Sample records for active learning components

  1. Semantic-Aware Components and Services of ActiveMath

    ERIC Educational Resources Information Center

    Melis, Erica; Goguadze, Giorgi; Homik, Martin; Libbrecht, Paul; Ullrich, Carsten; Winterstein, Stefan

    2006-01-01

    ActiveMath is a complex web-based adaptive learning environment with a number of components and interactive learning tools. The basis for handling semantics of learning content is provided by its semantic (mathematics) content markup, which is additionally annotated with educational metadata. Several components, tools and external services can…

  2. Tracking Active Learning in the Medical School Curriculum: A Learning-Centered Approach.

    PubMed

    McCoy, Lise; Pettit, Robin K; Kellar, Charlyn; Morgan, Christine

    2018-01-01

    Medical education is moving toward active learning during large group lecture sessions. This study investigated the saturation and breadth of active learning techniques implemented in first year medical school large group sessions. Data collection involved retrospective curriculum review and semistructured interviews with 20 faculty. The authors piloted a taxonomy of active learning techniques and mapped learning techniques to attributes of learning-centered instruction. Faculty implemented 25 different active learning techniques over the course of 9 first year courses. Of 646 hours of large group instruction, 476 (74%) involved at least 1 active learning component. The frequency and variety of active learning components integrated throughout the year 1 curriculum reflect faculty familiarity with active learning methods and their support of an active learning culture. This project has sparked reflection on teaching practices and facilitated an evolution from teacher-centered to learning-centered instruction.

  3. Tracking Active Learning in the Medical School Curriculum: A Learning-Centered Approach

    PubMed Central

    McCoy, Lise; Pettit, Robin K; Kellar, Charlyn; Morgan, Christine

    2018-01-01

    Background: Medical education is moving toward active learning during large group lecture sessions. This study investigated the saturation and breadth of active learning techniques implemented in first year medical school large group sessions. Methods: Data collection involved retrospective curriculum review and semistructured interviews with 20 faculty. The authors piloted a taxonomy of active learning techniques and mapped learning techniques to attributes of learning-centered instruction. Results: Faculty implemented 25 different active learning techniques over the course of 9 first year courses. Of 646 hours of large group instruction, 476 (74%) involved at least 1 active learning component. Conclusions: The frequency and variety of active learning components integrated throughout the year 1 curriculum reflect faculty familiarity with active learning methods and their support of an active learning culture. This project has sparked reflection on teaching practices and facilitated an evolution from teacher-centered to learning-centered instruction. PMID:29707649

  4. Exploiting Secondary Sources for Unsupervised Record Linkage

    DTIC Science & Technology

    2004-01-01

    paper, we present an extension to Apollo’s active learning component to Report Documentation Page Form ApprovedOMB No. 0704-0188 Public reporting...Sources address the issue of user involvement. Using secondary sources, a system can autonomously answer questions posed by its active learning component...over, we present how Apollo utilizes the identified sec- ondary sources in an unsupervised active learning pro- cess. Apollo’s learning algorithm

  5. Active and Passive Spatial Learning in Human Navigation: Acquisition of Survey Knowledge

    ERIC Educational Resources Information Center

    Chrastil, Elizabeth R.; Warren, William H.

    2013-01-01

    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…

  6. Using Expectancy Value Theory as a Framework to Reduce Student Resistance to Active Learning: A Proof of Concept.

    PubMed

    Cooper, Katelyn M; Ashley, Michael; Brownell, Sara E

    2017-01-01

    There has been a national movement to transition college science courses from passive lectures to active learning environments. Active learning has been shown to be a more effective way for students to learn, yet there is concern that some students are resistant to active learning approaches. Although there is much discussion about student resistance to active learning, few studies have explored this topic. Furthermore, a limited number of studies have applied theoretical frameworks to student engagement in active learning. We propose using a theoretical lens of expectancy value theory to understand student resistance to active learning. In this study, we examined student perceptions of active learning after participating in 40 hours of active learning. We used the principal components of expectancy value theory to probe student experience in active learning: student perceived self-efficacy in active learning, value of active learning, and potential cost of participating in active learning. We found that students showed positive changes in the components of expectancy value theory and reported high levels of engagement in active learning, which provide proof of concept that expectancy value theory can be used to boost student perceptions of active learning and their engagement in active learning classrooms. From these findings, we have built a theoretical framework of expectancy value theory applied to active learning.

  7. Using Expectancy Value Theory as a Framework to Reduce Student Resistance to Active Learning: A Proof of Concept

    PubMed Central

    Cooper, Katelyn M.; Ashley, Michael; Brownell, Sara E.

    2017-01-01

    There has been a national movement to transition college science courses from passive lectures to active learning environments. Active learning has been shown to be a more effective way for students to learn, yet there is concern that some students are resistant to active learning approaches. Although there is much discussion about student resistance to active learning, few studies have explored this topic. Furthermore, a limited number of studies have applied theoretical frameworks to student engagement in active learning. We propose using a theoretical lens of expectancy value theory to understand student resistance to active learning. In this study, we examined student perceptions of active learning after participating in 40 hours of active learning. We used the principal components of expectancy value theory to probe student experience in active learning: student perceived self-efficacy in active learning, value of active learning, and potential cost of participating in active learning. We found that students showed positive changes in the components of expectancy value theory and reported high levels of engagement in active learning, which provide proof of concept that expectancy value theory can be used to boost student perceptions of active learning and their engagement in active learning classrooms. From these findings, we have built a theoretical framework of expectancy value theory applied to active learning. PMID:28861130

  8. From feedback- to response-based performance monitoring in active and observational learning.

    PubMed

    Bellebaum, Christian; Colosio, Marco

    2014-09-01

    Humans can adapt their behavior by learning from the consequences of their own actions or by observing others. Gradual active learning of action-outcome contingencies is accompanied by a shift from feedback- to response-based performance monitoring. This shift is reflected by complementary learning-related changes of two ACC-driven ERP components, the feedback-related negativity (FRN) and the error-related negativity (ERN), which have both been suggested to signal events "worse than expected," that is, a negative prediction error. Although recent research has identified comparable components for observed behavior and outcomes (observational ERN and FRN), it is as yet unknown, whether these components are similarly modulated by prediction errors and thus also reflect behavioral adaptation. In this study, two groups of 15 participants learned action-outcome contingencies either actively or by observation. In active learners, FRN amplitude for negative feedback decreased and ERN amplitude in response to erroneous actions increased with learning, whereas observational ERN and FRN in observational learners did not exhibit learning-related changes. Learning performance, assessed in test trials without feedback, was comparable between groups, as was the ERN following actively performed errors during test trials. In summary, the results show that action-outcome associations can be learned similarly well actively and by observation. The mechanisms involved appear to differ, with the FRN in active learning reflecting the integration of information about own actions and the accompanying outcomes.

  9. A meta-cognitive learning algorithm for a Fully Complex-valued Relaxation Network.

    PubMed

    Savitha, R; Suresh, S; Sundararajan, N

    2012-08-01

    This paper presents a meta-cognitive learning algorithm for a single hidden layer complex-valued neural network called "Meta-cognitive Fully Complex-valued Relaxation Network (McFCRN)". McFCRN has two components: a cognitive component and a meta-cognitive component. A Fully Complex-valued Relaxation Network (FCRN) with a fully complex-valued Gaussian like activation function (sech) in the hidden layer and an exponential activation function in the output layer forms the cognitive component. The meta-cognitive component contains a self-regulatory learning mechanism which controls the learning ability of FCRN by deciding what-to-learn, when-to-learn and how-to-learn from a sequence of training data. The input parameters of cognitive components are chosen randomly and the output parameters are estimated by minimizing a logarithmic error function. The problem of explicit minimization of magnitude and phase errors in the logarithmic error function is converted to system of linear equations and output parameters of FCRN are computed analytically. McFCRN starts with zero hidden neuron and builds the number of neurons required to approximate the target function. The meta-cognitive component selects the best learning strategy for FCRN to acquire the knowledge from training data and also adapts the learning strategies to implement best human learning components. Performance studies on a function approximation and real-valued classification problems show that proposed McFCRN performs better than the existing results reported in the literature. Copyright © 2012 Elsevier Ltd. All rights reserved.

  10. An active-learning strategies primer for achieving ability-based educational outcomes.

    PubMed

    Gleason, Brenda L; Peeters, Michael J; Resman-Targoff, Beth H; Karr, Samantha; McBane, Sarah; Kelley, Kristi; Thomas, Tyan; Denetclaw, Tina H

    2011-11-10

    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.

  11. Active and Passive Spatial Learning in Human Navigation: Acquisition of Graph Knowledge

    ERIC Educational Resources Information Center

    Chrastil, Elizabeth R.; Warren, William H.

    2015-01-01

    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…

  12. Learning Microbiology through Cooperation: Designing Cooperative Learning Activities That Promote Interdependence, Interaction, and Accountability.

    ERIC Educational Resources Information Center

    Trempy, Janine E.; Skinner, Monica M.; Siebold, William A.

    2002-01-01

    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…

  13. Assessing All Dimensions of Learning

    ERIC Educational Resources Information Center

    Furco, Andrew

    2010-01-01

    At its most basic level, service learning integrates community service activities with intentional learning components to enhance students' understanding of subject content and to meet identified community needs. Although service learning is similar to other active learning pedagogies--such as project-based, problem-based, inquiry-based, and…

  14. A Blended Approach to Active Learning in a Physiology Laboratory-Based Subject Facilitated by an e-Learning Component

    ERIC Educational Resources Information Center

    Dantas, Arianne M.; Kemm, Robert E.

    2008-01-01

    Learning via online activities (e-learning) was introduced to facilitate existing face-to-face teaching to encourage more effective student preparation and then informed participation in an undergraduate physiology laboratory-based course. Active learning was encouraged by hypothesis formation and predictions prior to classes, with opportunities…

  15. An Active-Learning Strategies Primer for Achieving Ability-Based Educational Outcomes

    PubMed Central

    Gleason, Brenda L.; Peeters, Michael J.; Resman-Targoff, Beth H.; Karr, Samantha; McBane, Sarah; Kelley, Kristi; Thomas, Tyan

    2011-01-01

    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

  16. Active and passive spatial learning in human navigation: acquisition of graph knowledge.

    PubMed

    Chrastil, Elizabeth R; Warren, William H

    2015-07-01

    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 information during walking is the primary active contributor to metric survey knowledge (Chrastil & Warren, 2013). In this study, we test the contributions of 3 components to topological graph and route knowledge: visual information, idiothetic information, and cognitive decision making. Four groups of participants learned the locations of 8 objects in a virtual hedge maze by (a) walking or (b) watching a video, crossed with (1) either making decisions about their path or (2) being guided through the maze. Route and graph knowledge were assessed by walking in the maze corridors from a starting object to the remembered location of a test object, with frequent detours. Decision making during exploration significantly contributed to subsequent route finding in the walking condition, whereas idiothetic information did not. Participants took novel routes and the metrically shortest routes on the majority of both direct and barrier trials, indicating that labeled graph knowledge-not merely route knowledge-was acquired. We conclude that, consistent with the exploration-specific learning hypothesis, decision making is the primary component of active learning for the acquisition of topological graph knowledge, whereas idiothetic information is the primary component for metric survey knowledge. (c) 2015 APA, all rights reserved.

  17. The Effect of Student Learning Styles, Race and Gender on Learning Outcomes: The Case of Public Goods

    ERIC Educational Resources Information Center

    Devaraj, Nirupama; Raman, Jaishankar

    2014-01-01

    We investigate the impact of active learning techniques, specifically experiment based learning, in a Principles of Economics class. Our case study demonstrates that when using pedagogical techniques intended to facilitate active learning, teachers should be intentional about incorporating components of learning that appeal to students with…

  18. Student and faculty perceptions of problem-based learning on a family medicine clerkship.

    PubMed

    McGrew, M C; Skipper, B; Palley, T; Kaufman, A

    1999-03-01

    The value of problem-based learning (PBL) in the preclinical years of medical school has been described widely in the literature. This study evaluates student and faculty perceptions of PBL during the clinical years of medical school, on a family medicine clerkship. Students used a 4-point scale to rate clerkship educational components on how well learning was facilitated. Faculty narratives of their perceptions of PBL were reviewed. Educational components that involved active learning by students--clinical activity, independent learning, and PBL tutorials--were ranked highest by students. Faculty perceived that PBL on the clerkship simulated "real-life" learning, included more behavioral and population issues, and provided substantial blocks of student contact time for improved student evaluation. Students and faculty in a family medicine clerkship ranked PBL sessions higher than any other nonclinical component of the clerkship. In addition to providing students with opportunities for self-directed learning, the PBL sessions provide faculty with more contact time with students, thereby enhancing the assessment of students' learning and progress.

  19. Role- and Relationship-Based Identity Management for Privacy-Enhanced E-Learning

    ERIC Educational Resources Information Center

    Anwar, Mohd; Greer, Jim

    2012-01-01

    An e-learning discussion forum, an essential component of today's e-learning systems, offers a platform for social learning activities. However, as learners participate in the discussion forum, privacy emerges as a major concern. Privacy concerns in social learning activities originate from one learner's inability to convey a desired presentation…

  20. Blogs and Social Network Sites as Activity Systems: Exploring Adult Informal Learning Process through Activity Theory Framework

    ERIC Educational Resources Information Center

    Heo, Gyeong Mi; Lee, Romee

    2013-01-01

    This paper uses an Activity Theory framework to explore adult user activities and informal learning processes as reflected in their blogs and social network sites (SNS). Using the assumption that a web-based space is an activity system in which learning occurs, typical features of the components were investigated and each activity system then…

  1. Component Exchange Community: A Model of Utilizing Research Components to Foster International Collaboration

    ERIC Educational Resources Information Center

    Deng, Yi-Chan; Lin, Taiyu; Kinshuk; Chan, Tak-Wai

    2006-01-01

    "One-to-one" technology enhanced learning research refers to the design and investigation of learning environments and learning activities where every learner is equipped with at least one portable computing device enabled by wireless capability. G1:1 is an international research community coordinated by a network of laboratories conducting…

  2. Active and Passive Technology Integration: A Novel Approach for Managing Technology's Influence on Learning Experiences in Context-Aware Learning Spaces

    ERIC Educational Resources Information Center

    Laine, Teemu H.; Nygren, Eeva

    2016-01-01

    Technology integration is the process of overcoming different barriers that hinder efficient utilisation of learning technologies. The authors divide technology integration into two components based on technology's role in the integration process. In active integration, the technology integrates learning resources into a learning space, making it…

  3. An Active, Reflective Learning Cycle for E-Commerce Classes: Learning about E-Commerce by Doing and Teaching

    ERIC Educational Resources Information Center

    Abrahams, Alan S.; Singh, Tirna

    2010-01-01

    Active, experiential learning is an important component in information systems education, ensuring that students gain an appreciation for both practical and theoretical information systems concepts. Typically, students in active, experiential classes engage in real world projects for commercial companies or not-for-profit organizations. In the…

  4. Enriching Formal Language Learning with an Informal Social Component

    ERIC Educational Resources Information Center

    Dettori, Giuliana; Torsani, Simone

    2013-01-01

    This paper describes an informal component that we added to an online formal language learning environment in order to help the learners reach relevant Internet pages they can freely use to complement their learning activity. Thanks to this facility, each lesson is enriched, at run time, with a number of links automatically retrieved from social…

  5. A Modified Approach to Team-Based Learning in Linear Algebra Courses

    ERIC Educational Resources Information Center

    Nanes, Kalman M.

    2014-01-01

    This paper documents the author's adaptation of team-based learning (TBL), an active learning pedagogy developed by Larry Michaelsen and others, in the linear algebra classroom. The paper discusses the standard components of TBL and the necessary changes to those components for the needs of the course in question. There is also an empirically…

  6. Promoting Technology-Assisted Active Learning in Computer Science Education

    ERIC Educational Resources Information Center

    Gao, Jinzhu; Hargis, Jace

    2010-01-01

    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…

  7. A Context-Aware Ubiquitous Learning Approach for Providing Instant Learning Support in Personal Computer Assembly Activities

    ERIC Educational Resources Information Center

    Hsu, Ching-Kun; Hwang, Gwo-Jen

    2014-01-01

    Personal computer assembly courses have been recognized as being essential in helping students understand computer structure as well as the functionality of each computer component. In this study, a context-aware ubiquitous learning approach is proposed for providing instant assistance to individual students in the learning activity of a…

  8. Creation and Assessment of an Active e-Learning Introductory Geology Course

    NASA Astrophysics Data System (ADS)

    Sit, Stefany M.; Brudzinski, Michael R.

    2017-12-01

    The recent emphasis in higher education on both student engagement and online learning encouraged the authors to develop an active e-learning environment for an introductory geohazards course, which enrolls 70+ undergraduate students per semester. Instructors focused on replicating the achievements and addressing the challenges within an already established face-to-face student-centered class (Brudzinski and Sikorski 2010; Sit 2013). Through the use of a learning management system (LMS) and other available technologies, a wide range of course components were developed including online homework assignments with automatic grading and tailored feedback, video tutorials of software programs like Google Earth and Microsoft Excel, and more realistic scientific investigations using authentic and freely available data downloaded from the internet. The different course components designed to engage students and improve overall student learning and development were evaluated using student surveys and instructor reflection. Each component can be used independently and intertwined into a face-to-face course. Results suggest that significant opportunities are available in an online environment including the potential for improved student performance and new datasets for educational research. Specifically, results from pre and post-semester Geoscience Concept Inventory (GCI) testing in an active e-learning course show enhanced student learning gains compared to face-to-face lecture-based and student-centered courses.

  9. Accelerated Learning: Madness with a Method.

    ERIC Educational Resources Information Center

    Zemke, Ron

    1995-01-01

    Accelerated learning methods have evolved into a variety of holistic techniques that involve participants in the learning process and overcome negative attitudes about learning. These components are part of the mix: the brain, learning environment, music, imaginative activities, suggestion, positive mental state, the arts, multiple intelligences,…

  10. Learning the ShamWow: Creating Infomercials to Teach the AIDA Model

    ERIC Educational Resources Information Center

    Lee, Seung Hwan; Hoffman, K. Douglas

    2015-01-01

    The AIDA Model (Attention-Interest-Desire-Action) is one of the classical promotional theories in marketing. Through active-learning techniques and peer critiques, we use infomercials as an innovative educational tool to instruct the four components of the AIDA model. Student evaluations regarding this active-learning assignment reveal that the…

  11. "Drawing in the Sand" as a Tool for Teaching Coastal Geography

    ERIC Educational Resources Information Center

    Fagan, Joseph B.; Sturm, Sean

    2015-01-01

    Field trips are recognized as an essential component of the study of geography. They are popular with learners and teachers, but their value as learning experiences is largely assumed. What is needed are interactive and relevant learning activities like "drawing in the sand," a participatory learning activity that has been introduced…

  12. Utility of Self-Made Crossword Puzzles as an Active Learning Method to Study Biochemistry in Undergraduate Education

    ERIC Educational Resources Information Center

    Coticone, Sulekha Rao

    2013-01-01

    To incorporate an active learning component in a one-semester biochemistry course, students were asked to create crossword puzzles using key concepts. Student observations on the use of self-made crossword puzzles as an active-learning instructional tool were collected using a 5-point Likert survey at the end of the semester. A majority of the…

  13. Rationale, design and methods of the HEALTHY study behavior intervention component

    PubMed Central

    Venditti, EM; Elliot, DL; Faith, MS; Firrell, LS; Giles, CM; Goldberg, L; Marcus, MD; Schneider, M; Solomon, S; Thompson, D; Yin, Z

    2009-01-01

    HEALTHY was a multi-center primary prevention trial designed to reduce risk factors for type 2 diabetes in adolescents. Seven centers each recruited six middle schools that were randomized to either intervention or control. The HEALTHY intervention integrated multiple components in nutrition, physical education, behavior change and communications and promotion. The conceptual rationale as well as the design and development of the behavior intervention component are described. Pilot study data informed the development of the behavior intervention component. Principles of social learning and health-related behavior change were incorporated. One element of the behavior intervention component was a sequence of peer-led, teacher-facilitated learning activities known as FLASH (Fun Learning Activities for Student Health). Five FLASH modules were implemented over five semesters of the HEALTHY study, with the first module delivered in the second semester of the sixth grade and the last module in the second semester of the eighth grade. Each module contained sessions that were designed to be delivered on a weekly basis to foster self-awareness, knowledge, decision-making skills and peer involvement for health behavior change. FLASH behavioral practice incorporated individual and group self-monitoring challenges for eating and activity. Another element of the behavior intervention component was the family outreach strategy for extending changes in physical activity and healthy eating beyond the school day and for supporting the student's lifestyle change choices. Family outreach strategies included the delivery of newsletters and supplemental packages with materials to promote healthy behavior in the home environment during school summer and winter holiday breaks. In conclusion, the HEALTHY behavior intervention component, when integrated with total school food and physical education environmental changes enhanced by communications and promotional campaigns, is a feasible and acceptable mechanism for delivering age-appropriate social learning for healthy eating and physical activity among an ethnically diverse group of middle school students across the United States. PMID:19623189

  14. Rationale, design and methods of the HEALTHY study behavior intervention component.

    PubMed

    Venditti, E M; Elliot, D L; Faith, M S; Firrell, L S; Giles, C M; Goldberg, L; Marcus, M D; Schneider, M; Solomon, S; Thompson, D; Yin, Z

    2009-08-01

    HEALTHY was a multi-center primary prevention trial designed to reduce risk factors for type 2 diabetes in adolescents. Seven centers each recruited six middle schools that were randomized to either intervention or control. The HEALTHY intervention integrated multiple components in nutrition, physical education, behavior change and communications and promotion. The conceptual rationale as well as the design and development of the behavior intervention component are described. Pilot study data informed the development of the behavior intervention component. Principles of social learning and health-related behavior change were incorporated. One element of the behavior intervention component was a sequence of peer-led, teacher-facilitated learning activities known as FLASH (Fun Learning Activities for Student Health). Five FLASH modules were implemented over five semesters of the HEALTHY study, with the first module delivered in the second semester of the sixth grade and the last module in the second semester of the eighth grade. Each module contained sessions that were designed to be delivered on a weekly basis to foster self-awareness, knowledge, decision-making skills and peer involvement for health behavior change. FLASH behavioral practice incorporated individual and group self-monitoring challenges for eating and activity. Another element of the behavior intervention component was the family outreach strategy for extending changes in physical activity and healthy eating beyond the school day and for supporting the student's lifestyle change choices. Family outreach strategies included the delivery of newsletters and supplemental packages with materials to promote healthy behavior in the home environment during school summer and winter holiday breaks. In conclusion, the HEALTHY behavior intervention component, when integrated with total school food and physical education environmental changes enhanced by communications and promotional campaigns, is a feasible and acceptable mechanism for delivering age-appropriate social learning for healthy eating and physical activity among an ethnically diverse group of middle school students across the United States.

