they characterize as "active learning…
Richards, K. Andrew R.; Eberline, Andrew D.; Padaruth, Sookhenlall; Templin, Thomas J.
Service-learning has become a popular pedagogical tool to promote academic and civic learning. One form of service-learning provides physical activity for underrepresented community groups, including children with disabilities. Using experiential learning theory, the purpose of this descriptive case study was to evaluate college students'…
Educational technology is seldom used to facilitate more active student learning in the classroom. Instructors who have mastered PowerPoint, however, could just as easily learn to create simple pieces of interactive multimedia that encourage student participation in learning tasks and that appeal to multiple intelligences and learning styles.…
Zwart, R. C.; Wubbels, Th.; Bolhuis, S.; Bergen, Th. C. M.
Just what and how eight experienced teachers in four coaching dyads learned during a 1-year reciprocal peer coaching trajectory was examined in the present study. The learning processes were mapped by providing a detailed description of reported learning activities, reported learning outcomes, and the relations between these two. The sequences of…
Nummenmaa, Minna; Nummenmaa, Lauri
Background: Within academic settings, students experience varied emotions and interest towards learning. Although both emotions and interest can increase students' likelihood to engage in traditional learning, little is known about the influence of emotions and interest in learning activities in a web-based learning environment (WBLE). Aims: This…
Chan, Kevin; Cheung, George; Wan, Kelvin; Brown, Ian; Luk, Green
In understanding how active and blended learning approaches with learning technologies engagement in undergraduate education, current research models tend to undermine the effect of learners' variations, particularly regarding their styles and approaches to learning, on intention and use of learning technologies. This study contributes to further…
Learning effectiveness requires an understanding of the relationship among extracurricular activities, learning approach and academic performance and, it is argued, this helps educators develop techniques designed to enrich learning effectiveness. Biggs' Presage-Process-Product model on student learning has identified the relationship among…
Goodell, Philip C.
Introduces an entry level mineralogy/igneous petrology course designed for undergraduate students and presents a series of learning activities based on individual and cooperative learning. Includes 18 references. (Author/YDS)
Acar Sesen, Burcin; Tarhan, Leman
Background and purpose: Active-learning as a student-centered learning process has begun to take more interest in constructing scientific knowledge. For this reason, this study aimed to investigate the effectiveness of active-learning implementation on high-school students' understanding of 'acids and bases'. Sample The sample of this study was 45 high-school students (average age 17 years) from two different classes, which were randomly assigned to the experimental (n = 21) and control groups (n = 25), in a high school in Turkey. Design and methods A pre-test consisting of 25 items was applied to both experimental and control groups before the treatment in order to identify student prerequisite knowledge about their proficiency for learning 'acids and bases'. A one-way analysis of variance (ANOVA) was conducted to compare the pre-test scores for groups and no significant difference was found between experimental (ME = 40.14) and control groups (MC = 41.92) in terms of mean scores (F 1,43 = 2.66, p > 0.05). The experimental group was taught using an active-learning curriculum developed by the authors and the control group was taught using traditional course content based on teacher-centered instruction. After the implementation, 'Acids and Bases Achievement Test' scores were collected for both groups. Results ANOVA results showed that students' 'Acids and Bases Achievement Test' post-test scores differed significantly in terms of groups (F 1,43 = 102.53; p < 0.05). Additionally, in this study 54 misconceptions, 14 of them not reported in the literature before, were observed in the following terms: 'acid and base theories'; 'metal and non-metal oxides'; 'acid and base strengths'; 'neutralization'; 'pH and pOH'; 'hydrolysis'; 'acid-base equilibrium'; 'buffers'; 'indicators'; and 'titration'. Based on the achievement test and individual interview results, it was found that high-school students in the experimental group had fewer misconceptions and understood the
Alarcon, Hugo; Zavala, G.; Fernandez, R.; Benegas, J.