  15. Professional Learning through Everyday Work: How Finance Professionals Self-Regulate Their Learning

    ERIC Educational Resources Information Center

    Littlejohn, Allison; Milligan, Colin; Fontana, Rosa Pia; Margaryan, Anoush

    2016-01-01

    Professional learning is a critical component of ongoing improvement and innovation and the adoption of new practices in the workplace. Professional learning is often achieved through learning embedded in everyday work tasks. However, little is known about how professionals self-regulate their learning through regular work activities. This paper…

  16. Neural Correlates of Morphology Acquisition through a Statistical Learning Paradigm.

    PubMed

    Sandoval, Michelle; Patterson, Dianne; Dai, Huanping; Vance, Christopher J; Plante, Elena

    2017-01-01

    The neural basis of statistical learning as it occurs over time was explored with stimuli drawn from a natural language (Russian nouns). The input reflected the "rules" for marking categories of gendered nouns, without making participants explicitly aware of the nature of what they were to learn. Participants were scanned while listening to a series of gender-marked nouns during four sequential scans, and were tested for their learning immediately after each scan. Although participants were not told the nature of the learning task, they exhibited learning after their initial exposure to the stimuli. Independent component analysis of the brain data revealed five task-related sub-networks. Unlike prior statistical learning studies of word segmentation, this morphological learning task robustly activated the inferior frontal gyrus during the learning period. This region was represented in multiple independent components, suggesting it functions as a network hub for this type of learning. Moreover, the results suggest that subnetworks activated by statistical learning are driven by the nature of the input, rather than reflecting a general statistical learning system.

  17. Neural Correlates of Morphology Acquisition through a Statistical Learning Paradigm

    PubMed Central

    Sandoval, Michelle; Patterson, Dianne; Dai, Huanping; Vance, Christopher J.; Plante, Elena

    2017-01-01

    The neural basis of statistical learning as it occurs over time was explored with stimuli drawn from a natural language (Russian nouns). The input reflected the “rules” for marking categories of gendered nouns, without making participants explicitly aware of the nature of what they were to learn. Participants were scanned while listening to a series of gender-marked nouns during four sequential scans, and were tested for their learning immediately after each scan. Although participants were not told the nature of the learning task, they exhibited learning after their initial exposure to the stimuli. Independent component analysis of the brain data revealed five task-related sub-networks. Unlike prior statistical learning studies of word segmentation, this morphological learning task robustly activated the inferior frontal gyrus during the learning period. This region was represented in multiple independent components, suggesting it functions as a network hub for this type of learning. Moreover, the results suggest that subnetworks activated by statistical learning are driven by the nature of the input, rather than reflecting a general statistical learning system. PMID:28798703

  18. An Investigation of Curriculum Elements for the Enhancement of the Teaching-Learning Process

    ERIC Educational Resources Information Center

    Zohrabi, Mohammad

    2011-01-01

    Any curriculum consists of several components: goals, disposition, duration, needs analysis, learners and teachers, exercises and activities, resources, ways of learning, skills to be acquired, lexis, language structure, and ability assessment. Before setting up a program or course of study, these components should be determined and described in…

  19. Active and passive spatial learning in human navigation: acquisition of survey knowledge.

    PubMed

    Chrastil, Elizabeth R; Warren, William H

    2013-09-01

    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 metric survey knowledge: visual, vestibular, and podokinetic information and cognitive decision making. In the learning phase, 6 groups of participants learned the locations of 8 objects in a virtual hedge maze by (a) walking, (b) being pushed in a wheelchair, or (c) watching a video, crossed with (1) making decisions about their path or (2) being guided through the maze. In the test phase, survey knowledge was assessed by having participants walk a novel shortcut from a starting object to the remembered location of a test object, with the maze removed. Performance was slightly better than chance in the passive video condition. The addition of vestibular information did not improve performance in the wheelchair condition, but the addition of podokinetic information significantly improved angular accuracy in the walking condition. In contrast, there was no effect of decision making in any condition. The results indicate that visual and podokinetic information significantly contribute to survey knowledge, whereas vestibular information and decision making do not. We conclude that podokinetic information is the primary component of active learning for the acquisition of metric survey knowledge. PsycINFO Database Record (c) 2013 APA, all rights reserved.

  20. Examining Camper Learning Outcomes and Knowledge Retention at Oklahoma FFA Leadership Camp

    ERIC Educational Resources Information Center

    Brown, Nicholas R.; Terry, Robert, Jr.; Kelsey, Kathleen D.

    2014-01-01

    The National FFA Organization is committed to providing non-formal learning activities focusing on leadership education. Summer camps are a major component of FFA activities and concentrate on personal growth, leadership development, and recreational activities for youth. This repeated measures study determined the level of cognitive gain and the…

  1. Incorporation of Socio-scientific Content into Active Learning Activities

    NASA Astrophysics Data System (ADS)

    King, D. B.; Lewis, J. E.; Anderson, K.; Latch, D.; Sutheimer, S.; Webster, G.; Moog, R.

    2014-12-01

    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 support their position. In this presentation, we will present examples of the socio-scientific components of several activities, and discuss the challenges associated with incorporating socio-scientific components into content-based class activities.

  2. Components of Self-Regulated Learning; Implications for School Performance

    ERIC Educational Resources Information Center

    Mih, Codruta; Mih, Viorel

    2010-01-01

    Self-regulated school learning behavior includes the activation of a relatively large number of psychological dimensions. Among the most important self-regulation constructs that influence school learning are: learning goals, personal self-efficacy, metacognition and test-anxiety. The adaptive functioning of these is associated with high…

  3. Learning Styles among Students in an Advanced Soil Management Class: Impact on Students' Performance

    ERIC Educational Resources Information Center

    Eudoxie, Gaius D.

    2011-01-01

    Learning styles represent an integral component of the learning environment, which has been shown to differ across institutions and disciplines. To identify learner preferences within a discipline would aid in evaluating instructional resources geared toward active learning. The learning profiles of second-year soil science students (n = 62) were…

  4. Self-regulated Learning in a Hybrid Science Course at a Community College

    NASA Astrophysics Data System (ADS)

    Manuelito, Shannon Joy

    Community college students are attracted to courses with alternative delivery formats such as hybrid courses because the more flexible delivery associated with such courses provides convenience for busy students. In a hybrid course, face-to-face, structured seat time is exchanged for online components. In such courses, students take more responsibility for their learning because they assume additional responsibility for learning more of the course material on their own. Thus, self-regulated learning (SRL) behaviors have the potential to be useful for students to successfully navigate hybrid courses because the online components require exercise of more personal control over the autonomous learning situations inherent in hybrid courses. Self-regulated learning theory includes three components: metacognition, motivation, and behavioral actions. In the current study, this theoretical framework is used to examine how inducing self-regulated learning activities among students taking a hybrid course influence performance in a community college science course. The intervention for this action research study consisted of a suite of activities that engage students in self-regulated learning behaviors to foster student performance. The specific SRL activities included predicting grades, reflections on coursework and study efforts in course preparation logs, explanation of SRL procedures in response to a vignette, photo ethnography work on their personal use of SRL approaches, and a personalized study plan. A mixed method approach was employed to gather evidence for the study. Results indicate that community college students use a variety of self-regulated learning strategies to support their learning of course material. Further, engaging community college students in learning reflection activities appears to afford some students with opportunities to refine their SRL skills and influence their learning. The discussion focuses on integrating the quantitative and qualitative data and explanation of the findings using the SRL framework. Additionally, lessons learned, limitations, and implications for practice and research are discussed. Specifically, it is suggested that instructors can foster student learning in hybrid courses by teaching students to engage in SRL processes and behaviors rather than merely focusing on delivery of course content. Such SRL behaviors allow students to exercise greater control over the autonomous learning situations inherent in hybrid courses.

  5. Collaborative Learning: Students' Perspectives on How Learning Happens

    ERIC Educational Resources Information Center

    Almajed, Abdulaziz; Skinner, Vicki; Peterson, Ray; Winning, Tracey

    2016-01-01

    Collaborative learning (CL), a core component of inquiry-based learning approaches, aims to support students' development of key skills (e.g., working in multidisciplinary teams). To design effective CL activities, we need to understand students' perceptions about CL. However, few studies have examined students' understandings of CL. This…

  6. Digital Discourses in Early Childhood Educator Online Learning

    ERIC Educational Resources Information Center

    Hoffman, Emily Brown

    2017-01-01

    Active, dialogic participation is a necessary component of high quality teacher professional learning (Dunst, Bruder, & Hamby, 2015). However, logistical problems arise when implementing cooperative learning opportunities for early childhood educators, as preschool teachers are habitually separated from peers both institutionally and…

  7. An Assessment of Service-Learning in 34 US Schools of Pharmacy Follow Up on the 2001 Professional Affairs Committee Report

    PubMed Central

    Schlesselman, Lauren; Borrego, Matthew; Mehta, Bella; Drobitch, Robert K.; Smith, Thomas

    2015-01-01

    Objective. To determine if the service-learning components used at a convenience sample of schools and colleges of pharmacy meet the intent of the 2001 AACP Professional Affairs Committee (PAC) report. Methods. An online questionnaire was used to survey faculty members or staff involved with service-learning education at their school of pharmacy. Questions addressed aspects of service-learning including types of activities used, duration of student involvement with community partners, and association of learning objectives with service-learning activities. Results. The majority (85.3%) of respondents reported their institution used service-learning. Activities reported as part of service-learning ranged from working at health fairs to involvement with pharmacy school recruitment. More than half (64.3%) of service-learning activities involved long-term interactions with one community partner, and 74.1% of respondents indicated there was always an opportunity for student reflection on the service-learning activity. Conclusion. There is increasing though inconsistent application of PAC guidelines regarding service-learning. PMID:26688584

  8. Use of Case-Based or Hands-On Laboratory Exercises with Physiology Lectures Improves Knowledge Retention, but Veterinary Medicine Students Prefer Case-Based Activities

    ERIC Educational Resources Information Center

    McFee, Renee M.; Cupp, Andrea S.; Wood, Jennifer R.

    2018-01-01

    Didactic lectures are prevalent in physiology courses within veterinary medicine programs, but more active learning methods have also been utilized. Our goal was to identify the most appropriate learning method to augment the lecture component of our physiology course. We hypothesized that case-based learning would be well received by students and…

  9. Field Trips in College Biology and Ecology Courses: Revisiting Benefits and Drawbacks

    ERIC Educational Resources Information Center

    Lei, Simon A.

    2010-01-01

    Learning is best served when students are mentally and physically (actively participation) in the process. Most college and university instructors consist of lectures, discussions, instructional videos, computer simulations, online teaching, guest speakers, but also include active learning components of laboratories, greenhouses, and field trips.…

  10. Entrepreneurship. Technology Learning Activity. Teacher Edition. Technology Education Series.

    ERIC Educational Resources Information Center

    Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

    This packet of technology learning activity (TLA) materials on entrepreneurship 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…

  11. Introduction to Animation. Technology Learning Activity. Teacher Edition. Technology Education Series.

    ERIC Educational Resources Information Center

    Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

    This packet of technology learning activity (TLA) materials on introduction to animation for students in grades 6-10 consists of a technology education overview, information on use, and the instructor's and student's sections. The overview discusses the technology education program and materials. Section components are described next. The…

  12. Audiovisual Programming. Technology Learning Activity. Teacher Edition. Technology Education Series.

    ERIC Educational Resources Information Center

    Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

    This packet of technology learning activity (TLA) materials on audiovisual programming for students in grades 6-10 consists of a technology education overview, information on use, and the instructor's and student's sections. The overview discusses the technology education program and materials. Components of the instructor's and student's sections…

  13. Health Occupations. Technology Learning Activity. Teacher Edition. Technology Education Series.

    ERIC Educational Resources Information Center

    Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

    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…

  14. Electronic Publishing. Technology Learning Activity. Teacher Edition. Technology Education Series.

    ERIC Educational Resources Information Center

    Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

    This packet of technology learning activity (TLA) materials on electronic publishing for students in grades 6-10 consists of a technology education overview, information on use, and the instructor's and student's sections. The overview discusses the technology education program and materials. Components of the instructor and student sections are…

  15. Career Search. Technology Learning Activity. Teacher Edition. Technology Education Series.

    ERIC Educational Resources Information Center

    Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

    This packet of technology learning activity (TLA) materials on career search for students in grades 6-10 consists of a technology education overview, information on use, and the 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…

  16. Building a Critical Components for Successful Multimedia-Based Collaborative eLearning Design Framework

    ERIC Educational Resources Information Center

    Asanok, M.; Kitrakan, P.; Brahmawong, C.

    2008-01-01

    With newly developing multimedia and web-based technologies have provided opportunities of developing a multimedia-based collaborative eLearning systems. The development of eLearning systems has started a revolution for instructional content delivering, learning activities and social communication. Based on various positions on this issue have…

  17. Closed-form expressions of some stochastic adapting equations for nonlinear adaptive activation function neurons.

    PubMed

    Fiori, Simone

    2003-12-01

    In recent work, we introduced nonlinear adaptive activation function (FAN) artificial neuron models, which learn their activation functions in an unsupervised way by information-theoretic adapting rules. We also applied networks of these neurons to some blind signal processing problems, such as independent component analysis and blind deconvolution. The aim of this letter is to study some fundamental aspects of FAN units' learning by investigating the properties of the associated learning differential equation systems.

  18. MLS student active learning within a "cloud" technology program.

    PubMed

    Tille, Patricia M; Hall, Heather

    2011-01-01

    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.

  19. An asynchronous learning approach for the instructional component of a dual-campus pharmacy resident teaching program.

    PubMed

    Garrison, Gina Daubney; Baia, Patricia; Canning, Jacquelyn E; Strang, Aimee F

    2015-03-25

    To describe the shift to an asynchronous online approach for pedagogy instruction within a pharmacy resident teaching program offered by a dual-campus college. The pedagogy instruction component of the teaching program (Part I) was redesigned with a focus on the content, delivery, and coordination of the learning environment. Asynchronous online learning replaced distance technology or lecture capture. Using a pedagogical content knowledge framework, residents participated in self-paced online learning using faculty recordings, readings, and discussion board activities. A learning management system was used to assess achievement of learning objectives and participation prior to progressing to the teaching experiences component of the teaching program (Part II). Evaluation of resident pedagogical knowledge development and participation in Part I of the teaching program was achieved through the learning management system. Participant surveys and written reflections showed general satisfaction with the online learning environment. Future considerations include addition of a live orientation session and increased faculty presence in the online learning environment. An online approach framed by educational theory can be an effective way to provide pedagogy instruction within a teaching program.

  20. Best Practices in School to Careers: The Rural Challenge.

    ERIC Educational Resources Information Center

    National Employer Leadership Council, Washington, DC.

    This document highlights the practices of companies in rural areas that have successfully connected workplace experiences to classroom learning through school-to-careers partnerships. First, the following fundamental components of school-to-careers are explained: school-based learning; work-based learning; and connecting activities. The next…

  1. Promoting Active Learning by Practicing the "Self-Assembly" of Model Analytical Instruments

    ERIC Educational Resources Information Center

    Algar, W. Russ; Krull, Ulrich J.

    2010-01-01

    In our upper-year instrumental analytical chemistry course, we have developed "cut-and-paste" exercises where students "build" models of analytical instruments from individual schematic images of components. These exercises encourage active learning by students. Instead of trying to memorize diagrams, students are required to think deeply about…

  2. An Analysis of Creative Process Learning in Computer Game Activities through Player Experiences

    ERIC Educational Resources Information Center

    Inchamnan, Wilawan

    2016-01-01

    This research investigates the extent to which creative processes can be fostered through computer gaming. It focuses on creative components in games that have been specifically designed for educational purposes: Digital Game Based Learning (DGBL). A behavior analysis for measuring the creative potential of computer game activities and learning…

  3. When I Grow Up: The Relationship of "Science Learning Activation" to STEM Career Preferences

    ERIC Educational Resources Information Center

    Dorph, Rena; Bathgate, Meghan E.; Schunn, Christian D.; Cannady, Matthew A.

    2018-01-01

    This paper proposes three new measures of components STEM career preferences (affinity, certainty, and goal), and then explores which dimensions of "science learning activation" (fascination, values, competency belief, and scientific sensemaking) are predictive of STEM career preferences. Drawn from the ALES14 dataset, a sample of 2938…

  4. Novel Use of a Noninvasive Hemodynamic Monitor in a Personalized, Active Learning Simulation

    ERIC Educational Resources Information Center

    Zoller, Jonathan K.; He, Jianghua; Ballew, Angela T.; Orr, Walter N.; Flynn, Brigid C.

    2017-01-01

    The present study furthered the concept of simulation-based medical education by applying a personalized active learning component. We tested this novel approach utilizing a noninvasive hemodynamic monitor with the capability to measure and display in real time numerous hemodynamic parameters in the exercising participant. Changes in medical…

  5. Show Me the Way: Future Faculty Prefer Directive Feedback When Trying Active Learning Approaches

    ERIC Educational Resources Information Center

    Stephens, Jessica D.; Battle, David C.; Gormally, Cara L.; Brickman, Peggy

    2017-01-01

    Early training opportunities for future faculty, namely graduate students and postdoctoral researchers, can better prepare them to use active learning approaches. We know that instructional feedback supports sustained change and motivates instructors to improve teaching practices. Here, we incorporate feedback as a key component of a pedagogical…

  6. Aerospace and Flight. Technology Learning Activity. Teacher Edition. Technology Education Series.

    ERIC Educational Resources Information Center

    Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

    This packet of technology learning activity (TLA) materials on aerospace and flight 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…

  7. Learning Engines - A Functional Object Model for Developing Learning Resources for the WWW.

    ERIC Educational Resources Information Center

    Fritze, Paul; Ip, Albert

    The Learning Engines (LE) model, developed at the University of Melbourne (Australia), supports the integration of rich learning activities into the World Wide Web. The model is concerned with the practical design, educational value, and reusability of software components. The model is focused on the academic teacher who is in the best position to…

  8. Integrating Emotion and Cognition in Successful Service Learning: A Complex System Approach (Invited)

    NASA Astrophysics Data System (ADS)

    Raia, F.

    2010-12-01

    Service-learning (S-L) has evolved as valuable pedagogic concept during the last two decades, based on the hypothesis that learning can best be accomplished when placed in the context of real-life social settings, e.g. schools, production, research, healthcare etc. What students learn in the academic course/context must be elaborated in the context of the S-L experience. In return for the authentic learning experience, the learner provides the service-provider with a "free" service. This reciprocality makes service-learning an appealing concept. Because of its attractive "win-win" design, the field of service-learning is continuously expanding. At a major public university CCNY with a very diverse student population, we were interested in developing and participating in S-L experience in the field of Earth System Science. We designed an upper level undergraduate course - Environmental Soil Science for Urban Sustainability - specifically targeted to students of Earth Science, Engineering, Economics and, Political Sciences to support environmental entrepreneurship. Specifically, we integrated S-L activities in the exploration of soil studies and urban agriculture. Students worked together in small groups both in class and for their S-L experience (30 hours) with urban garden and agriculture organizations. Students were required to apply the content learned in the academic course providing soil testing and soil evaluation to the partners, generate reports through a series of homework assignments and journal entries connecting three major components: Community Service, Personal Experience and Course Content. Our experience with this course shows the following results: S-L must be considered a complex system characterized by the continually changing interactions among the above mentioned three major components and three social and academic diverse groups of people involved: Students, Service-Providers and Academic Instructors. Because experience alone does not produce learning, this system requires participants to elaborate and connect the three major components and continually update, modify and build on the learning experience and personal growth. Critical reflection activities are considered to be a powerful tool to bridge community service activities and the educational content. Reflection activities gauge students’ expectations, thoughts and understanding and, by making these evident to the students, can reveal less obvious aspects of the experience and support different interpretations of an event. However, in the form of critical reflection, they tend to exclude the role emotion may play throughout the learning process specifically for one of the three components -Personal Growth. Moreover, in the last decade neuroscience and psychology research shows that emotion is indispensable for conceiving rational thoughts, understanding and memory development and that a purely cognitive view on learning is not working. In our course we strove to design reflections that involve emotion and cognition and their interdependence in connecting the three components of S-L. A complex system approach is fundamental when challenges of integrating emotion and cognition in Service Learning need to be addressed.

  9. Using assistive technology adaptations to include students with learning disabilities in cooperative learning activities.

    PubMed

    Bryant, D P; Bryant, B R

    1998-01-01

    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.

  10. Service Learning and Criminal Justice: An Exploratory Study of Student Perceptions

    ERIC Educational Resources Information Center

    Burke, Alison S.; Bush, Michael D.

    2013-01-01

    In recent years, more university programs have been encompassing service learning components to augment their academic studies. Service learning engages students in activities that meet community needs. The students acquire a deeper understanding of course content, requirements within the discipline, and civic responsibilities. This paper will…

  11. The Contribution of Visualization to Learning Computer Architecture

    ERIC Educational Resources Information Center

    Yehezkel, Cecile; Ben-Ari, Mordechai; Dreyfus, Tommy

    2007-01-01

    This paper describes a visualization environment and associated learning activities designed to improve learning of computer architecture. The environment, EasyCPU, displays a model of the components of a computer and the dynamic processes involved in program execution. We present the results of a research program that analysed the contribution of…

  12. The Relationship of Neurogenesis and Growth of Brain Regions to Song Learning

    ERIC Educational Resources Information Center

    Kirn, John R.

    2010-01-01

    Song learning, maintenance and production require coordinated activity across multiple auditory, sensory-motor, and neuromuscular structures. Telencephalic components of the sensory-motor circuitry are unique to avian species that engage in song learning. The song system shows protracted development that begins prior to hatching but continues well…

  13. Brain regions engaged by part- and whole-task performance in a video game: a model-based test of the decomposition hypothesis.

    PubMed

    Anderson, John R; Bothell, Daniel; Fincham, Jon M; Anderson, Abraham R; Poole, Ben; Qin, Yulin

    2011-12-01

    Part- and whole-task conditions were created by manipulating the presence of certain components of the Space Fortress video game. A cognitive model was created for two-part games that could be combined into a model that performed the whole game. The model generated predictions both for behavioral patterns and activation patterns in various brain regions. The activation predictions concerned both tonic activation that was constant in these regions during performance of the game and phasic activation that occurred when there was resource competition. The model's predictions were confirmed about how tonic and phasic activation in different regions would vary with condition. These results support the Decomposition Hypothesis that the execution of a complex task can be decomposed into a set of information-processing components and that these components combine unchanged in different task conditions. In addition, individual differences in learning gains were predicted by individual differences in phasic activation in those regions that displayed highest tonic activity. This individual difference pattern suggests that the rate of learning of a complex skill is determined by capacity limits.

  14. Adopting reform-based pedagogy in post-secondary microbiology education

    NASA Astrophysics Data System (ADS)

    Bonner, Jeffery W.

    Current emphasis on improving student learning and retention in post-secondary science education can potentially motivate veteran faculty to reconsider what is often a traditional, instructor-centered instructional model. Alternative models that foster a student-centered classroom environment are more aligned with research on how students learn. These models often incorporate active-learning opportunities that engage students in ways that passively taking notes in an instructor-centered classroom cannot. Although evidence is mounting that active-learning is an effective strategy for improving student learning and attitude, university professors, without formal pedagogical knowledge and training, can face uncertainty about where to start and how to implement these strategies. The research presented here was conducted in two parts under the same context during one semester of a post-secondary microbiology course. First, a quantitative study was conducted to compare collaborative and individual completion of a reform-based instructional strategy that utilized a student-centered, active-learning component. Students were evaluated on learning, critical thinking, and epistemological beliefs about biology. Results indicated no significant differences between treatment groups. Interestingly, the impact of active-learning implementations had positive effects on students' epistemological beliefs. This was a finding contradicting previous research in which epistemological beliefs became more novice-like in science majors enrolled in courses without an active-learning component. Study two represents one case in which a professor with a traditional instructional model became motivated to pursue instructional change in his introductory microbiology course. A single-case qualitative study was conducted to document the professor's initial effort at instructional reform. Results indicated that his utilization and understanding of reform-based instructional strategies improved over the course of one semester. Furthermore, this sustained effort of reform resulted in positive opinions developed by the professor regarding the use of reform-based instructional strategies in the future.