It is evident that the most effective active-learning strategies to improve physics learning at the college level have been developed in the United States. Recently, some universities in Latin America have begun adopting such methods as a part of institutional projects, or motivated by national projects led by education authorities. In this work we will present two cases, a large-scale implementation of Tutorials in Introductory Physics (1) in Mexico supported by the institution as a part of a change in its educational model, and a medium-scale implementation of this method in Chile supported by the national government. In both experiences, the professors involved in the educational experience have previously participated in a training workshop that prepared them for implementing this strategy in the classroom. The training workshop, described elsewhere (2), was designed also under active learning premises, so teachers completed the proposed activities in the same way as their students will do. We will present the first results of these two projects. References: (1) McDermott, L. C., Shaffer, P. S., & PER (1998). "Tutorials in Introductory Physics", Prentice Hall, translated as "Tutoriales para Física Introductoria" (2001) Prentice Hall, Buenos Aires.. (2) Zavala, G., Alarcón, H. and Benegas, J. (2005). "Innovative training of in-service teachers for active learning: A short teacher development course based on Physics Education Research", accepted for publication, J. of Sc. Teach. Ed. This work has been partially supported by Tecnológico de Monterrey through the Chair in Physics Education Research and by MECE Educación Superior Program (Chile).
Petersen, Christina I.; Gorman, Kristen S.
This chapter provides practical strategies for addressing common challenges that arise for teachers in active learning classrooms. Our strategies come from instructors with experience teaching in these environments.
Johnson, Patricia; And Others
Activities developed and used with children and adults participating in the program offerings of the Edwin Gould Outdoor Education Centers are presented. Information describing most activities includes name, description of the activity, objectives, supervision or help required, procedures, time involved, size of area required, materials,…
Torello, Michael, W.; Duffy, Frank H.
Cognitive neuroscience assumes that measurement of brain electrical activity should relate to cognition. Brain Electrical Activity Mapping (BEAM), a non-invasive technique, is used to record changes in activity from one brain area to another and is 80 to 90 percent successful in classifying subjects as dyslexic or normal. (MT)
Han, Wenjing; Coutinho, Eduardo; Li, Haifeng; Schuller, Björn; Yu, Xiaojie; Zhu, Xuan
Coping with scarcity of labeled data is a common problem in sound classification tasks. Approaches for classifying sounds are commonly based on supervised learning algorithms, which require labeled data which is often scarce and leads to models that do not generalize well. In this paper, we make an efficient combination of confidence-based Active Learning and Self-Training with the aim of minimizing the need for human annotation for sound classification model training. The proposed method pre-processes the instances that are ready for labeling by calculating their classifier confidence scores, and then delivers the candidates with lower scores to human annotators, and those with high scores are automatically labeled by the machine. We demonstrate the feasibility and efficacy of this method in two practical scenarios: pool-based and stream-based processing. Extensive experimental results indicate that our approach requires significantly less labeled instances to reach the same performance in both scenarios compared to Passive Learning, Active Learning and Self-Training. A reduction of 52.2% in human labeled instances is achieved in both of the pool-based and stream-based scenarios on a sound classification task considering 16,930 sound instances. PMID:27627768
New York State Education Dept., Albany.
Provided in this document are 18 energy conservation activities designed to supplement regular classroom learning activities. A matrix correlating activity number with grade level and subject areas is included. Titles of activities are: puzzles; energy quiz; energy-related careers; reading a meter; trading calories for kilo-watts; conserving home…
Nurses are being increasingly asked to develop leadership skills in their practice and to be actively involved in continuous change processes in the workplace. Nursing students need to be developing leadership skills prior to entering the workplace to ensure they are able to meet the challenges associated with organisations and the cultures present in nursing, along with having highly tuned communication skills and leadership attributes that contribute to best patient care and outcomes. This paper looks at how the use of Active Learning in an undergraduate setting enabled the development and implementation of a leadership subject for nursing students preparing for professional practice. Through the use of a specific model of Active Learning, incorporating multiple intelligences into education allows students to bring deeper learning to their conscience so that whole person learning is an engaged experience. It seems apparent that Active Learning is an effective means of learning about leadership in undergraduate students who are developing towards a career as a health professional.
Kashef, Alireza; Campolattaro, Matthew M.
During delay eyeblink conditioning, rats learn to produce an eyelid-closure conditioned response (CR) to a conditioned stimulus (CS), such as a light, which precedes and coterminates with an unconditioned stimulus (US). Previous studies have suggested that the ventral lateral geniculate nucleus (LGNv) might play an important role in visual eyeblink conditioning by supplying visual sensory input to the pontine nuclei (PN) and also receiving feedback from the cerebellum. No prior study has investigated LGNv neuronal activity during eyeblink conditioning. The present study used multiple tetrodes to monitor single-unit activity in the rat LGNv during pre-exposure (CS only), unpaired CS/US, and paired CS-US training conditions. This behavioral-training sequence was used to investigate nonassociative- and associative-driven neuronal activity in the LGNv during training. LGNv neuronal activity habituated during unpaired training and then recovered from habituation during subsequent paired training, which may indicate that the LGNv plays a role in attention to the CS. The amplitude of LGNv neuronal activity correlated with CR production during paired but not unpaired CS/US training. Cerebellar feedback to the LGNv may play a role in modulating LGNv activity and attention to the CS during paired training. Based on the present findings, we hypothesize that the role of LGNv in visual eyeblink conditioning goes beyond simply routing visual CS information to the PN and involves modulation of attention. PMID:25122718
Chiang, Tosti H. C.; Yang, Stephen J. H.; Hwang, Gwo-Jen
In this study, an augmented reality-based mobile learning system is proposed for conducting inquiry-based learning activities. An experiment has been conducted to examine the effectiveness of the proposed approach in terms of learning achievements and motivations. The subjects were 57 fourth graders from two classes taught by the same teacher in…
Kaye, Nigel; Benson, Lisa; Sill, Ben
Active learning can be broadly defined as any activity that engages students beyond just listening. But is it worth the effort, when we can just lecture and tell students all they need to know? Learning theories posit that students remember far more of what they say and do than of what they hear and see. The benefits of active learning include increased attendance (because class is now something different and attending is more worthwhile) and deeper understanding of concepts (because students get to practice answering and generating questions). A recent meta-analysis of research on active learning has summarized evidence of real outcomes of active learning. Research is showing that students' performance on exams are higher and that they fail at lower rates in classes that involve active learning compared to traditional lecturing. Other studies have shown evidence of improved performance in follow-on classes, showing that the improved learning lasts. There are some topics and concepts that are best taught (or at least introduced) through lecturing, but even lecturing can be broken up by short activities that engage students so they learn more effectively. In this presentation, we will review the findings of the meta study and provide examples of active learning both inside and outside the classroom that demonstrate simple ways of introducing this approach in fluid dynamics classes.
Bellebaum, Christian; Rustemeier, Martina; Daum, Irene
The present study investigated the impact of healthy aging on the bias to learn from positive or negative performance feedback in observational and active feedback learning. In active learning, a previous study had already shown a negative learning bias in healthy seniors older than 75 years, while no bias was found for younger seniors. However, healthy aging is accompanied by a 'positivity effect', a tendency to primarily attend to stimuli with positive valence. Based on recent findings of dissociable neural mechanisms in active and observational feedback learning, the positivity effect was hypothesized to influence older participants' observational feedback learning in particular. In two separate experiments, groups of young (mean age 27) and older participants (mean age 60 years) completed an observational or active learning task designed to differentially assess positive and negative learning. Older but not younger observational learners showed a significant bias to learn better from positive than negative feedback. In accordance with previous findings, no bias was found for active learning. This pattern of results is discussed in terms of differences in the neural underpinnings of active and observational learning from performance feedback.