  15. Conative aptitudes in science learning

    NASA Astrophysics Data System (ADS)

    Jackson, Douglas Northrop, III

    2000-09-01

    The conative domain of aptitude constructs spans the domains of individual differences in motivation and volition. This research sampled a broad range of conative constructs, including achievement motivation, anxiety, goal orientations, and interest, among others. The purpose was threefold: (a) to explore relationships among conative constructs hypothesized to affect student commitment to learning and subsequent performance, (b) to determine whether or not individual differences in conative constructs were associated with the learning activities and time-on-task of students learning science, and (c) to ascertain whether or not the conative constructs and the time and activity variables were associated with performance differences in a paper-and-pencil science recall measure. This research consisted of three separate studies. Study I involved 60 U.S. college students. In Study II, 234 Canadian high school students participated. These two studies investigated the construct validity of a selection of conative constructs. A principal components analysis of the measures was undertaken and yielded seven components: Pursuit of Excellence, Evaluation Anxiety, Self-Reported Grades, Science Confidence, Science Interest vs. Science Ambivalence, Performance Orientation, and Verbal Ability. For Study III, 82 Canadian high school students completed the same conative questionnaires as were administered in Study II. A computerized environment patterned after an internet browser allowed students to learn about disease-causing microbes. The environment yielded aggregate measures of the time spent learning science, the time spent playing games, the number of games played, and the number of science-related learning activities engaged in by each student. Following administration of the computerized learning environment, students were administered a paper-and pencil science recall measure. Study III found support for the educational importance of the conative variables. Among the principal components, the strongest positive relationship was found between Science Interest vs. Science Ambivalence and performance on the recall measure. Scores on the conative variables were also correlated with both the time and activity variables from the computerized learning task. The implications of the findings are discussed with regard to the construct validation of conative constructs, the use of conative constructs for future educational research, and the design of computerized learning environments for both educational research and applied use.

  16. Lesson Plans: Road Maps for the Active Learning Classroom.

    PubMed

    Moore-Cox, Annie

    2017-11-01

    Lesson planning is a documentation process used extensively in education from kindergarten through 12th grade, but rarely in higher education, including undergraduate, prelicensure nursing education. Lesson plans help teachers plan what will happen during a class period from moment to moment. Trends in nursing education, such as the incorporation of active learning strategies in the classroom, make lesson plans a timely addition to the nurse educator's toolkit. This article describes the components of a lesson plan and offers an author-developed template for use in nursing education. Using the template helps nurse educators map out activities for all class participants, such as students, student pairs and teams, and faculty. The lesson plan enables faculty to plot out the many dynamic components of an active learning class period. It also serves as a road map for subsequent faculty, which is an important feature as the profession faces a wave of retirements in the coming decade. [J Nurs Educ. 2017;56(11):697-700.]. Copyright 2017, SLACK Incorporated.

  17. Curriculum Design of a Flipped Classroom to Enhance Haematology Learning

    NASA Astrophysics Data System (ADS)

    Porcaro, Pauline A.; Jackson, Denise E.; McLaughlin, Patricia M.; O'Malley, Cindy J.

    2016-06-01

    A common trend in higher education is the "flipped" classroom, which facilitates active learning during class. The flipped approach to teaching was instituted in a haematology `major' class and the students' attitudes and preferences for the teaching materials were surveyed. The curriculum design was explicit and involved four major components (1) the preparation of the students; (2) the weekly pre-class work; (3) the in-class active learning strategies and (4) closing the learning loop using formative quizzes. Each of these components is discussed in detail and was informed by sound pedagogical strategies. Several different sources of information and several freely available software tools to engage the students are discussed. Two iterations are reported here, with improved pass rate for the final examination from 47 to 48 % in the traditional class to 56-65 % in the flipped classroom approach. The majority of students (93 and 89 %) came to the class prepared, after viewing the screencasts and engaged fully with the activities within the face-to-face time. The students perceived that solving case studies (93 %) was the most beneficial activity for their learning and this was closely followed by the production of essay plans (71 %). The majority of students recommended that this approach be repeated the following year (69 and 75 %).

  18. Pedagogical Strategies for Work-Based Learning. IEE Working Paper No. 12.

    ERIC Educational Resources Information Center

    Hughes, Katherine L.; Moore, David Thornton

    Fourteen school-to-work programs characterized by strong work-based learning components and solid employer involvement were examined in a 3-year study to identify pedagogical factors associated with successful work-based learning programs. The main data collection activities were as follows: site visits to the 15 programs to interview faculty,…

  19. Assessing Students' Learning of Internal Controls: Closing the Loop

    ERIC Educational Resources Information Center

    Amer, T. S.; Mohrweis, Lawrence C.

    2009-01-01

    This study describes the multifaceted components of an assessment process. The paper explains a novel approach in which an advisory council participated in a "fun," hands-on activity to rank-order learning outcomes. The top ranked learning competency, as identified by the advisory council, was the need for students to gain a better…

  20. An Asynchronous Learning Approach for the Instructional Component of a Dual-Campus Pharmacy Resident Teaching Program

    PubMed Central

    Baia, Patricia; Canning, Jacquelyn E.; Strang, Aimee F.

    2015-01-01

    Objective. To describe the shift to an asynchronous online approach for pedagogy instruction within a pharmacy resident teaching program offered by a dual-campus college. Design. The pedagogy instruction component of the teaching program (Part I) was redesigned with a focus on the content, delivery, and coordination of the learning environment. Asynchronous online learning replaced distance technology or lecture capture. Using a pedagogical content knowledge framework, residents participated in self-paced online learning using faculty recordings, readings, and discussion board activities. A learning management system was used to assess achievement of learning objectives and participation prior to progressing to the teaching experiences component of the teaching program (Part II). Assessment. Evaluation of resident pedagogical knowledge development and participation in Part I of the teaching program was achieved through the learning management system. Participant surveys and written reflections showed general satisfaction with the online learning environment. Future considerations include addition of a live orientation session and increased faculty presence in the online learning environment. Conclusion. An online approach framed by educational theory can be an effective way to provide pedagogy instruction within a teaching program. PMID:25861110

  1. Analysis of mathematical literacy ability based on goal orientation in model eliciting activities learning with murder strategy

    NASA Astrophysics Data System (ADS)

    Wijayanti, R.; Waluya, S. B.; Masrukan

    2018-03-01

    The purpose of this research are (1) to analyze the learning quality of MEAs with MURDER strategy, (2) to analyze students’ mathematical literacy ability based on goal orientation in MEAs learning with MURDER strategy. This research is a mixed method research of concurrent embedded type where qualitative method as the primary method. The data were obtained using the methods of scale, observation, test and interviews. The results showed that (1) MEAs Learning with MURDER strategy on students' mathematical literacy ability is qualified, (2) Students who have mastery goal characteristics are able to master the seven components of mathematical literacy process although there are still two components that the solution is less than the maximum. Students who have performance goal characteristics have not mastered the components of mathematical literacy process with the maximum, they are only able to master the ability of using mathematics tool and the other components of mathematical literacy process is quite good.

  2. A New Approach to Teaching Biomechanics Through Active, Adaptive, and Experiential Learning.

    PubMed

    Singh, Anita

    2017-07-01

    Demand of biomedical engineers continues to rise to meet the needs of healthcare industry. Current training of bioengineers follows the traditional and dominant model of theory-focused curricula. However, the unmet needs of the healthcare industry warrant newer skill sets in these engineers. Translational training strategies such as solving real world problems through active, adaptive, and experiential learning hold promise. In this paper, we report our findings of adding a real-world 4-week problem-based learning unit into a biomechanics capstone course for engineering students. Surveys assessed student perceptions of the activity and learning experience. While students, across three cohorts, felt challenged to solve a real-world problem identified during the simulation lab visit, they felt more confident in utilizing knowledge learned in the biomechanics course and self-directed research. Instructor evaluations indicated that the active and experiential learning approach fostered their technical knowledge and life-long learning skills while exposing them to the components of adaptive learning and innovation.

  3. Enhancing Student Engagement and Active Learning through Just-in-Time Teaching and the Use of Powerpoint

    ERIC Educational Resources Information Center

    Wanner, Thomas

    2015-01-01

    This instructional article is about an innovative teaching approach for enhancing student engagement and active learning in higher education through a combination of just-in-time teaching and the use of PowerPoint technology. The central component of this approach was students' pre-lecture preparation of a short PowerPoint presentation in which…

  4. A Compound LAMS-MOODLE Environment to Support Collaborative Project-Based Learning: A Case Study with the Group Investigation Method

    ERIC Educational Resources Information Center

    Paschalis, Giorgos

    2017-01-01

    Collaborative project-based learning is well established as a component of several courses in higher education, since it seems to motivate students and make them active in the learning process. Collaborative Project-Based Learning methods are demanded so that tutors become able to intervene and guide the students in flexible ways: by encouraging…

  5. Determining the neural substrates of goal-directed learning in the human brain.

    PubMed

    Valentin, Vivian V; Dickinson, Anthony; O'Doherty, John P

    2007-04-11

    Instrumental conditioning is considered to involve at least two distinct learning systems: a goal-directed system that learns associations between responses and the incentive value of outcomes, and a habit system that learns associations between stimuli and responses without any link to the outcome that that response engendered. Lesion studies in rodents suggest that these two distinct components of instrumental conditioning may be mediated by anatomically distinct neural systems. The aim of the present study was to determine the neural substrates of the goal-directed component of instrumental learning in humans. Nineteen human subjects were scanned with functional magnetic resonance imaging while they learned to choose instrumental actions that were associated with the subsequent delivery of different food rewards (tomato juice, chocolate milk, and orange juice). After training, one of these foods was devalued by feeding the subject to satiety on that food. The subjects were then scanned again, while being re-exposed to the instrumental choice procedure (in extinction). We hypothesized that regions of the brain involved in goal-directed learning would show changes in their activity as a function of outcome devaluation. Our results indicate that neural activity in one brain region in particular, the orbitofrontal cortex, showed a strong modulation in its activity during selection of a devalued compared with a nondevalued action. These results suggest an important contribution of orbitofrontal cortex in guiding goal-directed instrumental choices in humans.

  6. Biologically Inspired Model for Visual Cognition Achieving Unsupervised Episodic and Semantic Feature Learning.

    PubMed

    Qiao, Hong; Li, Yinlin; Li, Fengfu; Xi, Xuanyang; Wu, Wei

    2016-10-01

    Recently, many biologically inspired visual computational models have been proposed. The design of these models follows the related biological mechanisms and structures, and these models provide new solutions for visual recognition tasks. In this paper, based on the recent biological evidence, we propose a framework to mimic the active and dynamic learning and recognition process of the primate visual cortex. From principle point of view, the main contributions are that the framework can achieve unsupervised learning of episodic features (including key components and their spatial relations) and semantic features (semantic descriptions of the key components), which support higher level cognition of an object. From performance point of view, the advantages of the framework are as follows: 1) learning episodic features without supervision-for a class of objects without a prior knowledge, the key components, their spatial relations and cover regions can be learned automatically through a deep neural network (DNN); 2) learning semantic features based on episodic features-within the cover regions of the key components, the semantic geometrical values of these components can be computed based on contour detection; 3) forming the general knowledge of a class of objects-the general knowledge of a class of objects can be formed, mainly including the key components, their spatial relations and average semantic values, which is a concise description of the class; and 4) achieving higher level cognition and dynamic updating-for a test image, the model can achieve classification and subclass semantic descriptions. And the test samples with high confidence are selected to dynamically update the whole model. Experiments are conducted on face images, and a good performance is achieved in each layer of the DNN and the semantic description learning process. Furthermore, the model can be generalized to recognition tasks of other objects with learning ability.

  7. Student Perceptions of Academic Service Learning: Using Mixed Content Analysis to Examine the Effectiveness of the International Baccalaureate Creativity, Action, Service Programme

    ERIC Educational Resources Information Center

    Hatziconstantis, Christos; Kolympari, Tania

    2016-01-01

    The International Baccalaureate Diploma Programme for secondary education students requires the successful completion of the Creativity, Action, Service (CAS) component (more recently renamed Creativity, Activity, Service) which is based on the philosophy of experiential learning and Academic Service Learning. In this article, the technique of…

  8. Vocabulary learning in primary school children: working memory and long-term memory components.

    PubMed

    Morra, Sergio; Camba, Roberta

    2009-10-01

    The goal of this study was to investigate which working memory and long-term memory components predict vocabulary learning. We used a nonword learning paradigm in which 8- to 10-year-olds learned picture-nonword pairs. The nonwords varied in length (two vs. four syllables) and phonology (native sounding vs. including one Russian phoneme). Short, phonologically native nonwords were learned best, whereas learning long nonwords leveled off after a few presentation cycles. Linear structural equation analyses showed an influence of three constructs-phonological sensitivity, vocabulary knowledge, and central attentional resources (M capacity)-on nonword learning, but the extent of their contributions depended on specific characteristics of the nonwords to be learned. Phonological sensitivity predicted learning of all nonword types except short native nonwords, vocabulary predicted learning of only short native nonwords, and M capacity predicted learning of short nonwords but not long nonwords. The discussion considers three learning processes-effortful activation of phonological representations, lexical mediation, and passive associative learning-that use different cognitive resources and could be involved in learning different nonword types.

  9. Brain Regions Engaged by Part- and Whole-task Performance in a Video Game: A Model-based Test of the Decomposition Hypothesis

    PubMed Central

    Anderson, John R.; Bothell, Daniel; Fincham, Jon M.; Anderson, Abraham R.; Poole, Ben; Qin, Yulin

    2013-01-01

    Part- and whole-task conditions were created by manipulating the presence of certain components of the Space Fortress video game. A cognitive model was created for two-part games that could be combined into a model that performed the whole game. The model generated predictions both for behavioral patterns and activation patterns in various brain regions. The activation predictions concerned both tonic activation that was constant in these regions during performance of the game and phasic activation that occurred when there was resource competition. The model’s predictions were confirmed about how tonic and phasic activation in different regions would vary with condition. These results support the Decomposition Hypothesis that the execution of a complex task can be decomposed into a set of information-processing components and that these components combine unchanged in different task conditions. In addition, individual differences in learning gains were predicted by individual differences in phasic activation in those regions that displayed highest tonic activity. This individual difference pattern suggests that the rate of learning of a complex skill is determined by capacity limits. PMID:21557648

  10. Electroencephalographic identifiers of motor adaptation learning

    NASA Astrophysics Data System (ADS)

    Özdenizci, Ozan; Yalçın, Mustafa; Erdoğan, Ahmetcan; Patoğlu, Volkan; Grosse-Wentrup, Moritz; Çetin, Müjdat

    2017-08-01

    Objective. Recent brain-computer interface (BCI) assisted stroke rehabilitation protocols tend to focus on sensorimotor activity of the brain. Relying on evidence claiming that a variety of brain rhythms beyond sensorimotor areas are related to the extent of motor deficits, we propose to identify neural correlates of motor learning beyond sensorimotor areas spatially and spectrally for further use in novel BCI-assisted neurorehabilitation settings. Approach. Electroencephalographic (EEG) data were recorded from healthy subjects participating in a physical force-field adaptation task involving reaching movements through a robotic handle. EEG activity recorded during rest prior to the experiment and during pre-trial movement preparation was used as features to predict motor adaptation learning performance across subjects. Main results. Subjects learned to perform straight movements under the force-field at different adaptation rates. Both resting-state and pre-trial EEG features were predictive of individual adaptation rates with relevance of a broad network of beta activity. Beyond sensorimotor regions, a parieto-occipital cortical component observed across subjects was involved strongly in predictions and a fronto-parietal cortical component showed significant decrease in pre-trial beta-powers for users with higher adaptation rates and increase in pre-trial beta-powers for users with lower adaptation rates. Significance. Including sensorimotor areas, a large-scale network of beta activity is presented as predictive of motor learning. Strength of resting-state parieto-occipital beta activity or pre-trial fronto-parietal beta activity can be considered in BCI-assisted stroke rehabilitation protocols with neurofeedback training or volitional control of neural activity for brain-robot interfaces to induce plasticity.

  11. Preservice Mathematics Teachers' Perceptions of Using a Web 2.0 Technology as a Supportive Teaching-Learning Tool in a College Euclidean Geometry Course

    ERIC Educational Resources Information Center

    Hossain, Md. Mokter

    2012-01-01

    This mixed methods study examined preservice secondary mathematics teachers' perceptions of a blogging activity used as a supportive teaching-learning tool in a college Euclidean Geometry course. The effect of a 12-week blogging activity that was a standard component of a college Euclidean Geometry course offered for preservice secondary…

  12. Is Peer Interaction Necessary for Optimal Active Learning?

    PubMed

    Linton, Debra L; Farmer, Jan Keith; Peterson, Ernie

    2014-01-01

    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. © 2014 D. L. Linton et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  13. Neural correlates of skill acquisition: decreased cortical activity during a serial interception sequence learning task.

    PubMed

    Gobel, Eric W; Parrish, Todd B; Reber, Paul J

    2011-10-15

    Learning of complex motor skills requires learning of component movements as well as the sequential structure of their order and timing. Using a Serial Interception Sequence Learning (SISL) task, participants learned a sequence of precisely timed interception responses through training with a repeating sequence. Following initial implicit learning of the repeating sequence, functional MRI data were collected during performance of that known sequence and compared with activity evoked during novel sequences of actions, novel timing patterns, or both. Reduced activity was observed during the practiced sequence in a distributed bilateral network including extrastriate occipital, parietal, and premotor cortical regions. These reductions in evoked activity likely reflect improved efficiency in visuospatial processing, spatio-motor integration, motor planning, and motor execution for the trained sequence, which is likely supported by nondeclarative skill learning. In addition, the practiced sequence evoked increased activity in the left ventral striatum and medial prefrontal cortex, while the posterior cingulate was more active during periods of better performance. Many prior studies of perceptual-motor skill learning have found increased activity in motor areas of the frontal cortex (e.g., motor and premotor cortex, SMA) and striatal areas (e.g., the putamen). The change in activity observed here (i.e., decreased activity across a cortical network) may reflect skill learning that is predominantly expressed through more accurate performance rather than decreased reaction time. Copyright © 2011 Elsevier Inc. All rights reserved.

  14. Neural Correlates of Skill Acquisition: Decreased Cortical Activity During a Serial Interception Sequence Learning Task

    PubMed Central

    Gobel, Eric W.; Parrish, Todd B.; Reber, Paul J.

    2011-01-01

    Learning of complex motor skills requires learning of component movements as well as the sequential structure of their order and timing. Using a Serial Interception Sequence Learning (SISL) task, participants learned a sequence of precisely timed interception responses through training with a repeating sequence. Following initial implicit learning of the repeating sequence, functional MRI data were collected during performance of that known sequence and compared with activity evoked during novel sequences of actions, novel timing patterns, or both. Reduced activity was observed during the practiced sequence in a distributed bilateral network including extrastriate occipital, parietal, and premotor cortical regions. These reductions in evoked activity likely reflect improved efficiency in visuospatial processing, spatio-motor integration, motor planning, and motor execution for the trained sequence, which is likely supported by nondeclarative skill learning. In addition, the practiced sequence evoked increased activity in the left ventral striatum and medial prefrontal cortex, while the posterior cingulate was more active during periods of better performance. Many prior studies of perceptual-motor skill learning have found increased activity in motor areas of frontal cortex (e.g., motor and premotor cortex, SMA) and striatal areas (e.g., the putamen). The change in activity observed here (i.e., decreased activity across a cortical network) may reflect skill learning that is predominantly expressed through more accurate performance rather than decreased reaction time. PMID:21771663

  15. Human Development Student Modules.

    ERIC Educational Resources Information Center

    South Carolina State Dept. of Education, Columbia. Office of Vocational Education.

    This set of 61 student learning modules deals with various topics pertaining to human development. The modules, which are designed for use in performance-based vocational education programs, each contain the following components: an introduction for the student, a performance objective, a variety of learning activities, content information, a…

  16. Resting-state low-frequency fluctuations reflect individual differences in spoken language learning.

    PubMed

    Deng, Zhizhou; Chandrasekaran, Bharath; Wang, Suiping; Wong, Patrick C M

    2016-03-01

    A major challenge in language learning studies is to identify objective, pre-training predictors of success. Variation in the low-frequency fluctuations (LFFs) of spontaneous brain activity measured by resting-state functional magnetic resonance imaging (RS-fMRI) has been found to reflect individual differences in cognitive measures. In the present study, we aimed to investigate the extent to which initial spontaneous brain activity is related to individual differences in spoken language learning. We acquired RS-fMRI data and subsequently trained participants on a sound-to-word learning paradigm in which they learned to use foreign pitch patterns (from Mandarin Chinese) to signal word meaning. We performed amplitude of spontaneous low-frequency fluctuation (ALFF) analysis, graph theory-based analysis, and independent component analysis (ICA) to identify functional components of the LFFs in the resting-state. First, we examined the ALFF as a regional measure and showed that regional ALFFs in the left superior temporal gyrus were positively correlated with learning performance, whereas ALFFs in the default mode network (DMN) regions were negatively correlated with learning performance. Furthermore, the graph theory-based analysis indicated that the degree and local efficiency of the left superior temporal gyrus were positively correlated with learning performance. Finally, the default mode network and several task-positive resting-state networks (RSNs) were identified via the ICA. The "competition" (i.e., negative correlation) between the DMN and the dorsal attention network was negatively correlated with learning performance. Our results demonstrate that a) spontaneous brain activity can predict future language learning outcome without prior hypotheses (e.g., selection of regions of interest--ROIs) and b) both regional dynamics and network-level interactions in the resting brain can account for individual differences in future spoken language learning success. Copyright © 2015 Elsevier Ltd. All rights reserved.

  17. Resting-state low-frequency fluctuations reflect individual differences in spoken language learning

    PubMed Central

    Deng, Zhizhou; Chandrasekaran, Bharath; Wang, Suiping; Wong, Patrick C.M.