Tsang, Alexander; Harris, David M
Patients expect physicians to be lifelong learners who are able to interpret and evaluate diagnostic tests, and most medical schools list the development of lifelong learning in their program objectives. However, lecture is the most often utilized form of teaching in the first two years and is considered passive learning. The current generation of medical students has many characteristics that should support active learning pedagogies. The purpose of this study was to analyze student and faculty perceptions of active learning in an integrated medical curriculum at the second-year mark, where students have been exposed to multiple educational pedagogies. The first hypothesis of the study was that faculty would favor active learning methods. The second hypothesis was that Millennial medical students would favor active learning due to their characteristics. Primary faculty for years 1 and 2 and second-year medical students were recruited for an e-mail survey consisting of 12 questions about active learning and lecture. Students perceived that lecture and passive pedagogies were more effective for learning, whereas faculty felt active and collaborative learning was more effective. Students believed that more content should be covered by lecture than faculty. There were also significant differences in perceptions of what makes a good teacher. Students and faculty both felt that lack of time in the curriculum and preparation time were barriers for faculty. The data suggest that students are not familiar with the process of learning and that more time may be needed to help students develop lifelong learning skills.
Kelsey, Malia; Dallal, Ahmed; Eldeeb, Safaa; Akcakaya, Murat; Kleckner, Ian; Gerard, Christophe; Quigley, Karen S.; Goodwin, Matthew S.
Measures of electrodermal activity (EDA) have advanced research in a wide variety of areas including psychophysiology; however, the majority of this research is typically undertaken in laboratory settings. To extend the ecological validity of laboratory assessments, researchers are taking advantage of advances in wireless biosensors to gather EDA data in ambulatory settings, such as in school classrooms. While measuring EDA in naturalistic contexts may enhance ecological validity, it also introduces analytical challenges that current techniques cannot address. One limitation is the limited efficiency and automation of analysis techniques. Many groups either analyze their data by hand, reviewing each individual record, or use computationally inefficient software that limits timely analysis of large data sets. To address this limitation, we developed a method to accurately and automatically identify SCRs using curve fitting methods. Curve fitting has been shown to improve the accuracy of SCR amplitude and location estimations, but have not yet been used to reduce computational complexity. In this paper, sparse recovery and dictionary learning methods are combined to improve computational efficiency of analysis and decrease run time, while maintaining a high degree of accuracy in detecting SCRs. Here, a dictionary is first created using curve fitting methods for a standard SCR shape. Then, orthogonal matching pursuit (OMP) is used to detect SCRs within a dataset using the dictionary to complete sparse recovery. Evaluation of our method, including a comparison to for speed and accuracy with existing software, showed an accuracy of 80% and a reduced run time.
Czarnecki, Wojciech M; Podlewska, Sabina; Bojarski, Andrzej J
Speed, a relatively low requirement for computational resources and high effectiveness of the evaluation of the bioactivity of compounds have caused a rapid growth of interest in the application of machine learning methods to virtual screening tasks. However, due to the growth of the amount of data also in cheminformatics and related fields, the aim of research has shifted not only towards the development of algorithms of high predictive power but also towards the simplification of previously existing methods to obtain results more quickly. In the study, we tested two approaches belonging to the group of so-called 'extremely randomized methods'-Extreme Entropy Machine and Extremely Randomized Trees-for their ability to properly identify compounds that have activity towards particular protein targets. These methods were compared with their 'non-extreme' competitors, i.e., Support Vector Machine and Random Forest. The extreme approaches were not only found out to improve the efficiency of the classification of bioactive compounds, but they were also proved to be less computationally complex, requiring fewer steps to perform an optimization procedure.
Ranganathan, Rajiv; Krishnan, Chandramouli; Dhaher, Yasin Y; Rymer, William Z
The motor module hypothesis in motor control proposes that the nervous system can simplify the problem of controlling a large number of muscles in human movement by grouping muscles into a smaller number of modules. Here, we tested one prediction of the modular organization hypothesis by examining whether there is preferential exploration along these motor modules during the learning of a new gait pattern. Healthy college-aged participants learned a new gait pattern which required increased hip and knee flexion during the swing phase while walking in a lower-extremity robot (Lokomat). The new gait pattern was displayed as a foot trajectory in the sagittal plane and participants attempted to match their foot trajectory to this template. We recorded EMG from 8 lower-extremity muscles and we extracted motor modules during both baseline walking and target-tracking using non-negative matrix factorization (NMF). Results showed increased trajectory variability in the first block of learning, indicating that participants were engaged in exploratory behavior. Critically, when we examined the muscle activity during this exploratory phase, we found that the composition of motor modules changed significantly within the first few strides of attempting the new gait pattern. The lack of persistence of the motor modules under even short time scales suggests that motor modules extracted during locomotion may be more indicative of correlated muscle activity induced by the task constraints of walking, rather than reflecting a modular control strategy.
Chen, Yukun; Mani, Subramani; Xu, Hua
Supervised machine learning methods for clinical natural language processing (NLP) research require a large number of annotated samples, which are very expensive to build because of the involvement of physicians. Active learning, an approach that actively samples from a large pool, provides an alternative solution. Its major goal in classification is to reduce the annotation effort while maintaining the quality of the predictive model. However, few studies have investigated its uses in clinical NLP. This paper reports an application of active learning to a clinical text classification task: to determine the assertion status of clinical concepts. The annotated corpus for the assertion classification task in the 2010 i2b2/VA Clinical NLP Challenge was used in this study. We implemented several existing and newly developed active learning algorithms and assessed their uses. The outcome is reported in the global ALC score, based on the Area under the average Learning Curve of the AUC (Area Under the Curve) score. Results showed that when the same number of annotated samples was used, active learning strategies could generate better classification models (best ALC-0.7715) than the passive learning method (random sampling) (ALC-0.7411). Moreover, to achieve the same classification performance, active learning strategies required fewer samples than the random sampling method. For example, to achieve an AUC of 0.79, the random sampling method used 32 samples, while our best active learning algorithm required only 12 samples, a reduction of 62.5% in manual annotation effort.
Rao, S P; DiCarlo, S E
Active involvement in the learning process has been suggested to enhance creative thinking, judgement, interpretation, and problem-solving skills. Therefore, educators are encouraged to create an active-learning environment by incorporating active-learning strategies into the class. However, there is very little documentation of the effectiveness of active-learning strategies. Furthermore, faculty are often reluctant to incorporate new strategies without documentation of the effectiveness of these strategies. To address this concern, we compared the performance of two individual classes on an identical respiratory physiology examination. One class was taught respiratory physiology using active-learning strategies. The other class was taught respiratory physiology using the traditional lecture format. The results document that students who learned using active-learning strategies did significantly better (P < 0.05) on the respiratory physiology examination than students who learned by the traditional lecture format (61 +/- 2.2 vs. 86 +/- 1.0). Thus, by actively involving students in the learning process, academic performance is enhanced.
Watson, Sunnie Lee; Kim, Woori
This study examines learner enrolment purposes, perceptions on instructional activities and their relationship to learning gains in a Massive Open Online Course (MOOC) for attitudinal change regarding human trafficking. Using an author-developed survey, learners reported their perceptions on instructional activities and learning gains within the…
The scholarship of teaching and learning increasingly recognizes that active and dynamic instructional models promote better, more holistic, and lasting educational outcomes. This article summarizes an in-class engaged learning activity based on the popular playing card game, "President". This game requires players to exchange cards with each…
Paxman, Jenny R.; Nield, Kevin; Hall, Anna C.
Abstract: Nutrition and food students at Sheffield Hallam University completed an "active learning" assessment as part of a final year module, Applied Nutrition 2. The purpose of the "active learning" assessment was to encourage and enhance learner autonomy. The assessment consisted of 5 main stages: a briefing, thought shower,…
Levine, Mark F.; Guy, Paul W.
The present study investigates pre-business students' reaction to Activity Based Learning in a lower division core required course entitled Introduction to Global Business in the business curriculum at California State University Chico. The study investigates students' preference for Activity Based Learning in comparison to a more traditional…
Christie, Michael; de Graaff, Erik
In this paper the authors draw on three sequential keynote addresses that they gave at Active Learning in Engineering Education (ALE) workshops in Copenhagen (2012), Caxias do Sol (2014) and San Sebastian (2015). Active Learning in Engineering Education is an informal international network of engineering educators dedicated to improving…
Byun, Chong Hyun Christie
The importance of active learning in the classroom has been well established in the field of Economic education. This paper examines the connection between active learning and performance outcomes in an Economics 101 course. Students participated in single play simultaneous move game with a clear dominant strategy, modeled after the Prisoner's…
Bohn, Dawn M.; Schmidt, Shelly J.