    2016-01-01

    A major challenge in language learning studies is to identify objective, pre-training predictors of success. Variation in the low-frequency fluctuations (LFFs) of spontaneous brain activity measured by resting-state functional magnetic resonance imaging (RS-fMRI) has been found to reflect individual differences in cognitive measures. In the present study, we aimed to investigate the extent to which initial spontaneous brain activity is related to individual differences in spoken language learning. We acquired RS-fMRI data and subsequently trained participants on a sound-to-word learning paradigm in which they learned to use foreign pitch patterns (from Mandarin Chinese) to signal word meaning. We performed amplitude of spontaneous low-frequency fluctuation (ALFF) analysis, graph theory-based analysis, and independent component analysis (ICA) to identify functional components of the LFFs in the resting-state. First, we examined the ALFF as a regional measure and showed that regional ALFFs in the left superior temporal gyrus were positively correlated with learning performance, whereas ALFFs in the default mode network (DMN) regions were negatively correlated with learning performance. Furthermore, the graph theory-based analysis indicated that the degree and local efficiency of the left superior temporal gyrus were positively correlated with learning performance. Finally, the default mode network and several task-positive resting-state networks (RSNs) were identified via the ICA. The “competition” (i.e., negative correlation) between the DMN and the dorsal attention network was negatively correlated with learning performance. Our results demonstrate that a) spontaneous brain activity can predict future language learning outcome without prior hypotheses (e.g., selection of regions of interest – ROIs) and b) both regional dynamics and network-level interactions in the resting brain can account for individual differences in future spoken language learning success. PMID:26866283

  18. A new simple /spl infin/OH neuron model as a biologically plausible principal component analyzer.

    PubMed

    Jankovic, M V

    2003-01-01

    A new approach to unsupervised learning in a single-layer neural network is discussed. An algorithm for unsupervised learning based upon the Hebbian learning rule is presented. A simple neuron model is analyzed. A dynamic neural model, which contains both feed-forward and feedback connections between the input and the output, has been adopted. The, proposed learning algorithm could be more correctly named self-supervised rather than unsupervised. The solution proposed here is a modified Hebbian rule, in which the modification of the synaptic strength is proportional not to pre- and postsynaptic activity, but instead to the presynaptic and averaged value of postsynaptic activity. It is shown that the model neuron tends to extract the principal component from a stationary input vector sequence. Usually accepted additional decaying terms for the stabilization of the original Hebbian rule are avoided. Implementation of the basic Hebbian scheme would not lead to unrealistic growth of the synaptic strengths, thanks to the adopted network structure.

  19. What is the impact of professional learning on physical activity interventions among preschool children? A systematic review.

    PubMed

    Peden, M E; Okely, A D; Eady, M J; Jones, R A

    2018-05-31

    The purpose of this systematic review was to investigate professional learning models (length, mode, content) offered as part of objectively measured physical childcare-based interventions. A systematic review of eight electronic databases was conducted to June 2017. Only English, peer-reviewed studies that evaluated childcare-based physical activity interventions, incorporated professional learning and reported objectively measured physical activity were included. Study designs included randomized controlled trails, cluster randomized trials, experimental or pilot studies. The search identified 11 studies. Ten studies objectively measured physical activity using accelerometers; five studies used both accelerometer and direct observation tools and one study measured physical activity using direct observation only. Seven of these studies reported statistically significant intervention effects. Only six studies described all components of professional learning, but only two studies reported specific professional learning outcomes and physical activity outcomes. No patterns were identified between the length, mode and content of professional learning and children's physical activity outcomes in childcare settings. Educators play a critical role in modifying children's levels of physical activity in childcare settings. The findings of this review suggest that professional learning offered as part of a physical activity intervention that potentially impacts on children's physical activity outcomes remains under-reported. © 2018 World Obesity Federation.

  20. An Active Learning Activity to Reinforce the Design Components of the Corticosteroids

    PubMed Central

    Mandela, Prashant

    2018-01-01

    Despite the popularity of active learning applications over the past few decades, few activities have been reported for the field of medicinal chemistry. The purpose of this study is to report a new active learning activity, describe participant contributions, and examine participant performance on the assessment questions mapped to the objective covered by the activity. In this particular activity, students are asked to design two novel corticosteroids as a group (6–8 students per group) based on the design characteristics of marketed corticosteroids covered in lecture coupled with their pharmaceutics knowledge from the previous semester and then defend their design to the class through an interactive presentation model. Although class performance on the objective mapped to this material on the assessment did not reach statistical significance, use of this activity has allowed fruitful discussion of misunderstood concepts and facilitated multiple changes to the lecture presentation. As pharmacy schools continue to emphasize alternative learning pedagogies, publication of previously implemented activities demonstrating their use will help others apply similar methodologies. PMID:29401733

  1. An Active Learning Activity to Reinforce the Design Components of the Corticosteroids.

    PubMed

    Slauson, Stephen R; Mandela, Prashant

    2018-02-05

    Despite the popularity of active learning applications over the past few decades, few activities have been reported for the field of medicinal chemistry. The purpose of this study is to report a new active learning activity, describe participant contributions, and examine participant performance on the assessment questions mapped to the objective covered by the activity. In this particular activity, students are asked to design two novel corticosteroids as a group (6-8 students per group) based on the design characteristics of marketed corticosteroids covered in lecture coupled with their pharmaceutics knowledge from the previous semester and then defend their design to the class through an interactive presentation model. Although class performance on the objective mapped to this material on the assessment did not reach statistical significance, use of this activity has allowed fruitful discussion of misunderstood concepts and facilitated multiple changes to the lecture presentation. As pharmacy schools continue to emphasize alternative learning pedagogies, publication of previously implemented activities demonstrating their use will help others apply similar methodologies.

  2. Considering the Activity in Interactivity: A Multimodal Perspective

    ERIC Educational Resources Information Center

    Schwartz, Ruth N.

    2010-01-01

    What factors contribute to effective multimedia learning? Increasingly, interactivity is considered a critical component that can foster learning in multimedia environments, including simulations and games. Although a number of recent studies investigate interactivity as a factor in the effective design of multimedia instruction, most examine only…

  3. Problem Solving: The "Wright" Math. The Centennial of Flight Special Edition. An Educator Guide with Activities in Mathematics, Science, and Technology. NASA CONNECT[TM].

    ERIC Educational Resources Information Center

    National Aeronautics and Space Administration, Hampton, VA. Langley Research Center.

    NASA CONNECT is an annual series of integrated mathematics, science, and technology instructional distance learning programs for students in grades 6-8. This program is designed for students to learn about the evolution of flight. The program has three components--television broadcast, Web activity, and lesson guide--which are designed as an…

  4. Identifying Key Features of Effective Active Learning: The Effects of Writing and Peer Discussion

    PubMed Central

    Pangle, Wiline M.; Wyatt, Kevin H.; Powell, Karli N.; Sherwood, Rachel E.

    2014-01-01

    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 three sections taught by three different instructors in a full factorial design. The data set was analyzed by generalized linear mixed-effect models with three independent variables: student aptitude, treatment, and instructor, and three dependent (assessment) variables: change in score on pre- and postactivity clicker questions, and coding scores on in-class writing and exam essays. All independent variables had significant effects on student performance for at least one of the dependent variables. Students with higher aptitude scored higher on all assessments. Student scores were higher on exam essay questions when the activity was implemented with a writing component compared with peer discussion only. There was a significant effect of instructor, with instructors showing different degrees of effectiveness with active-learning techniques. We suggest that individual writing should be implemented as part of active learning whenever possible and that instructors may need training and practice to become effective with active learning. PMID:25185230

  5. Doping Among Professional Athletes in Iran: A Test of Akers's Social Learning Theory.

    PubMed

    Kabiri, Saeed; Cochran, John K; Stewart, Bernadette J; Sharepour, Mahmoud; Rahmati, Mohammad Mahdi; Shadmanfaat, Syede Massomeh

    2018-04-01

    The use of performance-enhancing drugs (PED) is common among Iranian professional athletes. As this phenomenon is a social problem, the main purpose of this research is to explain why athletes engage in "doping" activity, using social learning theory. For this purpose, a sample of 589 professional athletes from Rasht, Iran, was used to test assumptions related to social learning theory. The results showed that there are positive and significant relationships between the components of social learning theory (differential association, differential reinforcement, imitation, and definitions) and doping behavior (past, present, and future use of PED). The structural modeling analysis indicated that the components of social learning theory accounts for 36% of the variance in past doping behavior, 35% of the variance in current doping behavior, and 32% of the variance in future use of PED.

  6. Effectiveness of Workshop Style Teaching in Students' Learning of Introductory Electricity and Magnetism

    NASA Astrophysics Data System (ADS)

    Mehta, Nirav; Cheng, Kelvin

    2012-10-01

    We have developed an interactive workshop-style course for our introductory calculus-based physics sequence at Trinity University. Lecture is limited to approximately 15 min. at the beginning of class, and the remainder of the 50-min. class is devoted to inquiry-based activities and problem solving. So far, lab is done separately and we have not incorporated the lab component into the workshop model. We use the Brief Electricity and Magnetism Assessment (BEMA) to compare learning gains between the workshop and traditional lecture-based course for the Spring 2012 semester. Both the workshop and lecture courses shared the same inquiry-based lab component that involved pre-labs, prediction-observation and post-lab activities. Our BEMA results indicate statistically significant improvement in overall learning gains compared to the traditional course. We compare our workshop BEMA scores both to traditional lecture scores here at Trinity and to those from other institutions.

  7. Empowering Students' Proof Learning through Communal Engagement

    ERIC Educational Resources Information Center

    Ko, Yi-Yin; Yee, Sean P.; Bleiler-Baxter, Sarah K.; Boyle, Justin D.

    2016-01-01

    This article describes the authors' three-component instructional sequence--a before-class activity, a during-class activity, and an after-class activity--which supports students in becoming self-regulated proof learners by actively developing class-based criteria for proof. All four authors implemented this sequence in their classrooms, and the…

  8. Engaging Psychology and History in Experiential Learning.

    ERIC Educational Resources Information Center

    Anthony, John; And Others.

    In order to encourage active participation in the learning process on the part of students, the faculty in the Collin County Community College District (CCCCD) adopted experiential modes of teaching. The specific structure, methods, and content of the experiential component purposely remained individualized to the needs of the subject area and the…

  9. Bioethicsing.

    PubMed

    Arawi, Thalia; Mikati, Diana

    2017-04-01

    This article describes the components of a unique 9 month required course in bioethics for 3rd year medical students at the American University of Beirut. The blended (hybrid) learning format emphasizes three innovative learning activities: the bioethics documentary, edutainment games, and the bioethics log book. Sample student responses are included as well as an outline of limitations.

  10. Enrichment in Massachusetts Expanded Learning Time (ELT) Schools. Issue Brief

    ERIC Educational Resources Information Center

    Caven, Meghan; Checkoway, Amy; Gamse, Beth; Luck, Rachel; Wu, Sally

    2012-01-01

    This brief highlights key information about enrichment activities, which represent one of the main components of the Massachusetts Expanded Learning Time (ELT) initiative. Over time, the ELT initiative has supported over two dozen schools across the Commonwealth. A comprehensive evaluation of the ELT initiative found that implementation of the…

  11. Mineral Supertrumps: A New Card Game to Assist Learning of Mineralogy

    ERIC Educational Resources Information Center

    Spandler, Carl

    2016-01-01

    Mineralogy is an essential component of Earth Science education, yet many students struggle to obtain adequate comprehension and knowledge of mineralogy during tertiary (postsecondary) degree programs. The use of educational games can be an effective strategy for science teaching as games provide an active learning environment that enhances…

  12. Exploring Teaching/Learning Activities for Sight Translation: Effectiveness from Students' Perspectives

    ERIC Educational Resources Information Center

    Chang, Karen Chung-chien

    2016-01-01

    In recent years, although many translation and interpretation (T&I) courses have been offered in undergraduate programs among universities in Taiwan, sight translation (ST), the suggested preparatory course for learning interpreting (Ilg & Lambert, 1996) is not commonly offered as a separate course but an included component in other…

  13. Managing Sexually Harmful Behaviour in a Residential Special School

    ERIC Educational Resources Information Center

    Pritchard, Duncan; Graham, Nicola; Ikin, Annette; Penney, Heather; Kovacs, Lisa; Mercer, Dawn; Edwards, Richard; Jones, Dylan; Mace, Floyd Charles

    2012-01-01

    Children and young people with learning disabilities who present sexually harmful behaviour are marginalised and do not always participate in community activities. This case study describes a multi-component intervention that successfully reduced the sexually harmful behaviour of a 16-year-old boy with a mild learning disability. The intervention…

  14. Examining Self Regulated Learning in Relation to Certain Selected Variables

    ERIC Educational Resources Information Center

    Johnson, N.

    2012-01-01

    Self-regulation is the controlling of a process or activity by the students who are involved in Problem solving in Physics rather than by an external agency (Johnson, 2011). Selfregulated learning consists of three main components: cognition, metacognition, and motivation. Cognition includes skills necessary to encode, memorise, and recall…

  15. Investigating Pedagogical Value of Wiki Technology

    ERIC Educational Resources Information Center

    Hazari, Sunil; North, Alexa; Moreland, Deborah

    2009-01-01

    This exploratory study investigates the potential of Wiki technology as a tool for teaching and learning. Wikis are a component of Web 2.0 technology tools that provide collaborative features and active learning opportunities in a web-based environment. This research study sought to empirically determine the pedagogical value of using Wiki…

  16. Designing a Technology-Enhanced Learning Environment to Support Scientific Modeling

    ERIC Educational Resources Information Center

    Wu, Hsin-Kai; Hsu, Ying-Shao; Hwang, Fu-Kwun

    2010-01-01

    Modeling of a natural phenomenon is of value in science learning and increasingly emphasized as an important component of science education. However, previous research has shown that secondary school students encounter difficulties when engaging in modeling activities and need substantial support in order to create meaningful scientific models.…

  17. Using Independent Research Projects to Foster Learning in the Comparative Vertebrate Anatomy Laboratory

    ERIC Educational Resources Information Center

    Ghedotti, Michael J.; Fielitz, Christopher; Leonard, Daniel J.

    2005-01-01

    This paper presents a teaching methodology involving an independent research project component for use in undergraduate Comparative Vertebrate Anatomy laboratory courses. The proposed project introduces cooperative, active learning in a research context to comparative vertebrate anatomy. This project involves pairs or groups of three students…

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

    PubMed

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

    2016-02-21

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

  19. Predicting perceptual learning from higher-order cortical processing.

    PubMed

    Wang, Fang; Huang, Jing; Lv, Yaping; Ma, Xiaoli; Yang, Bin; Wang, Encong; Du, Boqi; Li, Wu; Song, Yan

    2016-01-01

    Visual perceptual learning has been shown to be highly specific to the retinotopic location and attributes of the trained stimulus. Recent psychophysical studies suggest that these specificities, which have been associated with early retinotopic visual cortex, may in fact not be inherent in perceptual learning and could be related to higher-order brain functions. Here we provide direct electrophysiological evidence in support of this proposition. In a series of event-related potential (ERP) experiments, we recorded high-density electroencephalography (EEG) from human adults over the course of learning in a texture discrimination task (TDT). The results consistently showed that the earliest C1 component (68-84ms), known to reflect V1 activity driven by feedforward inputs, was not modulated by learning regardless of whether the behavioral improvement is location specific or not. In contrast, two later posterior ERP components (posterior P1 and P160-350) over the occipital cortex and one anterior ERP component (anterior P160-350) over the prefrontal cortex were progressively modified day by day. Moreover, the change of the anterior component was closely correlated with improved behavioral performance on a daily basis. Consistent with recent psychophysical and imaging observations, our results indicate that perceptual learning can mainly involve changes in higher-level visual cortex as well as in the neural networks responsible for cognitive functions such as attention and decision making. Copyright © 2015 Elsevier Inc. All rights reserved.

  20. Occupational Component. 36-Level Courses. Teacher Resource Manual. Integrated Occupational Program.

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton. Curriculum Branch.

    This 36-level occupational component of Integrated Occupational Program (IOP) consists of 8 occupational clusters composed of 20 occupational courses. Each course contains learning activities so that students in Alberta (Canada) may develop occupational concepts, skills, and attitudes. This teacher's manual consists of the following sections:…

  1. Active Learning with Irrelevant Examples

    NASA Technical Reports Server (NTRS)

    Wagstaff, Kiri; Mazzoni, Dominic

    2009-01-01

    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 to present to the expert for labeling. Experiments on several data sets have demonstrated that the Relevance Bias approach significantly decreases the number of irrelevant items queried and also accelerates learning speed.

  2. Basic Wind Tech Course - Lesson Plans and Activities

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Swapp, Andy

    2011-07-01

    The funds from this project were used to purchase tools and instrumentation to help replicate actual on-the-job wind energy scenarios which provided the students with the practical or applied components of wind energy jobs. This project enhanced the educational experiences provided for the students in terms of engineering and science components of wind energy by using electronics, control systems, and electro-mechanical instrumentation to help students learn standardized wind-specific craftsman skills. In addition the tools and instrumentation helped the students learn the safety necessary to work in the wind industry.

  3. Inquiring into Familiar Objects: An Inquiry-Based Approach to Introduce Scientific Vocabulary

    ERIC Educational Resources Information Center

    Hicks Pries, Caitlin; Hughes, Julie

    2012-01-01

    Learning science vocabulary is an often tedious but important component of many curricula. Frequently, students are expected to learn science vocabulary indirectly, but this method can hinder the success of lower-performing students (Carlisle, Fleming, and Gudbrandsen 2000). We have developed an inquiry-based vocabulary activity wherein students…

  4. Family Literacy Project. Learning Centers for Parents and Children. A Resource Guide.

    ERIC Educational Resources Information Center

    Crocker, M. Judith, Ed.; And Others

    This guide is intended to help adult education programs establish family literacy programs and create Family Learning Centers in Cleveland Public Schools. The information should assist program coordinators in developing educational components that offer activities to raise the self-esteem of the parents and provide them with the knowledge and…

  5. Since They Are Going to Watch TV Anyway, Why Not Connect It To Reading.

    ERIC Educational Resources Information Center

    Hutchison, Laveria F.

    In view of the great amount of television viewing among poor readers, the Learning Model for Watching Television was developed to capitalize on students' television watching proclivities. The model encompasses three major overlapping component skill areas to reinforce classroom learning: active listening skills, auditory word recognition skills,…

  6. World First MarsLink Mission Participants Learn and Enjoy Science

    ERIC Educational Resources Information Center

    Barry, Dana

    2005-01-01

    This article describes how students learn and experience the excitement of science by actively participating in the MarsLink Space Mission, an educational component of the National Aeronautics and Space Administration's (NASA) Mars Missions. This Mission has been made possible by Space Explorers, Inc., in collaboration with NASA. In the…

  7. A Teaching--Learning Sequence on Free Fall Motion

    ERIC Educational Resources Information Center

    Borghi, L.; De Ambrosis, A.; Lamberti, N.; Mascheretti, P.

    2005-01-01

    A teaching--learning sequence is presented that is designed to help high school pupils gain awareness about the independence of the vertical and horizontal components of free fall motion. The approach we propose is based on the use of experimental activities and computer simulations designed specifically to help pupils reflect on the experiments…

  8. "LearningPad" Conundrum: The Perils of Using Third-Party Software and Student Privacy

    ERIC Educational Resources Information Center

    O'Brien, Jason; Roller, Sarah; Lampley, Sandra

    2017-01-01

    This case focuses on the potential problems associated with sharing personally identifiable information (PII) when students are required to use third-party software. Specifically, third-grade students were required to complete "LearningPad" activities as a component of their homework grade in math, spelling, and language arts. As…

  9. Creative Alternatives for Service Learning: A Project-Based Approach.

    ERIC Educational Resources Information Center

    Turner, Roselyn M.; Grizzaffi, Karen

    This document discusses how service learning has developed over the past century in its practices from involvement in volunteerism to active civic engagement. It is so beneficial to both learners and the community that many educators and government leaders believe it should be a required component in the educational career of all students. The…

  10. The Application of Cognitive-Developmental or Mediated Cognitive Learning Strategies in Online College Coursework

    ERIC Educational Resources Information Center

    Pruitt, Richard A.

    2011-01-01

    This research article explores the active use of cognitive-developmental or mediated cognitive learning strategies in undergraduate online courses. Examples and applications are drawn from two online sessions integrating online interaction, essay and discussion assignments, as well as a variety of multimedia components conducted during the spring…

  11. Stop the Stretching. Grades 6-8.

    ERIC Educational Resources Information Center

    Rushton, Erik; Ryan, Emily; Swift, Charles

    In this activity, students learn about composite materials, tension as a force, and how they act on structural components through the design and testing of a strip of plastic chair webbing. This activity requires a 60-minute time period for completion. (Author/NB)

  12. Army Communicator. Volume 29, Number 3, Fall 2004

    DTIC Science & Technology

    2004-01-01

    brigades from the Active Component, Army Reserves and National Guard. Conversely, it’s a learning experience for the units involved with us — working with...computers and 250 video teleconfer- encing capabilities. The first of these units will be activated under the 311th TSC in 2005. “The technology has...lessons learned from OEF and OIF and using these to better prepare our Soldiers and leaders. Our NCO Acad- emy, Captains Career and Warrant Ad- vanced

  13. SeeCoast: persistent surveillance and automated scene understanding for ports and coastal areas

    NASA Astrophysics Data System (ADS)

    Rhodes, Bradley J.; Bomberger, Neil A.; Freyman, Todd M.; Kreamer, William; Kirschner, Linda; L'Italien, Adam C.; Mungovan, Wendy; Stauffer, Chris; Stolzar, Lauren; Waxman, Allen M.; Seibert, Michael

    2007-04-01

    SeeCoast is a prototype US Coast Guard port and coastal area surveillance system that aims to reduce operator workload while maintaining optimal domain awareness by shifting their focus from having to detect events to being able to analyze and act upon the knowledge derived from automatically detected anomalous activities. The automated scene understanding capability provided by the baseline SeeCoast system (as currently installed at the Joint Harbor Operations Center at Hampton Roads, VA) results from the integration of several components. Machine vision technology processes the real-time video streams provided by USCG cameras to generate vessel track and classification (based on vessel length) information. A multi-INT fusion component generates a single, coherent track picture by combining information available from the video processor with that from surface surveillance radars and AIS reports. Based on this track picture, vessel activity is analyzed by SeeCoast to detect user-defined unsafe, illegal, and threatening vessel activities using a rule-based pattern recognizer and to detect anomalous vessel activities on the basis of automatically learned behavior normalcy models. Operators can optionally guide the learning system in the form of examples and counter-examples of activities of interest, and refine the performance of the learning system by confirming alerts or indicating examples of false alarms. The fused track picture also provides a basis for automated control and tasking of cameras to detect vessels in motion. Real-time visualization combining the products of all SeeCoast components in a common operating picture is provided by a thin web-based client.

  14. Interprofessional pharmacy observation activity for third-year dental students.

    PubMed

    Conway, Susan E; Smith, Winter J; Truong, Teresa H; Shadid, Jill

    2014-09-01

    Interprofessional learning is a key component of today's health sciences education. Within a two-course series in dental pharmacology and therapeutics, a dental curriculum was revised to provide an interprofessional activity to expose dental students to a community pharmacy setting. The objectives of this activity were to augment students' learning about drug laws and prescription writing, as well as to foster interprofessional relationships and collaboration between pharmacists and dentists. Dental students were scheduled for one-hour observations at community pharmacies on campus. Learning objectives to guide this activity focused on demonstrating community pharmacy operating procedures, identifying ways to minimize prescribing and dosing errors, and understanding how pharmacists can assist dentists in prescribing. Following the observation, students were required to submit a written assignment, which accounted for 14 percent of their course grade. All 119 dental students (100 percent) enrolled in the course for the summers of 2012 and 2013 completed the activity. The average grade on the written assignment was 96.2 out of 100. At the end of the course, students were asked to participate in an online course evaluation survey, for which response rates were 37 percent and 43 percent for 2012 and 2013, respectively. The students rated the pharmacy observation activity favorably on this course evaluation. The pharmacy observation activity provided a successful interprofessional component to the didactic pharmacy course and was well received by the dental students as well as the community pharmacists.