Experiential learning activities are often viewed as impractical, and potentially unfeasible, instructional tools to employ in a large enrollment course. Research has shown, though, that the metacognitive skills that students utilize while participating in experiential learning activities enable them to assess their true level of understanding and…
Carson, Russell L.; Raguse, Allison L.
The extent to which service-learning exists in the field of kinesiology broadly, and more specifically related to the physical activity of youth, remains largely unknown. The purpose of this study was to conduct a systematic review of the service-learning literature in kinesiology, with a specific focus on youth physical activity settings.…
Hutchings, Maggie; Hadfield, Mark; Howarth, George; Lewarne, Steven
Teaching staff, designing conventional courses in higher education, must make decisions about selecting content and activities to engage students in learning. When the Internet is chosen as the principal delivery vehicle it presents particular challenges for the design of active learning. Further challenges are added when working with a complex,…
Oklahoma State Board of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.
This learning activity packet (LAP) outlines the study activities and performance tasks covered in a related curriculum guide on milling machines. The course of study in this LAP is intended to help students learn to set up and operate a horizontal mill. Tasks addressed in the LAP include mounting style "A" or "B" arbors and adjusting arbor…
Ervin-Tripp, Susan M.
An examination of the play situations in which children are successful in learning second languages was undertaken based on observations that children in foreign language settings learn languages quickly in the process of daily play activities. A wide variety of activities were examined, including play phone conversations, soccer, elastic rope…
Lee, Hyun-Hwa; Hines, Jean D.
Many educators believe that student learning is enhanced when they are actively involved in classroom activities that require student inquiry. The purpose of this paper is to report on three student inquiry projects that were incorporated into a merchandising class with the focus on making students responsible for their learning, rather than the…
This paper identifies some of the pedagogical benefits of an active learning course delivery complemented by an online discussion forum to teach sustainability by evaluating the case of a geography master's course. The potential benefits and some challenges of an active learning course delivery to teach sustainability in geography and related…
Koontz, T. M.; Plank, K. M.
Many instructors strive to encourage student reading outside of class and active learning in class. One pedagogical tool, structured reading questions, can help do both. Using examples from question sets across six courses, the authors illustrate how reading questions can help students achieve the six active-learning principles described by…
Oklahoma State Board of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.
This learning activity packet (LAP) outlines the study activities and performance tasks covered in a related curriculum guide on milling machines. The course of study in this LAP is intended to help students learn to identify parts and attachments of vertical and horizontal milling machines, identify work-holding devices, state safety rules, and…
Oklahoma State Board of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.
This learning activity packet (LAP) outlines the study activities and performance tasks covered in a related curriculum guide on milling machines. The course of study in this LAP is intended to help students learn to set up and operate a vertical mill. Tasks addressed in the LAP include mounting and removing cutters and cutter holders for vertical…
Gonzalez-Sancho, Jose Manuel; Sanchez-Pacheco, Aurora; Lasa, Marina; Molina, Susana; Vara, Francisco; del Peso, Luis
This article describes the transition from a traditional instructor-centered course, based on lectures, to a student-centered course based on active learning methodologies as part of the reform of the Spanish higher education system within the European Higher Education Area (EHEA). Specifically, we describe the use of active learning methodologies…
Fried, Stephen B.; Mehrotra, Chandra M.
Covering 10 topical areas, this annotated bibliography offers a guide to journal articles, book chapters, monographs, and books useful for teaching diversity and aging through active learning. Active learning experiences may help expand students' awareness of elements of their own diversity, broaden their world view, and enhance their culturally…
Roehl, Amy; Reddy, Shweta Linga; Shannon, Gayla Jett
"Flipping" the classroom employs easy-to-use, readily accessible technology in order to free class time from lecture. This allows for an expanded range of learning activities during class time. Using class time for active learning versus lecture provides opportunities for greater teacher-to-student mentoring, peer-to-peer collaboration…
Chrastil, Elizabeth R.; Warren, William H.