  15. Metacognitive components in smart learning environment

    NASA Astrophysics Data System (ADS)

    Sumadyo, M.; Santoso, H. B.; Sensuse, D. I.

    2018-03-01

    Metacognitive ability in digital-based learning process helps students in achieving learning goals. So that digital-based learning environment should make the metacognitive component as a facility that must be equipped. Smart Learning Environment is the concept of a learning environment that certainly has more advanced components than just a digital learning environment. This study examines the metacognitive component of the smart learning environment to support the learning process. A review of the metacognitive literature was conducted to examine the components involved in metacognitive learning strategies. Review is also conducted on the results of study smart learning environment, ranging from design to context in building smart learning. Metacognitive learning strategies certainly require the support of adaptable, responsive and personalize learning environments in accordance with the principles of smart learning. The current study proposed the role of metacognitive component in smart learning environment, which is useful as the basis of research in building environment in smart learning.

  16. Learning Bridge: Curricular Integration of Didactic and Experiential Education

    PubMed Central

    Arendt, Cassandra S.; Cawley, Pauline; Buhler, Amber V.; Elbarbry, Fawzy; Roberts, Sigrid C.

    2010-01-01

    Objectives To assess the impact of a program to integrate introductory pharmacy practice experiences with pharmaceutical science topics by promoting active learning, self-directed learning skills, and critical-thinking skills. Design The Learning Bridge, a curriculum program, was created to better integrate the material first-year (P1) students learned in pharmaceutical science courses into their introductory pharmacy practice experiences. Four Learning Bridge assignments required students to interact with their preceptors and answer questions relating to the pharmaceutical science material concurrently covered in their didactic courses. Assessment Surveys of students and preceptors were conducted to measure the effectiveness of the Learning Bridge process. Feedback indicated the Learning Bridge promoted students' interaction with their preceptors as well as development of active learning, self-directed learning, and critical-thinking skills. Students also indicated that the Learning Bridge assignments increased their learning, knowledge of drug information, and comprehension of relevant data in package inserts. Conclusion The Learning Bridge process integrated the didactic and experiential components of the curriculum, enhancing student learning in both areas, and offered students educational opportunities to interact more with their preceptors. PMID:20498741

  17. The Accounting Classroom--People, Activities, Content

    ERIC Educational Resources Information Center

    Mayne, F. Blair

    1969-01-01

    Discusses the classroom components of students, learning activities, and program content in relation to the increased demand for more extensive and detailed analysis of financial information, the increased use of automated data processing equipment, and resulting job shifts and the upgrading of skills. (CH)

  18. Reforming an Undergraduate Environmental Science Course for Nonscience Majors

    ERIC Educational Resources Information Center

    Kazempour, Mahsa; Amirshokoohi, Aidin

    2013-01-01

    This article discusses the key components of a reform-based introductory undergraduate environmental science course for nonscience majors and elementary teacher candidates as well as the impact of such components on the participants. The main goals for the course were to actively engage the students in their learning and, in doing so, to enhance…

  19. Student Autonomy and its Effects on Student Enjoyment in a Traditional Mechanics Course for First-Year Engineering Students

    NASA Astrophysics Data System (ADS)

    Perera, Janaki I.; Quinlivan, Brendan T.; Simonovich, Jennifer A.; Towers, Emily; Zadik, Oren H.; Zastavker, Yevgeniya V.

    2012-02-01

    In light of recent literature in educational psychology, this study investigates instructional support and students' autonomy at a small technical undergraduate school. Grounded theory is used to analyze twelve semi-structured open-ended interviews about engineering students' experiences in Introductory Mechanics that includes Lecture, Recitation, and Laboratory components. Using data triangulation with each course component as a unit of analysis, this study examines students' course enjoyment as a function of instructional support and autonomy. The Lecture utilizes traditional instructor-centered pedagogy with predominantly passive learning and no student autonomy. The Recitation creates an active learning environment through small group work with a moderate degree of autonomy. The Laboratory is designed around self-guided project-based activities with significant autonomy. Despite these differences, all three course components provide similar levels of instructional support. The data reveal that students enjoy the low autonomy provided by Lecture and Recitations while finding the Laboratory frustrating. Analyses indicate that the differences in autonomy contribute to students' misinterpretation of the three course components' value within the context of the entire course.

  20. Goal-Directed and Habit-Like Modulations of Stimulus Processing during Reinforcement Learning.

    PubMed

    Luque, David; Beesley, Tom; Morris, Richard W; Jack, Bradley N; Griffiths, Oren; Whitford, Thomas J; Le Pelley, Mike E

    2017-03-15

    Recent research has shown that perceptual processing of stimuli previously associated with high-value rewards is automatically prioritized even when rewards are no longer available. It has been hypothesized that such reward-related modulation of stimulus salience is conceptually similar to an "attentional habit." Recording event-related potentials in humans during a reinforcement learning task, we show strong evidence in favor of this hypothesis. Resistance to outcome devaluation (the defining feature of a habit) was shown by the stimulus-locked P1 component, reflecting activity in the extrastriate visual cortex. Analysis at longer latencies revealed a positive component (corresponding to the P3b, from 550-700 ms) sensitive to outcome devaluation. Therefore, distinct spatiotemporal patterns of brain activity were observed corresponding to habitual and goal-directed processes. These results demonstrate that reinforcement learning engages both attentional habits and goal-directed processes in parallel. Consequences for brain and computational models of reinforcement learning are discussed. SIGNIFICANCE STATEMENT The human attentional network adapts to detect stimuli that predict important rewards. A recent hypothesis suggests that the visual cortex automatically prioritizes reward-related stimuli, driven by cached representations of reward value; that is, stimulus-response habits. Alternatively, the neural system may track the current value of the predicted outcome. Our results demonstrate for the first time that visual cortex activity is increased for reward-related stimuli even when the rewarding event is temporarily devalued. In contrast, longer-latency brain activity was specifically sensitive to transient changes in reward value. Therefore, we show that both habit-like attention and goal-directed processes occur in the same learning episode at different latencies. This result has important consequences for computational models of reinforcement learning. Copyright © 2017 the authors 0270-6474/17/373009-09$15.00/0.

  1. Summary of Planned Implementation for the HTGR Lessons Learned Applicable to the NGNP

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Ian Mckirdy

    2011-09-01

    This document presents a reconciliation of the lessons learned during a 2010 comprehensive evaluation of pertinent lessons learned from past and present high temperature gas-cooled reactors that apply to the Next Generation Nuclear Plant Project along with current and planned activities. The data used are from the latest Idaho National Laboratory research and development plans, the conceptual design report from General Atomics, and the pebble bed reactor technology readiness study from AREVA. Only those lessons related to the structures, systems, and components of the Next Generation Nuclear Plant (NGNP), as documented in the recently updated lessons learned report are addressed.more » These reconciliations are ordered according to plant area, followed by the affected system, subsystem, or component; lesson learned; and finally an NGNP implementation statement. This report (1) provides cross references to the original lessons learned document, (2) describes the lesson learned, (3) provides the current NGNP implementation status with design data needs associated with the lesson learned, (4) identifies the research and development being performed related to the lesson learned, and (5) summarizes with a status of how the lesson learned has been addressed by the NGNP Project.« less

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

    PubMed Central

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

    2016-01-01

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

  3. Using the Communication in Science Inquiry Project Professional Development Model to Facilitate Learning Middle School Genetics Concepts

    ERIC Educational Resources Information Center

    Baker, Dale R.; Lewis, Elizabeth B.; Uysal, Sibel; Purzer, Senay; Lang, Michael; Baker, Perry

    2011-01-01

    This study describes the effect of embedding content in the Communication in Inquiry Science Project professional development model for science and language arts teachers. The model uses four components of successful professional development (content focus, active learning, extended duration, participation by teams of teachers from the same school…

  4. Learning for You and Learning for Me: Mentoring as Professional Development for Mentor Teachers

    ERIC Educational Resources Information Center

    Smith, Janette; Nadelson, Louis

    2016-01-01

    Professional development (PD) opportunities for teachers most commonly take place outside the classroom and are typically designed to address specific components of teachers' instruction or curriculum. However, there are other activities that take place within the classroom that may have a profound impact on the PD of a teacher. We sought to gain…

  5. Role of Advisory Groups. Instructor Guide. Working for Clean Water: An Information Program for Advisory Committees.

    ERIC Educational Resources Information Center

    Pennsylvania State Univ., Middletown. Inst. of State and Regional Affairs.

    Presented is an instructor's manual for conducting a learning session about public participation in water quality planning. Participants in the session learn about the purpose, organization, and activities of citizen advisory groups. The manual, a component of the Working for Clean Water Project, is designed for use in conjunction with a…

  6. Children's Perspectives of Play and Learning for Educational Practice

    ERIC Educational Resources Information Center

    Theobald, Maryanne; Danby, Susan; Einarsdóttir, Jóhanna; Bourne, Jane; Jones, Desley; Ross, Sharon; Knaggs, Helen; Carter-Jones, Claire

    2015-01-01

    Play as a learning practice increasingly is under challenge as a valued component of early childhood education. Views held in parallel include confirmation of the place of play in early childhood education and, at the same time, a denigration of the role of play in favor for more teacher-structured and formal activities. As a consequence,…

  7. Novel use of a noninvasive hemodynamic monitor in a personalized, active learning simulation.

    PubMed

    Zoller, Jonathan K; He, Jianghua; Ballew, Angela T; Orr, Walter N; Flynn, Brigid C

    2017-06-01

    The present study furthered the concept of simulation-based medical education by applying a personalized active learning component. We tested this novel approach utilizing a noninvasive hemodynamic monitor with the capability to measure and display in real time numerous hemodynamic parameters in the exercising participant. Changes in medical knowledge concerning physiology were examined with a pre-and posttest. Simply by observation of one's own hemodynamic variables, the understanding of complex physiological concepts was significantly enhanced. Copyright © 2017 the American Physiological Society.

  8. Neural substrates of visuomotor learning based on improved feedback control and prediction

    PubMed Central

    Grafton, Scott T.; Schmitt, Paul; Horn, John Van; Diedrichsen, Jörn

    2008-01-01

    Motor skills emerge from learning feedforward commands as well as improvements in feedback control. These two components of learning were investigated in a compensatory visuomotor tracking task on a trial-by-trial basis. Between trial learning was characterized with a state-space model to provide smoothed estimates of feedforward and feedback learning, separable from random fluctuations in motor performance and error. The resultant parameters were correlated with brain activity using magnetic resonance imaging. Learning related to the generation of a feedforward command correlated with activity in dorsal premotor cortex, inferior parietal lobule, supplementary motor area and cingulate motor area, supporting a role of these areas in retrieving and executing a predictive motor command. Modulation of feedback control was associated with activity in bilateral posterior superior parietal lobule as well as right ventral premotor cortex. Performance error correlated with activity in a widespread cortical and subcortical network including bilateral parietal, premotor and rostral anterior cingulate cortex as well as the cerebellar cortex. Finally, trial-by-trial changes of kinematics, as measured by mean absolute hand acceleration, correlated with activity in motor cortex and anterior cerebellum. The results demonstrate that incremental, learning dependent changes can be modeled on a trial-by-trial basis and neural substrates for feedforward control of novel motor programs are localized to secondary motor areas. PMID:18032069

  9. CRAFFT: An Activity Prediction Model based on Bayesian Networks

    PubMed Central

    Nazerfard, Ehsan; Cook, Diane J.

    2014-01-01

    Recent advances in the areas of pervasive computing, data mining, and machine learning offer unique opportunities to provide health monitoring and assistance for individuals facing difficulties to live independently in their homes. Several components have to work together to provide health monitoring for smart home residents including, but not limited to, activity recognition, activity discovery, activity prediction, and prompting system. Compared to the significant research done to discover and recognize activities, less attention has been given to predict the future activities that the resident is likely to perform. Activity prediction components can play a major role in design of a smart home. For instance, by taking advantage of an activity prediction module, a smart home can learn context-aware rules to prompt individuals to initiate important activities. In this paper, we propose an activity prediction model using Bayesian networks together with a novel two-step inference process to predict both the next activity features and the next activity label. We also propose an approach to predict the start time of the next activity which is based on modeling the relative start time of the predicted activity using the continuous normal distribution and outlier detection. To validate our proposed models, we used real data collected from physical smart environments. PMID:25937847

  10. CRAFFT: An Activity Prediction Model based on Bayesian Networks.

    PubMed

    Nazerfard, Ehsan; Cook, Diane J

    2015-04-01

    Recent advances in the areas of pervasive computing, data mining, and machine learning offer unique opportunities to provide health monitoring and assistance for individuals facing difficulties to live independently in their homes. Several components have to work together to provide health monitoring for smart home residents including, but not limited to, activity recognition, activity discovery, activity prediction, and prompting system. Compared to the significant research done to discover and recognize activities, less attention has been given to predict the future activities that the resident is likely to perform. Activity prediction components can play a major role in design of a smart home. For instance, by taking advantage of an activity prediction module, a smart home can learn context-aware rules to prompt individuals to initiate important activities. In this paper, we propose an activity prediction model using Bayesian networks together with a novel two-step inference process to predict both the next activity features and the next activity label. We also propose an approach to predict the start time of the next activity which is based on modeling the relative start time of the predicted activity using the continuous normal distribution and outlier detection. To validate our proposed models, we used real data collected from physical smart environments.

  11. Introducing undergraduate students to global health challenges through web-based learning.

    PubMed

    White, Jerry L

    2005-01-01

    Since many students cannot afford the expense of international travel, creative and active learning methods are needed to help students experience the increased awareness that results from exposure to global health concepts. The global health course described in this article uses a variety of web-based learning experiences and other interactive strategies to equip future nurses for leadership roles in global health. An emphasis on written communication is an important component of the course.

  12. A Blended Learning Course Design in Clinical Pharmacology for Post-graduate Dental Students

    PubMed Central

    Rosenbaum, Paul-Erik Lillholm; Mikalsen, Øyvind; Lygre, Henning; Solheim, Einar; Schjøtt, Jan

    2012-01-01

    Postgraduate courses in clinical pharmacology are important for dentists to be updated on drug therapy and information related to their clinical practice, as well as knowledge of relevant adverse effects and interactions. A traditional approach with classroom delivery as the only method to teaching and learning has shortcomings regarding flexibility, individual learning preferences, and problem based learning (PBL) activities compared to online environments. This study examines a five week postgraduate course in clinical pharmacology with 15 hours of lectures and online learning activities, i.e. blended course design. Six postgraduate dental students participated and at the end of the course they were interviewed. Our findings emphasize that a blended learning course design can be successfully used in postgraduate dental education. Key matters for discussion were time flexibility and location convenience, change in teacher’s role, rein-forced learning strategies towards professional needs, scarcity in online communication, and proposed future utilization of e-learning components. PMID:23248716

  13. To Sing or Not to Sing in Instrumental Class.

    ERIC Educational Resources Information Center

    Robinson, Mitchell

    1996-01-01

    Recommends incorporating singing activities as an instructional component of orchestra and band rehearsals. Notes that singing helps students develop aural skills, learn sight-reading, and make connections between the basic elements of music theory and the practical application of these elements. Also includes suggested activities. (MJP)

  14. The Formation and Development of Cognitive Activity of Students in the Learning Process

    ERIC Educational Resources Information Center

    Saparkyzy, Zhannat; Isatayeva, Gulzhan; Kozhabekova, Zahida; Zhakesheva, Aimzhan; Koptayeva, Gulzhamal; Agabekova, Gulzhan; Agabekova, Sholpan

    2016-01-01

    In this article we will discuss how the holding of a special and dedicated work helped to change the levels of formation of the major components of cognitive activity. Cognitive activity with the content aspect is a system of perceptual, mnemonic and intellectual activity and from the form--as an individual, joint, or pseudo-individual pseudo…

  15. The effect of curricular activities on learner autonomy: the perspective of undergraduate mechanical engineering students

    NASA Astrophysics Data System (ADS)

    Duarte, M.; Leite, C.; Mouraz, A.

    2016-01-01

    This study researches how first-year engineering students perceived the influence of curricular activities on their own learning autonomy, measured with an adaptation of the Personal Responsibility Orientation to Self-direction in Learning Scale (PRO-SDLS). Participants were questioned to assess the influence of the teacher's role. The results indicate that learners' characteristics (motivation and self-efficacy) contribute more to learner autonomy (LA) than the teaching-learning transaction (control and initiative), as in the original PRO-SDLS validation. The most autonomous learners presented higher values in all LA components and dimensions, but the differences were greater in motivation and initiative. The participants with higher LA were not as dependent on the teacher, regarding assessment, the completion of classroom tasks and deadlines. Regardless of the degree of autonomy in learning, all participants viewed teachers as the main source of information. Therefore, LA plays an important role in teaching activities planning. Suggestions for adjustments and more flexible learning scenarios are formulated.

  16. Student Perceptions of Online Radiologic Science Courses.

    PubMed

    Papillion, Erika; Aaron, Laura

    2017-03-01

    To evaluate student perceptions of the effectiveness of online radiologic science courses by examining various learning activities and course characteristics experienced in the online learning environment. A researcher-designed electronic survey was used to obtain results from students enrolled in the clinical portion of a radiologic science program that offers online courses. The survey consisted of elements associated with demographics, experience, and perceptions related to online radiologic science courses. Surveys were sent to 35 program directors of Joint Review Committee on Education in Radiologic Technology-accredited associate and bachelor's degree programs with requests to share the survey with students. The 38 students who participated in the survey identified 4 course characteristics most important for effective online radiologic science courses: a well-organized course, timely instructor feedback, a variety of learning activities, and informative documents, such as course syllabus, calendar, and rubrics. Learner satisfaction is a successful indicator of engagement in online courses. Descriptive statistical analysis indicated that elements related to the instructor's role is one of the most important components of effectiveness in online radiologic science courses. This role includes providing an organized course with informative documents, a variety of learning activities, and timely feedback and communication. Although online courses should provide many meaningful learning activities that appeal to a wide range of learning styles, the nature of the course affects the types of learning activities used and therefore could decrease the ability to vary learning activities. ©2017 American Society of Radiologic Technologists.

  17. Do quality improvement collaboratives' educational components match the dominant learning style preferences of the participants?

    PubMed

    Weggelaar-Jansen, Anne Marie; van Wijngaarden, Jeroen; Slaghuis, Sarah-Sue

    2015-06-20

    Quality improvement collaboratives are used to improve healthcare by various organizations. Despite their popularity literature shows mixed results on their effectiveness. A quality improvement collaborative can be seen as a temporary learning organization in which knowledge about improvement themes and methods is exchanged. In this research we studied: Does the learning approach of a quality improvement collaborative match the learning styles preferences of the individual participants and how does that affect the learning process of participants? This research used a mixed methods design combining a validated learning style questionnaire with data collected in the tradition of action research methodology to study two Dutch quality improvement collaboratives. The questionnaire is based on the learning style model of Ruijters and Simons, distinguishing five learning style preferences: Acquisition of knowledge, Apperception from others, Discovery of new insights, Exercising in fictitious situations and Participation with others. The most preferred learning styles of the participants were Discovery and Participation. The learning style Acquisition was moderately preferred and Apperception and Exercising were least preferred. The educational components of the quality improvement collaboratives studied (national conferences, half-day learning sessions, faculty site visits and use of an online tool) were predominantly associated with the learning styles Acquisition and Apperception. We observed a decrease in attendance to the learning activities and non-conformance with the standardized set goals and approaches. We conclude that the participants' satisfaction with the offered learning approach changed over time. The lacking match between these learning style preferences and the learning approach in the educational components of the quality improvement collaboratives studied might be the reason why the participants felt they did not gain new insights and therefore ceased their participation in the collaborative. This study provides guidance for future organisers and participants of quality improvement collaboratives about which learning approaches will best suit the participants and enhance improvement work.

  18. Enhanced Quality Control in Pharmaceutical Applications by Combining Raman Spectroscopy and Machine Learning Techniques

    NASA Astrophysics Data System (ADS)

    Martinez, J. C.; Guzmán-Sepúlveda, J. R.; Bolañoz Evia, G. R.; Córdova, T.; Guzmán-Cabrera, R.

    2018-06-01

    In this work, we applied machine learning techniques to Raman spectra for the characterization and classification of manufactured pharmaceutical products. Our measurements were taken with commercial equipment, for accurate assessment of variations with respect to one calibrated control sample. Unlike the typical use of Raman spectroscopy in pharmaceutical applications, in our approach the principal components of the Raman spectrum are used concurrently as attributes in machine learning algorithms. This permits an efficient comparison and classification of the spectra measured from the samples under study. This also allows for accurate quality control as all relevant spectral components are considered simultaneously. We demonstrate our approach with respect to the specific case of acetaminophen, which is one of the most widely used analgesics in the market. In the experiments, commercial samples from thirteen different laboratories were analyzed and compared against a control sample. The raw data were analyzed based on an arithmetic difference between the nominal active substance and the measured values in each commercial sample. The principal component analysis was applied to the data for quantitative verification (i.e., without considering the actual concentration of the active substance) of the difference in the calibrated sample. Our results show that by following this approach adulterations in pharmaceutical compositions can be clearly identified and accurately quantified.

  19. Functional neuroimaging of emotional learning and autonomic reactions.

    PubMed

    Peper, Martin; Herpers, Martin; Spreer, Joachim; Hennig, Jürgen; Zentner, Josef

    2006-06-01

    This article provides a selective overview of the functional neuroimaging literature with an emphasis on emotional activation processes. Emotions are fast and flexible response systems that provide basic tendencies for adaptive action. From the range of involved component functions, we first discuss selected automatic mechanisms that control basic adaptational changes. Second, we illustrate how neuroimaging work has contributed to the mapping of the network components associated with basic emotion families (fear, anger, disgust, happiness), and secondary dimensional concepts that organise the meaning space for subjective experience and verbal labels (emotional valence, activity/intensity, approach/withdrawal, etc.). Third, results and methodological difficulties are discussed in view of own neuroimaging experiments that investigated the component functions involved in emotional learning. The amygdala, prefrontal cortex, and striatum form a network of reciprocal connections that show topographically distinct patterns of activity as a correlate of up and down regulation processes during an emotional episode. Emotional modulations of other brain systems have attracted recent research interests. Emotional neuroimaging calls for more representative designs that highlight the modulatory influences of regulation strategies and socio-cultural factors responsible for inhibitory control and extinction. We conclude by emphasising the relevance of the temporal process dynamics of emotional activations that may provide improved prediction of individual differences in emotionality.

  20. The impact of iconic gestures on foreign language word learning and its neural substrate.

    PubMed

    Macedonia, Manuela; Müller, Karsten; Friederici, Angela D

    2011-06-01

    Vocabulary acquisition represents a major challenge in foreign language learning. Research has demonstrated that gestures accompanying speech have an impact on memory for verbal information in the speakers' mother tongue and, as recently shown, also in foreign language learning. However, the neural basis of this effect remains unclear. In a within-subjects design, we compared learning of novel words coupled with iconic and meaningless gestures. Iconic gestures helped learners to significantly better retain the verbal material over time. After the training, participants' brain activity was registered by means of fMRI while performing a word recognition task. Brain activations to words learned with iconic and with meaningless gestures were contrasted. We found activity in the premotor cortices for words encoded with iconic gestures. In contrast, words encoded with meaningless gestures elicited a network associated with cognitive control. These findings suggest that memory performance for newly learned words is not driven by the motor component as such, but by the motor image that matches an underlying representation of the word's semantics. Copyright © 2010 Wiley-Liss, Inc.

  1. Lifewide Learning for Early Reading Development.

    PubMed

    Dowd, Amy Jo; Friedlander, Elliott; Jonason, Christine; Leer, Jane; Sorensen, Lisa Zook; Guajardo, Jarrett; D'Sa, Nikhit; Pava, Clara; Pisani, Lauren

    2017-03-01

    The authors examine the relationships between children's reading abilities and the enabling environment for learning in the context of Save the Children's Literacy Boost program. They conceptualize the enabling environment at a micro level, with two components: the home literacy environment, represented by reading materials/habits at home, and the community learning environment (community reading activities). Using longitudinal reading scores of 6,874 students in 424 schools in 12 sites across Africa and Asia, there was 1) a modest but consistent relationship between students' home literacy environments and reading scores, and 2) a strong relationship between reading gains and participation in community reading activities, suggesting that interventions should consider both home and community learning environments and their differential influences on interventions across different low-resource settings. © 2017 Wiley Periodicals, Inc.

  2. Quick, Easy Method to Show Living Soil Organisms to High School or Beginning-Level College Students

    ERIC Educational Resources Information Center

    Loynachan, Thomas E.

    2006-01-01

    The living component of soil is difficult for students to learn about and understand because students have difficulty relating to things they cannot see (beyond sight, beyond mind). Line drawings from textbooks help explain conceptual relationships but do little to stimulate an active interest in the living component of soil. Alternatively,…

  3. Photonic Component Qualification and Implementation Activities at NASA Goddard Space Flight Center

    NASA Technical Reports Server (NTRS)

    Ott, Melanie N.; Jin, Xiaodan Linda; Chuska, Richard F.; LaRocca, Frank V.; MacMurphy, Shawn L.; Matuszeski, Adam J.; Zellar, Ronald S.; Friedberg, Patricia R.; Malenab, Mary C.

    2006-01-01

    The photonics group in Code 562 at NASA Goddard Space Flight Center supports a variety of space flight programs at NASA including the: International Space Station (ISS), Shuttle Return to Flight Mission, Lunar Reconnaissance Orbiter (LRO), Express Logistics Carrier, and the NASA Electronic Parts and Packaging Program (NEPP). Through research, development, and testing of the photonic systems to support these missions much information has been gathered on practical implementations for space environments. Presented here are the highlights and lessons learned as a result of striving to satisfy the project requirements for high performance and reliable commercial optical fiber components for space flight systems. The approach of how to qualify optical fiber components for harsh environmental conditions, the physics of failure and development lessons learned will be discussed.

  4. Adaptive maritime video surveillance

    NASA Astrophysics Data System (ADS)

    Gupta, Kalyan Moy; Aha, David W.; Hartley, Ralph; Moore, Philip G.

    2009-05-01

    Maritime assets such as ports, harbors, and vessels are vulnerable to a variety of near-shore threats such as small-boat attacks. Currently, such vulnerabilities are addressed predominantly by watchstanders and manual video surveillance, which is manpower intensive. Automatic maritime video surveillance techniques are being introduced to reduce manpower costs, but they have limited functionality and performance. For example, they only detect simple events such as perimeter breaches and cannot predict emerging threats. They also generate too many false alerts and cannot explain their reasoning. To overcome these limitations, we are developing the Maritime Activity Analysis Workbench (MAAW), which will be a mixed-initiative real-time maritime video surveillance tool that uses an integrated supervised machine learning approach to label independent and coordinated maritime activities. It uses the same information to predict anomalous behavior and explain its reasoning; this is an important capability for watchstander training and for collecting performance feedback. In this paper, we describe MAAW's functional architecture, which includes the following pipeline of components: (1) a video acquisition and preprocessing component that detects and tracks vessels in video images, (2) a vessel categorization and activity labeling component that uses standard and relational supervised machine learning methods to label maritime activities, and (3) an ontology-guided vessel and maritime activity annotator to enable subject matter experts (e.g., watchstanders) to provide feedback and supervision to the system. We report our findings from a preliminary system evaluation on river traffic video.

  5. Blunted neural responses to reward in remitted major depression: A high-density event-related potential study

    PubMed Central

    Whitton, Alexis E.; Kakani, Pragya; Foti, Dan; Van’t Veer, Ashlee; Haile, Anja; Crowley, David J.; Pizzagalli, Diego A.

    2015-01-01

    Background Major depressive disorder (MDD) is a highly recurrent condition, and improving our understanding of the abnormalities that persist in remitted MDD (rMDD) may provide insight into mechanisms that contribute to relapse. MDD has been characterized by reward learning deficits linked to dysfunction in frontostriatal regions. Although initial behavioral evidence of reward learning deficits in rMDD has recently emerged, it is unclear whether these reflect impairments in neural reward processing that persist into remission. Methods We examined behavioral reward learning and 128-channel event-related potentials (ERP) during a well-validated probabilistic reward task in 26 rMDD individuals and 34 never-depressed controls. Temporo-spatial principal components analysis (PCA) was used to separate overlapping ERP components, and group differences in neural activity in a priori regions were examined using low-resolution electromagnetic tomography (LORETA). Results Individuals with rMDD displayed reduced behavioral reward learning, as well as blunted ERP amplitude to reward feedback. Importantly, the reduction in ERP amplitude occurred at a PCA factor that peaked during the time at which phasic reward feedback-related signaling – hypothesized to originate in the striatum and project to the anterior cingulate cortex (ACC) – are thought to modulate scalp-recorded activity. Consistent with this, LORETA analyses revealed reduced activity in the ACC in the rMDD group, and this blunting correlated with poorer reward learning. Conclusion These findings suggest that the reward learning impairment observed in acute MDD persists into full remission and that these impairments may be attributable to abnormalities in the neural processes that support reward feedback monitoring, particularly within the ACC. PMID:26858994

  6. Improved Distance Learning Environment For Marine Forces Reserve

    DTIC Science & Technology

    2016-09-01

    keyboard, to 20 form a desktop computer . Laptop computers share similar components but add mobility to the user. If additional desktop computers ...for stationary computing devices such as desktop PCs and laptops include the Microsoft Windows, Mac OS, and Linux families of OSs 44 (Hopkins...opportunities to all Marines. For active duty Marines, government-provided desktops and laptops (GPDLs) typically support DL T&E or learning resource

  7. Learning under uncertainty in smart home environments.

    PubMed

    Zhang, Shuai; McClean, Sally; Scotney, Bryan; Nugent, Chris

    2008-01-01

    Technologies and services for the home environment can provide levels of independence for elderly people to support 'ageing in place'. Learning inhabitants' patterns of carrying out daily activities is a crucial component of these technological solutions with sensor technologies being at the core of such smart environments. Nevertheless, identifying high-level activities from low-level sensor events can be a challenge, as information may be unreliable resulting in incomplete data. Our work addresses the issues of learning in the presence of incomplete data along with the identification and the prediction of inhabitants and their activities under such uncertainty. We show via the evaluation results that our approach also offers the ability to assess the impact of various sensors in the activity recognition process. The benefit of this work is that future predictions can be utilised in a proposed intervention mechanism in a real smart home environment.

  8. Communications Training in Pharmacy Education, 1995-2010

    PubMed Central

    Vaudan, Cristina; Sporrong, Sofia Kälvemark

    2013-01-01

    The role of the pharmacist as a “communicator” of information and advice between patients, other healthcare practitioners, and the community is recognized as a vital component of the responsibilities of a practicing pharmacist. Pharmacy education is changing to reflect this, although the difficulty is in designing a curriculum that is capable of equipping students with the necessary knowledge and skills, using activities that are effective in promoting communication competency. The objective of this review was to identify published, peer-reviewed articles concerning communication training in pharmacy education programs, and describe which communication skills the structured learning activities aimed to improve and how these learning activities were assessed. A systematic literature search was conducted and the articles found were analyzed and divided into categories based on specific communication skills taught and type of learning activity used. Oral interpersonal communication skills targeted at patients were the most common skill-type described, followed by clinical writing skills. Common teaching methods included simulated and standardized patient interactions and pharmacy practice experience courses. Most educational interventions were assessed by subjective measures. Many interventions were described as fragments, in isolation of other learning activities that took place in a course, which impedes complete analysis of study results. To succeed in communication training, integration between different learning activities and progression within pharmacy educations are important. PMID:23519011

  9. The quiescent chromospheres and transition regions of active dwarf stars - What are we learning from recent observations and models?

    NASA Technical Reports Server (NTRS)

    Linsky, J. L.

    1983-01-01

    Progress in understanding active dwarf stars based on recent IUE, Einstein, and ground-based observations is reviewed. The extent of magnetic field control over nonflare phenomena in active dwarf stars is considered, and the spatial homogeneity and time variability of active dwarf atmospheres is discussed. The possibility that solar like flux tubes can explain enhanced heating in active dwarf stars in examined, and the roles of systematic flows in active dwarf star atmospheres are considered. The relation between heating rates in different layers of active dwarf stars is summarized, and the mechanism of chromosphere and transition region heating in these stars are discussed. The results of one-component and two-component models of active dwarf stars are addressed.

  10. Caudate nucleus reactivity predicts perceptual learning rate for visual feature conjunctions.

    PubMed

    Reavis, Eric A; Frank, Sebastian M; Tse, Peter U

    2015-04-15

    Useful information in the visual environment is often contained in specific conjunctions of visual features (e.g., color and shape). The ability to quickly and accurately process such conjunctions can be learned. However, the neural mechanisms responsible for such learning remain largely unknown. It has been suggested that some forms of visual learning might involve the dopaminergic neuromodulatory system (Roelfsema et al., 2010; Seitz and Watanabe, 2005), but this hypothesis has not yet been directly tested. Here we test the hypothesis that learning visual feature conjunctions involves the dopaminergic system, using functional neuroimaging, genetic assays, and behavioral testing techniques. We use a correlative approach to evaluate potential associations between individual differences in visual feature conjunction learning rate and individual differences in dopaminergic function as indexed by neuroimaging and genetic markers. We find a significant correlation between activity in the caudate nucleus (a component of the dopaminergic system connected to visual areas of the brain) and visual feature conjunction learning rate. Specifically, individuals who showed a larger difference in activity between positive and negative feedback on an unrelated cognitive task, indicative of a more reactive dopaminergic system, learned visual feature conjunctions more quickly than those who showed a smaller activity difference. This finding supports the hypothesis that the dopaminergic system is involved in visual learning, and suggests that visual feature conjunction learning could be closely related to associative learning. However, no significant, reliable correlations were found between feature conjunction learning and genotype or dopaminergic activity in any other regions of interest. Copyright © 2015 Elsevier Inc. All rights reserved.

  11. Cognitive components underpinning the development of model-based learning.

    PubMed

    Potter, Tracey C S; Bryce, Nessa V; Hartley, Catherine A

    2017-06-01

    Reinforcement learning theory distinguishes "model-free" learning, which fosters reflexive repetition of previously rewarded actions, from "model-based" learning, which recruits a mental model of the environment to flexibly select goal-directed actions. Whereas model-free learning is evident across development, recruitment of model-based learning appears to increase with age. However, the cognitive processes underlying the development of model-based learning remain poorly characterized. Here, we examined whether age-related differences in cognitive processes underlying the construction and flexible recruitment of mental models predict developmental increases in model-based choice. In a cohort of participants aged 9-25, we examined whether the abilities to infer sequential regularities in the environment ("statistical learning"), maintain information in an active state ("working memory") and integrate distant concepts to solve problems ("fluid reasoning") predicted age-related improvements in model-based choice. We found that age-related improvements in statistical learning performance did not mediate the relationship between age and model-based choice. Ceiling performance on our working memory assay prevented examination of its contribution to model-based learning. However, age-related improvements in fluid reasoning statistically mediated the developmental increase in the recruitment of a model-based strategy. These findings suggest that gradual development of fluid reasoning may be a critical component process underlying the emergence of model-based learning. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

  12. Making a Kite: The "Very" First Flying Machine

    ERIC Educational Resources Information Center

    Mitts, Charles

    2013-01-01

    The kite design activity described in this article is "hands-on" and provides students the opportunity to learn and apply STEM concepts in the process of building and flying a traditional diamond-shaped bowed kite from scratch. Important components of the activity are that students read and follow instructions and lessons about the…

  13. Out of Sight, Out of Mind: Do Repeating Students Overlook Online Course Components?

    ERIC Educational Resources Information Center

    Holland, Jane; Clarke, Eric; Glynn, Mark

    2016-01-01

    E-Learning is becoming an integral part of undergraduate medicine, with many curricula incorporating a number of online activities and resources, in addition to more traditional teaching methods. This study examines physical attendance, online activity, and examination outcomes in a first-year undergraduate medical program. All 358 students who…

  14. Test Diagnosing of Learning Activity

    ERIC Educational Resources Information Center

    Yavich, Roman; Gein, Alexander; Gerkerova, Alexandra

    2016-01-01

    The technology of criteria-oriented testing enhanced by the reflexive components is suggested in this article. Tests made according to this technology are called academic activity tests. The student chooses or formulates not the answer to the problem but an action that is productive in his opinion. So, this type of tests helps not only check the…

  15. Active Learning through Modeling: Introduction to Software Development in the Business Curriculum

    ERIC Educational Resources Information Center

    Roussev, Boris; Rousseva, Yvonna

    2004-01-01

    Modern software practices call for the active involvement of business people in the software process. Therefore, programming has become an indispensable part of the information systems component of the core curriculum at business schools. In this paper, we present a model-based approach to teaching introduction to programming to general business…

  16. Gaming Geography: Educational Games and Literacy Development in the Grade 4 Classroom

    ERIC Educational Resources Information Center

    Lotherington, Heather; Ronda, Natalia Sinitskaya

    2009-01-01

    This paper outlines a case study conducted in two public schools in the greater Toronto area as a complementary component of a multisite experimental study exploring educational game development as a learning activity for motivating and engaging students in curriculum-related literacy activities (Owston et al., 2007). Researchers studied children…

  17. Using Informal Inferential Reasoning to Develop Formal Concepts: Analyzing an Activity

    ERIC Educational Resources Information Center

    Weinberg, Aaron; Wiesner, Emilie; Pfaff, Thomas J.

    2010-01-01

    Inferential reasoning is a central component of statistics. Researchers have suggested that students should develop an informal understanding of the ideas that underlie inference before learning the concepts formally. This paper presents a hands-on activity that is designed to help students in an introductory statistics course draw informal…

  18. Erasing the engram: the unlearning of procedural skills.

    PubMed

    Crossley, Matthew J; Ashby, F Gregory; Maddox, W Todd

    2013-08-01

    Huge amounts of money are spent every year on unlearning programs--in drug-treatment facilities, prisons, psychotherapy clinics, and schools. Yet almost all of these programs fail, since recidivism rates are high in each of these fields. Progress on this problem requires a better understanding of the mechanisms that make unlearning so difficult. Much cognitive neuroscience evidence suggests that an important component of these mechanisms also dictates success on categorization tasks that recruit procedural learning and depend on synaptic plasticity within the striatum. A biologically detailed computational model of this striatal-dependent learning is described (based on Ashby & Crossley, 2011). The model assumes that a key component of striatal-dependent learning is provided by interneurons in the striatum called the tonically active neurons (TANs), which act as a gate for the learning and expression of striatal-dependent behaviors. In their tonically active state, the TANs prevent the expression of any striatal-dependent behavior. However, they learn to pause in rewarding environments and thereby permit the learning and expression of striatal-dependent behaviors. The model predicts that when rewards are no longer contingent on behavior, the TANs cease to pause, which protects striatal learning from decay and prevents unlearning. In addition, the model predicts that when rewards are partially contingent on behavior, the TANs remain partially paused, leaving the striatum available for unlearning. The results from 3 human behavioral studies support the model predictions and suggest a novel unlearning protocol that shows promising initial signs of success. PsycINFO Database Record (c) 2013 APA, all rights reserved.

  19. Space: the final frontier in the learning of science?

    NASA Astrophysics Data System (ADS)

    Milne, Catherine

    2014-03-01

    In Space, relations, and the learning of science, Wolff-Michael Roth and Pei-Ling Hsu use ethnomethodology to explore high school interns learning shopwork and shoptalk in a research lab that is located in a world class facility for water quality analysis. Using interaction analysis they identify how spaces, like a research laboratory, can be structured as smart spaces to create a workflow (learning flow) so that shoptalk and shopwork can projectively organize the actions of interns even in new and unfamiliar settings. Using these findings they explore implications for the design of curriculum and learning spaces more broadly. The Forum papers of Erica Blatt and Cassie Quigley complement this analysis. Blatt expands the discussion on space as an active component of learning with an examination of teaching settings, beyond laboratory spaces, as active participants of education. Quigley examines smart spaces as authentic learning spaces while acknowledging how internship experiences all empirical elements of authentic learning including open-ended inquiry and empowerment. In this paper I synthesize these ideas and propose that a narrative structure might better support workflow, student agency and democratic decision making.

  20. A Methodology for the Hybridization Based in Active Components: The Case of cGA and Scatter Search.

    PubMed

    Villagra, Andrea; Alba, Enrique; Leguizamón, Guillermo

    2016-01-01

    This work presents the results of a new methodology for hybridizing metaheuristics. By first locating the active components (parts) of one algorithm and then inserting them into second one, we can build efficient and accurate optimization, search, and learning algorithms. This gives a concrete way of constructing new techniques that contrasts the spread ad hoc way of hybridizing. In this paper, the enhanced algorithm is a Cellular Genetic Algorithm (cGA) which has been successfully used in the past to find solutions to such hard optimization problems. In order to extend and corroborate the use of active components as an emerging hybridization methodology, we propose here the use of active components taken from Scatter Search (SS) to improve cGA. The results obtained over a varied set of benchmarks are highly satisfactory in efficacy and efficiency when compared with a standard cGA. Moreover, the proposed hybrid approach (i.e., cGA+SS) has shown encouraging results with regard to earlier applications of our methodology.

  1. Monitoring the Opinions of Parents of College Students as a Component of the Institution's In-House Education Quality Management System

    ERIC Educational Resources Information Center

    Briukhanov, V. M.; Kiselev, V. I.; Timchenko, N. S.; Vdovin, V. M.

    2010-01-01

    The intensive process observed in the past few years, in which higher professional education is coming to be included in the system of market relations, is setting new target guidelines of the activity of institutions of higher learning, as well as the management models of educational institutions. The marketing component is becoming more and more…

  2. Learning induces the translin/trax RNase complex to express activin receptors for persistent memory.

    PubMed

    Park, Alan Jung; Havekes, Robbert; Fu, Xiuping; Hansen, Rolf; Tudor, Jennifer C; Peixoto, Lucia; Li, Zhi; Wu, Yen-Ching; Poplawski, Shane G; Baraban, Jay M; Abel, Ted

    2017-09-20

    Long-lasting forms of synaptic plasticity and memory require de novo protein synthesis. Yet, how learning triggers this process to form memory is unclear. Translin/trax is a candidate to drive this learning-induced memory mechanism by suppressing microRNA-mediated translational silencing at activated synapses. We find that mice lacking translin/trax display defects in synaptic tagging, which requires protein synthesis at activated synapses, and long-term memory. Hippocampal samples harvested from these mice following learning show increases in several disease-related microRNAs targeting the activin A receptor type 1C (ACVR1C), a component of the transforming growth factor-β receptor superfamily. Furthermore, the absence of translin/trax abolishes synaptic upregulation of ACVR1C protein after learning. Finally, synaptic tagging and long-term memory deficits in mice lacking translin/trax are mimicked by ACVR1C inhibition. Thus, we define a new memory mechanism by which learning reverses microRNA-mediated silencing of the novel plasticity protein ACVR1C via translin/trax.

  3. Component-Based Approach in Learning Management System Development

    ERIC Educational Resources Information Center

    Zaitseva, Larisa; Bule, Jekaterina; Makarov, Sergey

    2013-01-01

    The paper describes component-based approach (CBA) for learning management system development. Learning object as components of e-learning courses and their metadata is considered. The architecture of learning management system based on CBA being developed in Riga Technical University, namely its architecture, elements and possibilities are…

  4. A Faculty Professional Development Model That Improves Student Learning, Encourages Active-Learning Instructional Practices, and Works for Faculty at Multiple Institutions.

    PubMed

    Pelletreau, Karen N; Knight, Jennifer K; Lemons, Paula P; McCourt, Jill S; Merrill, John E; Nehm, Ross H; Prevost, Luanna B; Urban-Lurain, Mark; Smith, Michelle K

    2018-06-01

    Helping faculty develop high-quality instruction that positively affects student learning can be complicated by time limitations, a lack of resources, and inexperience using student data to make iterative improvements. We describe a community of 16 faculty from five institutions who overcame these challenges and collaboratively designed, taught, iteratively revised, and published an instructional unit about the potential effect of mutations on DNA replication, transcription, and translation. The unit was taught to more than 2000 students in 18 courses, and student performance improved from preassessment to postassessment in every classroom. This increase occurred even though faculty varied in their instructional practices when they were teaching identical materials. We present information on how this faculty group was organized and facilitated, how members used student data to positively affect learning, and how they increased their use of active-learning instructional practices in the classroom as a result of participation. We also interviewed faculty to learn more about the most useful components of the process. We suggest that this professional development model can be used for geographically separated faculty who are interested in working together on a known conceptual difficulty to improve student learning and explore active-learning instructional practices.

  5. Functional specialization within the striatum along both the dorsal/ventral and anterior/posterior axes during associative learning via reward and punishment

    PubMed Central

    Mattfeld, Aaron T.; Gluck, Mark A.; Stark, Craig E.L.

    2011-01-01

    The goal of the present study was to elucidate the role of the human striatum in learning via reward and punishment during an associative learning task. Previous studies have identified the striatum as a critical component in the neural circuitry of reward-related learning. It remains unclear, however, under what task conditions, and to what extent, the striatum is modulated by punishment during an instrumental learning task. Using high-resolution functional magnetic resonance imaging (fMRI) during a reward- and punishment-based probabilistic associative learning task, we observed activity in the ventral putamen for stimuli learned via reward regardless of whether participants were correct or incorrect (i.e., outcome). In contrast, activity in the dorsal caudate was modulated by trials that received feedback—either correct reward or incorrect punishment trials. We also identified an anterior/posterior dissociation reflecting reward and punishment prediction error estimates. Additionally, differences in patterns of activity that correlated with the amount of training were identified along the anterior/posterior axis of the striatum. We suggest that unique subregions of the striatum—separated along both a dorsal/ventral and anterior/posterior axis— differentially participate in the learning of associations through reward and punishment. PMID:22021252

  6. Teaching Astronomy Classes and Labs in a Smart Classroom

    NASA Astrophysics Data System (ADS)

    Gugliucci, Nicole E.