It seems intuitively obvious that active exploration of a new environment would lead to better spatial learning than would passive visual exposure. It is unclear, however, which components of active learning contribute to spatial knowledge, and previous literature is decidedly mixed. This experiment tests the contributions of 4 components to…
Koretsky, Milo D.; Brooks, Bill J.
Changes in student perceptions to a novel technology-based, active-learning pedagogy using a custom, sophisticated, personal response system called WISE were studied over the first five years it was used. Students tended to view active learning more favorably over time, particularly in regards to statements that required them to be interpretive of…
Cliatt, Katherine H.
This learning activity guide and instructor's manual provide information and exercises for an exploratory activity in accounting. Instructional objectives covered in the guide are for the students to learn (1) reasons for studying accounting and related job descriptions, (2) definitions for accounting terms, (3) the accounting equation, (4) how to…
Cavanagh, Andrew J.; Aragón, Oriana R.; Chen, Xinnian; Couch, Brian; Durham, Mary; Bobrownicki, Aiyana; Hanauer, David I.; Graham, Mark J.
The benefits of introducing active learning in college science courses are well established, yet more needs to be understood about student buy-in to active learning and how that process of buy-in might relate to student outcomes. We test the exposure-persuasion-identification-commitment (EPIC) process model of buy-in, here applied to student (n =…
Anderson, Sheri; Hsu, Yu-Chang; Kinney, Judy
Designing experiential learning activities requires an instructor to think about what they want the students to learn. Using importance-performance analysis can assist with the instructional design of the activities. This exploratory study used importance-performance analysis in an online introduction to criminology course. There is limited…
Myers, Brian E.; Barrick, R. Kirby; Samy, Mohamed M.
Purpose: The purpose of the study was to assess Egyptian Agricultural Technical School (ATS) teachers' implementation of active learning strategies in their classrooms. Methods: The Stages of Concern Questionnaire was administered to 230 participants in active learning workshops. After eliminating headmasters, supervisors and people no longer…
Larusson, Johann Ari
Prior research has highlighted the educational benefit of enabling students to participate in collaborative learning activities. Developing technology that extends the physical boundaries of the classroom and enables students to engage in meaningful collaborative learning activities outside class time can be of significant value. For any…
Clemson Univ., SC. Vocational Education Media Center.
Learning activity packages are presented for instruction in tractor mechanics. The packages deal with the duties involved in maintaining the fuel system. The following fourteen learning activity packages are included: servicing fuel and air filters, servicing fuel tanks and lines, adjusting a carburetor, servicing a carburetor, servicing the…
Fesakis, Georgios; Sofroniou, Christina; Mavroudi, Elisavet
With the widespread use of the internet, more and more children get acquainted with its various uses at a young age while an increasing number of teachers are designing learning activities that utilize various internet services. Toward this direction, teachers need practical examples of pedagogically verified learning activities. This paper…
Niesz, Tricia; Krishnamurthy, Ramchandar
Tamil Nadu has gained international recognition for reforming its government school classrooms into active, child-centered learning environments. Our exploration of the history of the Activity Based Learning movement suggests that this reform was achieved by social movement actors serving in and through the state's administration. Participants in…
This article presents a problem-based approach that prepares students for future learning in the classroom. In this approach, students complete problem-based activities before coming to class to familiarize themselves with the topics to be covered. After the discussion on how the use of these activities relate to the learning and transfer…
California State Polytechnic Coll., San Luis Obispo.
For a general work experience education program for the secondary grades in California, learning activity packages (LAP) are provided separately for two general program goals, which focus on the relevance of school to career requirements and the importance of self-actualization. Program goals, performance objectives, learning activities with…
California State Polytechnic Coll., San Luis Obispo.
For an exploratory work experience education program for the secondary grades in California, learning activity packages (LAP) are provided separately for two general program goals, which focus on the relevance of school to career requirements and the importance of self-actualization. Program goals, performance objectives, learning activities with…