    2017-01-01

    Saint Anselm College is a small liberal arts college in New Hampshire with an enrollment of approximately 1900 students. All students are required to take one science course with a laboratory component. Introduction to Astronomy is now being offered in regular rotation in the Department of Physics, taking advantage of the new "smart" classrooms with the technology and set up to encourage active learning. These classrooms seat 25 students and feature 5 "pods," each with their own screen that can be hooked up to a student computer or one of the iPads available to the professor. I will present how these classrooms are used for Introduction to Astronomy and related courses under development for active learning. Since the class requires a laboratory component and New Hampshire weather is notably unpredictable, the smart classroom offers an alternative using freely available computer simulations to allow for an alternative indoor laboratory experience.

  7. Cognitive Components Underpinning the Development of Model-Based Learning

    PubMed Central

    Potter, Tracey C.S.; Bryce, Nessa V.; Hartley, Catherine A.

    2016-01-01

    Reinforcement learning theory distinguishes “model-free” learning, which fosters reflexive repetition of previously rewarded actions, from “model-based” learning, which recruits a mental model of the environment to flexibly select goal-directed actions. Whereas model-free learning is evident across development, recruitment of model-based learning appears to increase with age. However, the cognitive processes underlying the development of model-based learning remain poorly characterized. Here, we examined whether age-related differences in cognitive processes underlying the construction and flexible recruitment of mental models predict developmental increases in model-based choice. In a cohort of participants aged 9–25, we examined whether the abilities to infer sequential regularities in the environment (“statistical learning”), maintain information in an active state (“working memory”) and integrate distant concepts to solve problems (“fluid reasoning”) predicted age-related improvements in model-based choice. We found that age-related improvements in statistical learning performance did not mediate the relationship between age and model-based choice. Ceiling performance on our working memory assay prevented examination of its contribution to model-based learning. However, age-related improvements in fluid reasoning statistically mediated the developmental increase in the recruitment of a model-based strategy. These findings suggest that gradual development of fluid reasoning may be a critical component process underlying the emergence of model-based learning. PMID:27825732

  8. Learning about the Unit Cell and Crystal Lattice with Computerized Simulations and Games: A Pilot Study

    ERIC Educational Resources Information Center

    Luealamai, Sutha; Panijpan, Bhinyo

    2012-01-01

    The authors have developed a computer-based learning module on the unit cell of various types of crystal. The module has two components: the virtual unit cell (VUC) part and the subsequent unit cell hunter part. The VUC is a virtual reality simulation for students to actively arrive at the unit cell from exploring, from a broad view, the crystal…

  9. Individual Differences in Planning-Related Activities for Simple Digital Circuit Design

    DTIC Science & Technology

    1994-01-01

    Learning Technology Center Vanderbilt University 94-1 Box 45, Peabody Nashville, TN 37203 g. SPONSORING/ MONITORING AGENCY NAME(S) AND ADDRESS(ES) 10...they learned in class, rather than first constructing a deeper understanding of what role each component played in the problem-solving process. One of...Pezdek, & W. P. Banks (Eds.), Application of cognitive psychology: Problen, suiving, education and computing (pp. 123-137). Hillsdale, NJ: Erlbaum. Chase

  10. Role of the serotonin 5-HT(2A) receptor in learning.

    PubMed

    Harvey, John A

    2003-01-01

    This study reviews the role of the serotonin 5-HT2A receptor in learning as measured by the acquisition of the rabbit's classically conditioning nictitating membrane response, a component of the eyeblink response. Agonists at the 5-HT2A receptor including LSD (d-lysergic acid diethylamide) enhanced associative learning at doses that produce cognitive effects in humans. Some antagonists such as BOL (d-bromolysergic acid diethylamide), LY53,857, and ketanserin acted as neutral antagonists in that they had no effect on learning, whereas others (MDL11,939, ritanserin, and mianserin) acted as inverse agonists in that they retarded learning through an action at the 5-HT2A receptor. These results were placed in the context of what is known concerning the anatomical distribution and electrophysiological effects of 5-HT2A receptor activation in frontal cortex and hippocampus, as well as the role of cortical 5-HT2A receptors in schizophrenia. It was concluded that the 5-HT2A receptor demonstrates constitutive activity, and that variations in this activity can produce profound alterations in cognitive states.

  11. Confronting Scientific Misconceptions by Fostering a Classroom of Scientists in the Introductory Biology Lab

    ERIC Educational Resources Information Center

    Holding, Matthew L.; Denton, Robert D.; Kulesza, Amy E.; Ridgway, Judith S.

    2014-01-01

    A fundamental component of science curricula is the understanding of scientific inquiry. Although recent trends favor using student inquiry to learn concepts through hands-on activities, it is often unclear to students where the line is drawn between the content and the process of science. This activity explicitly introduces students to the…

  12. Identifying key features of effective active learning: the effects of writing and peer discussion.

    PubMed

    Linton, Debra L; Pangle, Wiline M; Wyatt, Kevin H; Powell, Karli N; Sherwood, Rachel E

    2014-01-01

    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 three sections taught by three different instructors in a full factorial design. The data set was analyzed by generalized linear mixed-effect models with three independent variables: student aptitude, treatment, and instructor, and three dependent (assessment) variables: change in score on pre- and postactivity clicker questions, and coding scores on in-class writing and exam essays. All independent variables had significant effects on student performance for at least one of the dependent variables. Students with higher aptitude scored higher on all assessments. Student scores were higher on exam essay questions when the activity was implemented with a writing component compared with peer discussion only. There was a significant effect of instructor, with instructors showing different degrees of effectiveness with active-learning techniques. We suggest that individual writing should be implemented as part of active learning whenever possible and that instructors may need training and practice to become effective with active learning. © 2014 D. L. Linton et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  13. Brain mapping in cognitive disorders: a multidisciplinary approach to learning the tools and applications of functional neuroimaging

    PubMed Central

    Kelley, Daniel J; Johnson, Sterling C

    2007-01-01

    Background With rapid advances in functional imaging methods, human studies that feature functional neuroimaging techniques are increasing exponentially and have opened a vast arena of new possibilities for understanding brain function and improving the care of patients with cognitive disorders in the clinical setting. There is a growing need for medical centers to offer clinically relevant functional neuroimaging courses that emphasize the multifaceted and multidisciplinary nature of this field. In this paper, we describe the implementation of a functional neuroimaging course focusing on cognitive disorders that might serve as a model for other medical centers. We identify key components of an active learning course design that impact student learning gains in methods and issues pertaining to functional neuroimaging that deserve consideration when optimizing the medical neuroimaging curriculum. Methods Learning gains associated with the course were assessed using polychoric correlation analysis of responses to the SALG (Student Assessment of Learning Gains) instrument. Results Student gains in the functional neuroimaging of cognition as assessed by the SALG instrument were strongly associated with several aspects of the course design. Conclusion Our implementation of a multidisciplinary and active learning functional neuroimaging course produced positive learning outcomes. Inquiry-based learning activities and an online learning environment contributed positively to reported gains. This functional neuroimaging course design may serve as a useful model for other medical centers. PMID:17953758

  14. Service-learning in Higher Education Relevant to the Promotion of Physical Activity, Healthful Eating, and Prevention of Obesity

    PubMed Central

    Rosenkranz, Richard R

    2012-01-01

    Service-learning is a type of experiential teaching and learning strategy combining classroom instruction and meaningful community service and guided activities for reflection. This educational approach has been used frequently in higher education settings, including an array of disciplines such as medicine, theology, public health, physical education, nutrition, psychology, anthropology, and sociology. The purpose of the present review paper was to provide guidance on the use of service-learning within higher education, relevant to the preventive medicine and public health topics of healthful eating, physical activity, and obesity prevention. In service-learning, coursework is structured to address community needs, and to benefit students through the real-world application of knowledge. The benefits for students include positive impacts on social skills, empathy, awareness, understanding, and concern regarding community issues, plus greater confidence and skills to work with diverse populations, increased awareness of community resources, improved motivation, and enhanced knowledge. Educational institutions may also benefit through improved “town and gown” relations, as strong ties, partnerships, and mutually beneficial activities take place. The present literature review describes several service-learning applications such as nutrition education for kids, dietary improvement for seniors, foodservice recipe modification on a college campus, an intergenerational physical activity program for nursing home residents, motor skill development in kindergarteners, organized elementary school recess physical activities, health education, and obesity prevention in children. From this review, service-learning appears to have great potential as a flexible component of academic coursework in the areas of preventive medicine and public health. PMID:23112892

  15. Service-learning in Higher Education Relevant to the Promotion of Physical Activity, Healthful Eating, and Prevention of Obesity.

    PubMed

    Rosenkranz, Richard R

    2012-10-01

    Service-learning is a type of experiential teaching and learning strategy combining classroom instruction and meaningful community service and guided activities for reflection. This educational approach has been used frequently in higher education settings, including an array of disciplines such as medicine, theology, public health, physical education, nutrition, psychology, anthropology, and sociology. The purpose of the present review paper was to provide guidance on the use of service-learning within higher education, relevant to the preventive medicine and public health topics of healthful eating, physical activity, and obesity prevention. In service-learning, coursework is structured to address community needs, and to benefit students through the real-world application of knowledge. The benefits for students include positive impacts on social skills, empathy, awareness, understanding, and concern regarding community issues, plus greater confidence and skills to work with diverse populations, increased awareness of community resources, improved motivation, and enhanced knowledge. Educational institutions may also benefit through improved "town and gown" relations, as strong ties, partnerships, and mutually beneficial activities take place. The present literature review describes several service-learning applications such as nutrition education for kids, dietary improvement for seniors, foodservice recipe modification on a college campus, an intergenerational physical activity program for nursing home residents, motor skill development in kindergarteners, organized elementary school recess physical activities, health education, and obesity prevention in children. From this review, service-learning appears to have great potential as a flexible component of academic coursework in the areas of preventive medicine and public health.

  16. Hidden word learning capacity through orthography in aphasia.

    PubMed

    Tuomiranta, Leena M; Càmara, Estela; Froudist Walsh, Seán; Ripollés, Pablo; Saunavaara, Jani P; Parkkola, Riitta; Martin, Nadine; Rodríguez-Fornells, Antoni; Laine, Matti

    2014-01-01

    The ability to learn to use new words is thought to depend on the integrity of the left dorsal temporo-frontal speech processing pathway. We tested this assumption in a chronic aphasic individual (AA) with an extensive left temporal lesion using a new-word learning paradigm. She exhibited severe phonological problems and Magnetic Resonance Imaging (MRI) suggested a complete disconnection of this left-sided white-matter pathway comprising the arcuate fasciculus (AF). Diffusion imaging tractography confirmed the disconnection of the direct segment and the posterior indirect segment of her left AF, essential components of the left dorsal speech processing pathway. Despite her left-hemispheric damage and moderate aphasia, AA learned to name and maintain the novel words in her active vocabulary on par with healthy controls up to 6 months after learning. This exceeds previous demonstrations of word learning ability in aphasia. Interestingly, AA's preserved word learning ability was modality-specific as it was observed exclusively for written words. Functional magnetic resonance imaging (fMRI) revealed that in contrast to normals, AA showed a significantly right-lateralized activation pattern in the temporal and parietal regions when engaged in reading. Moreover, learning of visually presented novel word-picture pairs also activated the right temporal lobe in AA. Both AA and the controls showed increased activation during learning of novel versus familiar word-picture pairs in the hippocampus, an area critical for associative learning. AA's structural and functional imaging results suggest that in a literate person, a right-hemispheric network can provide an effective alternative route for learning of novel active vocabulary. Importantly, AA's previously undetected word learning ability translated directly into therapy, as she could use written input also to successfully re-learn and maintain familiar words that she had lost due to her left hemisphere lesion. Copyright © 2013 Elsevier Ltd. All rights reserved.

  17. Provision of Training for the IT Industry: The ELEVATE Project

    NASA Astrophysics Data System (ADS)

    Paraskakis, Iraklis; Konstantinidis, Andreas; Bouras, Thanassis; Perakis, Kostas; Pantelopoulos, Stelios; Hatziapostolou, Thanos

    This paper will present ELEVATE that aims to deliver an innovative training, educational and certification environment integrating the application software to be taught with the training procedure. ELEVATE aspires to address the training needs of software development SMEs and the solution proposed is based on three basic notions: to provide competence training that is tailored to the needs of the individual trainee, to allow the trainee to carry out authentic activities as well as problem based learning that draws from real life scenarios and finally to allow for the assessment and certification of the skills and competences acquired. In order to achieve the desired results the ELEVATE architecture utilises an Interactive Interoperability Layer, an Intelligent Personalization Trainer as well as the Training, Evaluation & Certification component. As an end product, the ELEVATE project The ELEVATE pedagogical model is based on blended learning, the e-Training component (an intelligent system that provides tailored training) and Learning 2.0.

  18. [Digital learning and teaching in medical education : Already there or still at the beginning?

    PubMed

    Kuhn, Sebastian; Frankenhauser, Susanne; Tolks, Daniel

    2018-02-01

    The current choice of digital teaching and learning formats in medicine is very heterogeneous. In addition to the widely used classical static formats, social communication tools, audio/video-based media, interactive formats, and electronic testing systems enrich the learning environment.For medical students, the private use of digital media is not necessarily linked to their meaningful use in the study. Many gain their experience of digital learning in the sense of "assessment drives learning", especially by taking online exams in a passive, consuming role. About half of all medical students can be referred to as "e-examinees" whose handling of digital learning is primarily focused on online exam preparation. Essentially, they do not actively influence their digital environment. Only a quarter can be identified as a "digital all-rounder", who compiles their individual learning portfolio from the broad range of digital media.At present, the use of digital media is not yet an integral and comprehensive component of the teaching framework of medical studies in Germany, but is rather used in the sense of a punctual teaching enrichment. Current trends in digital teaching and learning offerings are mobile, interactive, and personalized platforms as well as increasing the relevance of learning platforms. Furthermore, didactical concepts targeting the changed learning habits of the students are more successful regarding the acceptance and learning outcomes. In addition, digitalization is currently gaining importance as a component in the medical school curricula.

  19. An Incremental Type-2 Meta-Cognitive Extreme Learning Machine.

    PubMed

    Pratama, Mahardhika; Zhang, Guangquan; Er, Meng Joo; Anavatti, Sreenatha

    2017-02-01

    Existing extreme learning algorithm have not taken into account four issues: 1) complexity; 2) uncertainty; 3) concept drift; and 4) high dimensionality. A novel incremental type-2 meta-cognitive extreme learning machine (ELM) called evolving type-2 ELM (eT2ELM) is proposed to cope with the four issues in this paper. The eT2ELM presents three main pillars of human meta-cognition: 1) what-to-learn; 2) how-to-learn; and 3) when-to-learn. The what-to-learn component selects important training samples for model updates by virtue of the online certainty-based active learning method, which renders eT2ELM as a semi-supervised classifier. The how-to-learn element develops a synergy between extreme learning theory and the evolving concept, whereby the hidden nodes can be generated and pruned automatically from data streams with no tuning of hidden nodes. The when-to-learn constituent makes use of the standard sample reserved strategy. A generalized interval type-2 fuzzy neural network is also put forward as a cognitive component, in which a hidden node is built upon the interval type-2 multivariate Gaussian function while exploiting a subset of Chebyshev series in the output node. The efficacy of the proposed eT2ELM is numerically validated in 12 data streams containing various concept drifts. The numerical results are confirmed by thorough statistical tests, where the eT2ELM demonstrates the most encouraging numerical results in delivering reliable prediction, while sustaining low complexity.

  20. A clinically integrated curriculum in Evidence-based Medicine for just-in-time learning through on-the-job training: The EU-EBM project

    PubMed Central

    Coppus, Sjors FPJ; Emparanza, Jose I; Hadley, Julie; Kulier, Regina; Weinbrenner, Susanne; Arvanitis, Theodoros N; Burls, Amanda; Cabello, Juan B; Decsi, Tamas; Horvath, Andrea R; Kaczor, Marcin; Zanrei, Gianni; Pierer, Karin; Stawiarz, Katarzyna; Kunz, Regina; Mol, Ben WJ; Khan, Khalid S

    2007-01-01

    Background Over the last years key stake holders in the healthcare sector have increasingly recognised evidence based medicine (EBM) as a means to improving the quality of healthcare. However, there is considerable uncertainty about the best way to disseminate basic knowledge of EBM. As a result, huge variation in EBM educational provision, setting, duration, intensity, content, and teaching methodology exists across Europe and worldwide. Most courses for health care professionals are delivered outside the work context ('stand alone') and lack adaptation to the specific needs for EBM at the learners' workplace. Courses with modern 'adaptive' EBM teaching that employ principles of effective continuing education might fill that gap. We aimed to develop a course for post-graduate education which is clinically integrated and allows maximum flexibility for teachers and learners. Methods A group of experienced EBM teachers, clinical epidemiologists, clinicians and educationalists from institutions from eight European countries participated. We used an established methodology of curriculum development to design a clinically integrated EBM course with substantial components of e-learning. An independent European steering committee provided input into the process. Results We defined explicit learning objectives about knowledge, skills, attitudes and behaviour for the five steps of EBM. A handbook guides facilitator and learner through five modules with clinical and e-learning components. Focussed activities and targeted assignments round off the learning process, after which each module is formally assessed. Conclusion The course is learner-centred, problem-based, integrated with activities in the workplace and flexible. When successfully implemented, the course is designed to provide just-in-time learning through on-the-job-training, with the potential for teaching and learning to directly impact on practice. PMID:18042271

  1. A clinically integrated curriculum in evidence-based medicine for just-in-time learning through on-the-job training: the EU-EBM project.

    PubMed

    Coppus, Sjors F P J; Emparanza, Jose I; Hadley, Julie; Kulier, Regina; Weinbrenner, Susanne; Arvanitis, Theodoros N; Burls, Amanda; Cabello, Juan B; Decsi, Tamas; Horvath, Andrea R; Kaczor, Marcin; Zanrei, Gianni; Pierer, Karin; Stawiarz, Katarzyna; Kunz, Regina; Mol, Ben W J; Khan, Khalid S

    2007-11-27

    Over the last years key stake holders in the healthcare sector have increasingly recognised evidence based medicine (EBM) as a means to improving the quality of healthcare. However, there is considerable uncertainty about the best way to disseminate basic knowledge of EBM. As a result, huge variation in EBM educational provision, setting, duration, intensity, content, and teaching methodology exists across Europe and worldwide. Most courses for health care professionals are delivered outside the work context ('stand alone') and lack adaptation to the specific needs for EBM at the learners' workplace. Courses with modern 'adaptive' EBM teaching that employ principles of effective continuing education might fill that gap. We aimed to develop a course for post-graduate education which is clinically integrated and allows maximum flexibility for teachers and learners. A group of experienced EBM teachers, clinical epidemiologists, clinicians and educationalists from institutions from eight European countries participated. We used an established methodology of curriculum development to design a clinically integrated EBM course with substantial components of e-learning. An independent European steering committee provided input into the process. We defined explicit learning objectives about knowledge, skills, attitudes and behaviour for the five steps of EBM. A handbook guides facilitator and learner through five modules with clinical and e-learning components. Focussed activities and targeted assignments round off the learning process, after which each module is formally assessed. The course is learner-centred, problem-based, integrated with activities in the workplace and flexible. When successfully implemented, the course is designed to provide just-in-time learning through on-the-job-training, with the potential for teaching and learning to directly impact on practice.

  2. Predictive codes of familiarity and context during the perceptual learning of facial identities

    NASA Astrophysics Data System (ADS)

    Apps, Matthew A. J.; Tsakiris, Manos

    2013-11-01

    Face recognition is a key component of successful social behaviour. However, the computational processes that underpin perceptual learning and recognition as faces transition from unfamiliar to familiar are poorly understood. In predictive coding, learning occurs through prediction errors that update stimulus familiarity, but recognition is a function of both stimulus and contextual familiarity. Here we show that behavioural responses on a two-option face recognition task can be predicted by the level of contextual and facial familiarity in a computational model derived from predictive-coding principles. Using fMRI, we show that activity in the superior temporal sulcus varies with the contextual familiarity in the model, whereas activity in the fusiform face area covaries with the prediction error parameter that updated facial familiarity. Our results characterize the key computations underpinning the perceptual learning of faces, highlighting that the functional properties of face-processing areas conform to the principles of predictive coding.

  3. Exploring an experiential learning project through Kolb's Learning Theory using a qualitative research method

    NASA Astrophysics Data System (ADS)

    Yuk Chan, Cecilia Ka

    2012-08-01

    Experiential learning pedagogy is taking a lead in the development of graduate attributes and educational aims as these are of prime importance for society. This paper shows a community service experiential project conducted in China. The project enabled students to serve the affected community in a post-earthquake area by applying their knowledge and skills. This paper documented the students' learning process from their project goals, pre-trip preparations, work progress, obstacles encountered to the final results and reflections. Using the data gathered from a focus group interview approach, the four components of Kolb's learning cycle, the concrete experience, reflection observation, abstract conceptualisation and active experimentation, have been shown to transform and internalise student's learning experience, achieving a variety of learning outcomes. The author will also explore how this community service type of experiential learning in the engineering discipline allowed students to experience deep learning and develop their graduate attributes.

  4. Assessing physics learning identity: Survey development and validation

    NASA Astrophysics Data System (ADS)

    Li, Sissi L.; Demaree, Dedra

    2012-02-01

    Innovative curricula aim to improve content knowledge and the goal of helping students develop practices and skills of authentic scientist through active engagement learning. To students, these classroom practices often seem very different from their previous learning experiences in terms of behavioral expectations, learning attitude, and what learning means. We propose that productive participation in these learning environments require students to modify their identity as learners in addition to refining their science conceptual understanding. In order to measure changes in learning identity, we developed a 49-item survey to assess students' 1) expectations of student and teacher roles, 2) self efficacy towards skills supported in the Investigative Science Learning Environment (ISLE) and 3) attitudes towards social learning. Using principle components exploratory factor analysis, we have established two reliable factors with subscales that measure these student characteristics. This paper presents the survey development, validation and pilot study results.

  5. Experiences of Agency for Healthcare Research and Quality-funded projects that implemented practices for safer patient care.

    PubMed

    Taylor, Stephanie L; Ridgely, M Susan; Greenberg, Michael D; Sorbero, Melony E S; Teleki, Stephanie S; Damberg, Cheryl L; Farley, Donna O

    2009-04-01

    To synthesize lessons learned from the experiences of Agency for Healthcare Research and Quality-funded patient safety projects in implementing safe practices. Self-reported data from individual and group interviews with Original, Challenge, and Partnerships in Implementing Patient Safety (PIPS) grantees, from 2003 to 2006. Interviews with three grantee groups (n=60 total) implementing safe practice projects, with comparisons on factors influencing project implementation and sustainability. Semi-structured protocols contained open-ended questions on lessons learned and more structured questions on factors associated with project implementation and sustainability. The grantees shared common experiences, frequently identifying lessons learned regarding structural components needing to be in place before implementation, components of the implementation process, components of interventions' results needed for sustainability, changes in timelines or activities, unanticipated issues, and staff acceptance/adoption. Also, fewer Original grants had many of the factors related project to implementation/sustainability than the PIPS or Challenge grantees had. Although much of what was reported seemed like common sense, surprisingly few projects actually planned for or expected many of the barriers or facilitators they experienced during their project implementation. Others implementing practice improvements likely will share the experiences and issues identified by these implementation projects and can learn from their lessons.

  6. Enhancing students' learning in problem based learning: validation of a self-assessment scale for active learning and critical thinking.

    PubMed

    Khoiriyah, Umatul; Roberts, Chris; Jorm, Christine; Van der Vleuten, C P M

    2015-08-26

    Problem based learning (PBL) is a powerful learning activity but fidelity to intended models may slip and student engagement wane, negatively impacting learning processes, and outcomes. One potential solution to solve this degradation is by encouraging self-assessment in the PBL tutorial. Self-assessment is a central component of the self-regulation of student learning behaviours. There are few measures to investigate self-assessment relevant to PBL processes. We developed a Self-assessment Scale on Active Learning and Critical Thinking (SSACT) to address this gap. We wished to demonstrated evidence of its validity in the context of PBL by exploring its internal structure. We used a mixed methods approach to scale development. We developed scale items from a qualitative investigation, literature review, and consideration of previous existing tools used for study of the PBL process. Expert review panels evaluated its content; a process of validation subsequently reduced the pool of items. We used structural equation modelling to undertake a confirmatory factor analysis (CFA) of the SSACT and coefficient alpha. The 14 item SSACT consisted of two domains "active learning" and "critical thinking." The factorial validity of SSACT was evidenced by all items loading significantly on their expected factors, a good model fit for the data, and good stability across two independent samples. Each subscale had good internal reliability (>0.8) and strongly correlated with each other. The SSACT has sufficient evidence of its validity to support its use in the PBL process to encourage students to self-assess. The implementation of the SSACT may assist students to improve the quality of their learning in achieving PBL goals such as critical thinking and self-directed learning.

  7. Getting the most out of Student Selected Components: 12 tips for participating students.

    PubMed

    Riley, Simon C; Gibbs, Trevor J; Ferrell, William R; Nelson, Peter R; Smith, W Cairns S; Murphy, Michael J

    2009-10-01

    Student Selected Components (SSCs) are an established feature of UK undergraduate medical curricula that offer students choice. They represent a large investment in time and resources. Although programmes vary between Schools, the major learning objectives remain broadly similar. Providing students engage fully with the activity, the final learning outcomes should also be comparable. However, engaging effectively and purposefully with such programmes may not be a clear and straightforward process for students. To present the challenges and solutions to inform students how to derive the greatest benefit from the learning activities in their SSC programmes. Synthesis of the accumulated experience over more than 10 years of developing, running and evaluating SSCs by the Directors of SSCs in five Scottish Medical Schools, combined with analysis of course evaluation and student feedback. Consensus defined 12 tips aimed at improving the approach taken by students to their SSCs, and to provide a structure to maximise their final learning outcomes. SSC programmes provide diverse opportunities for students to develop and expand their learning. With increasing emphasis being placed upon student assessment to judge a wide range of professional skills and standards into foundation and specialist training, much greater importance is now being given to SSCs as an opportunity for personal, professional and academic developments. However, it is important that this is performed in a purposeful manner to maximise this opportunity. These 12 tips provide guidance to students on how they can maximise the opportunity presented to them by SSCs.

  8. Wearable Sensor Data Classification for Human Activity Recognition Based on an Iterative Learning Framework.

    PubMed

    Davila, Juan Carlos; Cretu, Ana-Maria; Zaremba, Marek

    2017-06-07

    The design of multiple human activity recognition applications in areas such as healthcare, sports and safety relies on wearable sensor technologies. However, when making decisions based on the data acquired by such sensors in practical situations, several factors related to sensor data alignment, data losses, and noise, among other experimental constraints, deteriorate data quality and model accuracy. To tackle these issues, this paper presents a data-driven iterative learning framework to classify human locomotion activities such as walk, stand, lie, and sit, extracted from the Opportunity dataset. Data acquired by twelve 3-axial acceleration sensors and seven inertial measurement units are initially de-noised using a two-stage consecutive filtering approach combining a band-pass Finite Impulse Response (FIR) and a wavelet filter. A series of statistical parameters are extracted from the kinematical features, including the principal components and singular value decomposition of roll, pitch, yaw and the norm of the axial components. The novel interactive learning procedure is then applied in order to minimize the number of samples required to classify human locomotion activities. Only those samples that are most distant from the centroids of data clusters, according to a measure presented in the paper, are selected as candidates for the training dataset. The newly built dataset is then used to train an SVM multi-class classifier. The latter will produce the lowest prediction error. The proposed learning framework ensures a high level of robustness to variations in the quality of input data, while only using a much lower number of training samples and therefore a much shorter training time, which is an important consideration given the large size of the dataset.

  9. Learning portfolio models in health regulatory colleges of Ontario, Canada.

    PubMed

    Tompkins, Marianne; Paquette-Frenette, Denise

    2010-01-01

    Health regulatory colleges promote continued competence by requiring members to submit yearly portfolios that document learning. Previous studies conclude that portfolios can be valuable tools to promote continuous learning in health college members, but portfolios are time-consuming to complete and difficult to evaluate. This exploratory study compares the features of portfolio models in regulatory colleges, as a basis for future studies. Data were collected through a document review of the portfolio models described on the Web sites of 14 Canadian health regulatory colleges. All models contain 3 common components of self-directed learning: (1) self-diagnosis, (2) learning plan and activities, and (3) self-evaluation. Several include member profiles and peer feedback. A broad range of formal, nonformal, and informal activities are accepted as evidence of learning; a few colleges restrict learners' freedom in selecting these activities. There is a dual philosophy of learning in portfolio models that includes both humanist and technical paradigms. Low numbers of members are selected for audit of completed portfolios. The possibility of last-minute preparation and the lack of support to members who struggle with self-directed learning methods are issues to be resolved. Although portfolios are designed to enhance learning and reflection, quality cannot be ensured unless compliance is enforced, and learning outcomes are measured. Professionals should be guided regarding how to complete portfolios. More health regulatory colleges should announce the number of portfolios they audit. In general, the number of portfolios audited by each profession may need to be increased.

  10. Active learning: learning a motor skill without a coach.

    PubMed

    Huang, Vincent S; Shadmehr, Reza; Diedrichsen, Jörn

    2008-08-01

    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.

  11. National education program for energy efficient illumination engineering

    NASA Astrophysics Data System (ADS)

    Walker, Constance E.; Pompea, Stephen M.

    2011-05-01

    About one-third of outdoor lighting escapes unused into the sky, wasting energy and causing sky glow. Because of excessive sky glow around astronomical facilities, the National Optical Astronomy Observatory has a strong motivation to lead light pollution education efforts. While our original motivation of preserving the dark skies near observatories is still important, energy conservation is a critical problem that needs to be addressed nationwide. To address this problem we have created an extensive educational program on understanding and measuring light pollution. A set of four learning experiences introduces school students at all grade levels to basic energy-responsive illumination engineering design principles that can minimize light pollution. We created and utilize the GLOBE at Night citizen science light pollution assessment campaign as a cornerstone activity. We also utilize educational activities on light shielding that are introduced through a teaching kit. These two components provide vocabulary, concepts, and visual illustrations of the causes of light pollution. The third, more advanced component is the school outdoor lighting audit, which has students perform an audit and produce a revised master plan for compliant lighting. These learning experiences provide an integrated learning unit that is highly adaptable for U.S. and international education efforts in this area.

  12. Secondary School Chemistry Teacher's Current Use of Laboratory Activities and the Impact of Expense on Their Laboratory Choices

    ERIC Educational Resources Information Center

    Boesdorfer, Sarah B.; Livermore, Robin A.

    2018-01-01

    In the United States with the Next Generation Science Standards (NGSS)'s emphasis on learning science while doing science, laboratory activities in the secondary school chemistry continues to be an important component of a strong curriculum. Laboratory equipment and consumable materials create a unique expense which chemistry teachers and schools…

  13. The Formation of Learners' Motivation to Study Physics in Terms of Sustainable Development of Education in Ukraine

    ERIC Educational Resources Information Center

    Korsun, Igor

    2017-01-01

    This study is aimed at creating a general technique for the formation of learners' interest in physics in the context of sustainable development of education. The active means of training and active learning methods are the components of this technique. The sequence of interest formation for physics in the context of sustainable development of…

  14. Best Practices in Prevention: A Curriculum on Alcohol, Tobacco and Other Drugs, and Violence. Grades 6 and 7. Life Skills Component. Project Oz.

    ERIC Educational Resources Information Center

    Bilyk-Glancy, Joanne; Caison, Shelia; Campbell, Melissa; Carlton, Chris; Dobbins, Mike; Menkhaus, Lisa; Nappi, Beth; Payne, Sue; Rankaitis, Peter; Sutton, Arthur; Wisted, Nancy

    Project Oz is a not-for-profit special services agency providing drug education and crisis intervention services. Project Oz curricula provide compact and well-researched information for teachers, supplemented by student learning activities that reinforce the lecture portions of the topic. These activities are grade-appropriate and incorporate…

  15. Best Practices in Prevention: A Curriculum on Alcohol, Tobacco and Other Drugs, and Violence. Grades 6 and 7. Violence Prevention Component. Project Oz.

    ERIC Educational Resources Information Center

    Bilyk-Glancy, Joanne; Caison, Shelia; Campbell, Melissa; Carlton, Chris; Dobbins, Mike; Menkhaus, Lisa; Nappi, Beth; Payne, Sue; Rankaitis, Peter; Sutton, Arthur; Wisted, Nancy

    Project Oz is a not-for-profit special services agency providing drug education and crisis intervention services. Project Oz curricula provide compact and well-researched information for teachers, supplemented by student learning activities that reinforce the lecture portions of the topic. These activities are grade-appropriate and incorporate…

  16. Best Practices in Prevention: A Curriculum on Alcohol, Tobacco and Other Drugs, and Violence. Grades 6 and 7. Drug Education Component. Project Oz.

    ERIC Educational Resources Information Center

    Bilyk-Glancy, Joanne; Caison, Shelia; Campbell, Melissa; Carlton, Chris; Dobbins, Mike; Menkhaus, Lisa; Nappi, Beth; Payne, Sue; Rankaitis, Peter; Sutton, Arthur; Wisted, Nancy

    Project Oz is a not-for-profit special services agency providing drug education and crisis intervention services. Project Oz curricula provide compact and well-researched information for teachers, supplemented by student learning activities that reinforce the lecture portions of the topic. These activities are grade-appropriate and incorporate…

  17. Best Practices in Prevention: A Curriculum on Alcohol, Tobacco and Other Drugs, and Violence. Grades 4 and 5. Violence Component. Project Oz.

    ERIC Educational Resources Information Center

    Bilyk-Glancy, Joanne; Carlton, Chris; Dobbins, E. Mike; Fisher, Barbara; Menkhaus, Lisa

    Project Oz is a not-for-profit special services agency providing drug education and crisis intervention services. Project Oz curricula provide compact and well-researched information for teachers, supplemented by student learning activities that reinforce the lecture portions of the topic. These activities are grade-appropriate and incorporate…

  18. El Silencio: a rural community of learners and media creators.

    PubMed

    Urrea, Claudia

    2010-01-01

    A one-to-one learning environment, where each participating student and the teacher use a laptop computer, provides an invaluable opportunity for rethinking learning and studying the ways in which children can program computers and learn to think about their own thinking styles and become epistemologists. This article presents a study done in a rural school in Costa Rica in which students used computers to create media. Three important components of the work are described: (1) student-owned technology that can accompany students as they interact at home and in the broader community, (2) activities that are designed with sufficient scope to encourage the appropriation of powerful ideas, and (3) teacher engagement in activity design with simultaneous support from a knowledge network of local and international colleagues and mentors.

  19. Supramammillary serotonin reduction alters place learning and concomitant hippocampal, septal, and supramammillar theta activity in a Morris water maze.

    PubMed

    Hernández-Pérez, J Jesús; Gutiérrez-Guzmán, Blanca E; López-Vázquez, Miguel Á; Olvera-Cortés, María E

    2015-01-01

    Hippocampal theta activity is related to spatial information processing, and high-frequency theta activity, in particular, has been linked to efficient spatial memory performance. Theta activity is regulated by the synchronizing ascending system (SAS), which includes mesencephalic and diencephalic relays. The supramamillary nucleus (SUMn) is located between the reticularis pontis oralis and the medial septum (MS), in close relation with the posterior hypothalamic nucleus (PHn), all of which are part of this ascending system. It has been proposed that the SUMn plays a role in the modulation of hippocampal theta-frequency; this could occur through direct connections between the SUMn and the hippocampus or through the influence of the SUMn on the MS. Serotonergic raphe neurons prominently innervate the hippocampus and several components of the SAS, including the SUMn. Serotonin desynchronizes hippocampal theta activity, and it has been proposed that serotonin may regulate learning through the modulation of hippocampal synchrony. In agreement with this hypothesis, serotonin depletion in the SUMn/PHn results in deficient spatial learning and alterations in CA1 theta activity-related learning in a Morris water maze. Because it has been reported that SUMn inactivation with lidocaine impairs the consolidation of reference memory, we asked whether changes in hippocampal theta activity related to learning would occur through serotonin depletion in the SUMn, together with deficiencies in memory. We infused 5,7-DHT bilaterally into the SUMn in rats and evaluated place learning in the standard Morris water maze task. Hippocampal (CA1 and dentate gyrus), septal and SUMn EEG were recorded during training of the test. The EEG power in each region and the coherence between the different regions were evaluated. Serotonin depletion in the SUMn induced deficient spatial learning and altered the expression of hippocampal high-frequency theta activity. These results provide evidence in support of a role for serotonin as a modulator of hippocampal learning, acting through changes in the synchronicity evoked in several relays of the SAS.

  20. Temporal components of the motor patterns expressed by the human spinal cord reflect foot kinematics.

    PubMed

    Ivanenko, Yuri P; Grasso, Renato; Zago, Myrka; Molinari, Marco; Scivoletto, Giorgio; Castellano, Vincenzo; Macellari, Velio; Lacquaniti, Francesco

    2003-11-01

    What are the building blocks with which the human spinal cord constructs the motor patterns of locomotion? In principle, they could correspond to each individual activity pattern in dozens of different muscles. Alternatively, there could exist a small set of constituent temporal components that are common to all activation patterns and reflect global kinematic goals. To address this issue, we studied patients with spinal injury trained to step on a treadmill with body weight support. Patients learned to produce foot kinematics similar to that of healthy subjects but with activity patterns of individual muscles generally different from the control group. Hidden in the muscle patterns, we found a basic set of five temporal components, whose flexible combination accounted for the wide range of muscle patterns recorded in both controls and patients. Furthermore, two of the components were systematically related to foot kinematics across different stepping speeds and loading conditions. We suggest that the components are related to control signals output by spinal pattern generators, normally under the influence of descending and afferent inputs.

  1. Preparing Twice Exceptional Students for Adult Lives: A Critical Need.

    ERIC Educational Resources Information Center

    Hua, C. Bruce; Coleman, Mary Ruth

    2002-01-01

    Six necessary program components to prepare gifted students with disabilities for productive adult lives are identified: provide challenging educational experiences along with supports, facilitate passion learning through enrichment activities, empower students through student-centered planning, develop self-advocacy, enhance positive social…

  2. Welcome to the Wonderful World of Science and Agriculture: How to Read a Fertilizer Label.

    ERIC Educational Resources Information Center

    Emery, Pamela

    1994-01-01

    Presents an activity that enables students to learn how to read a fertilizer label, to understand the components of fertilizers, and to compare natural and man-made fertilizers. Includes background information and student worksheets. (DDR)

  3. P.E. for Preschoolers: The Right Way.

    ERIC Educational Resources Information Center

    Gabbard, Carl

    1995-01-01

    Play and well-designed motor activities may be ideal media to facilitate young children's learning. Last year, the Council on Physical Education for Children produced a position statement contrasting developmentally appropriate and inappropriate practices in 25 program components, including curriculum, teaching strategies, motor skills…

  4. A Methodology for the Hybridization Based in Active Components: The Case of cGA and Scatter Search

    PubMed Central

    Alba, Enrique; Leguizamón, Guillermo

    2016-01-01

    This work presents the results of a new methodology for hybridizing metaheuristics. By first locating the active components (parts) of one algorithm and then inserting them into second one, we can build efficient and accurate optimization, search, and learning algorithms. This gives a concrete way of constructing new techniques that contrasts the spread ad hoc way of hybridizing. In this paper, the enhanced algorithm is a Cellular Genetic Algorithm (cGA) which has been successfully used in the past to find solutions to such hard optimization problems. In order to extend and corroborate the use of active components as an emerging hybridization methodology, we propose here the use of active components taken from Scatter Search (SS) to improve cGA. The results obtained over a varied set of benchmarks are highly satisfactory in efficacy and efficiency when compared with a standard cGA. Moreover, the proposed hybrid approach (i.e., cGA+SS) has shown encouraging results with regard to earlier applications of our methodology. PMID:27403153

  5. Online Student Learning and Earth System Processes

    NASA Astrophysics Data System (ADS)

    Mackay, R. M.

    2002-12-01

    Many students have difficulty understanding dynamical processes related to Earth's climate system. This is particularly true in Earth System Science courses designed for non-majors. It is often tempting to gloss over these conceptually difficult topics and have students spend more study time learning factual information or ideas that require rather simple linear thought processes. Even when the professor is ambitious and tackles the more difficult ideas of system dynamics in such courses, they are typically greeted with frustration and limited success. However, an understanding of generic system concepts and processes is quite arguably an essential component of any quality liberal arts education. We present online student-centered learning modules that are designed to help students explore different aspects of Earth's climate system (see http://www.cs.clark.edu/mac/physlets/GlobalPollution/maintrace.htm for a sample activity). The JAVA based learning activities are designed to: be assessable to anyone with Web access; be self-paced, engaging, and hands-on; and make use of past results from science education research. Professors can use module activities to supplement lecture, as controlled-learning-lab activities, or as stand-alone homework assignments. Acknowledgement This work was supported by NASA Office of Space Science contract NASW-98037, Atmospheric and Environmental Research Inc. of Lexington, MA., and Clark College.

  6. Social competence and collaborative guided inquiry science activities: Experiences of students with learning disabilities

    NASA Astrophysics Data System (ADS)

    Taylor, Jennifer Anne

    This thesis presents a qualitative investigation of the effects of social competence on the participation of students with learning disabilities (LD) in the science learning processes associated with collaborative, guided inquiry learning. An inclusive Grade 2 classroom provided the setting for the study. Detailed classroom observations were the primary source of data. In addition, the researcher conducted two interviews with the teacher, and collected samples of students' written work. The purpose of the research was to investigate: (a) How do teachers and peers mediate the participation of students with LD in collaborative, guided inquiry science activities, (b) What learning processes do students with LD participate in during collaborative, guided inquiry science activities, and (c) What components of social competence support and constrain the participation of students with LD during collaborative, guided inquiry science activities? The findings of the study suggest five key ideas for research and teaching in collaborative, guided inquiry science in inclusive classrooms. First, using a variety of collaborative learning formats (whole-class, small-group, and pairs) creates more opportunities for the successful participation of diverse students with LD. Second, creating an inclusive community where students feel accepted and valued may enhance the academic and social success of students with LD. Third, careful selection of partners for students with LD is important for a positive learning experience. Students with LD should be partnered with academically successful, socially competent peers; also, this study suggested that students with LD experience more success working collaboratively in pairs rather than in small groups. Fourth, a variety of strategies are needed to promote active participation and positive social interactions for students with and without LD during collaborative, guided inquiry learning. Fifth, adopting a general approach to teaching collaborative inquiry that crosses curriculum borders may enhance success of inclusive teaching practices.

  7. Teachers’ perceptions of aspects affecting seminar learning: a qualitative study

    PubMed Central

    2013-01-01

    Background Many medical schools have embraced small group learning methods in their undergraduate curricula. Given increasing financial constraints on universities, active learning groups like seminars (with 25 students a group) are gaining popularity. To enhance the understanding of seminar learning and to determine how seminar learning can be optimised it is important to investigate stakeholders’ views. In this study, we qualitatively explored the views of teachers on aspects affecting seminar learning. Methods Twenty-four teachers with experience in facilitating seminars in a three-year bachelor curriculum participated in semi-structured focus group interviews. Three focus groups met twice with an interval of two weeks led by one moderator. Sessions were audio taped, transcribed verbatim and independently coded by two researchers using thematic analysis. An iterative process of data reduction resulted in emerging aspects that influence seminar learning. Results Teachers identified seven key aspects affecting seminar learning: the seminar teacher, students, preparation, group functioning, seminar goals and content, course coherence and schedule and facilities. Important components of these aspects were: the teachers’ role in developing seminars (‘ownership’), the amount and quality of preparation materials, a non-threatening learning climate, continuity of group composition, suitability of subjects for seminar teaching, the number and quality of seminar questions, and alignment of different course activities. Conclusions The results of this study contribute to the unravelling of the ‘the black box’ of seminar learning. Suggestions for ways to optimise active learning in seminars are made regarding curriculum development, seminar content, quality assurance and faculty development. PMID:23399475

  8. Conceptual model of iCAL4LA: Proposing the components using comparative analysis

    NASA Astrophysics Data System (ADS)

    Ahmad, Siti Zulaiha; Mutalib, Ariffin Abdul

    2016-08-01

    This paper discusses an on-going study that initiates an initial process in determining the common components for a conceptual model of interactive computer-assisted learning that is specifically designed for low achieving children. This group of children needs a specific learning support that can be used as an alternative learning material in their learning environment. In order to develop the conceptual model, this study extracts the common components from 15 strongly justified computer assisted learning studies. A comparative analysis has been conducted to determine the most appropriate components by using a set of specific indication classification to prioritize the applicability. The results of the extraction process reveal 17 common components for consideration. Later, based on scientific justifications, 16 of them were selected as the proposed components for the model.

  9. An investigation of bacterial protein interactions as a primary research project in a sophomore-level molecular biology course.

    PubMed

    Cardinale, Jean A

    2011-01-01

    Longer term research activities that may be incorporated in undergraduate courses are a powerful tool for promoting student interest and learning, developing cognitive process skills, and allowing undergraduates to experience real research activities in which they may not otherwise have the opportunity to participate. The challenge to doing so in lower-level courses is that students may have not fully grasped the scientific concepts needed to undertake such research endeavors, and that they may be discouraged if activities are perceived to be too challenging. The paper describes how a bacterial protein:protein interaction detection system was adapted and incorporated into the laboratory component of a sophomore-level Molecular Cell Biology course. The project was designed to address multiple learning objectives connecting course content to the laboratory activities, as well as teach basic molecular biology laboratory skills and procedures in the context of a primary research activity. Pre- and posttesting and student surveys both suggest that the laboratory curriculum resulted in significant learning gains, as well as being well received and valued by the students.

  10. Professional Development Settings: More than Time, Place, Activity

    ERIC Educational Resources Information Center

    Rosemary, Catherine A.; Feldman, Naomi

    2009-01-01

    Like authors who create settings as integral components of engaging narratives, thoughtful literacy coaches and other educators who plan and implement professional development consider elements of settings to engage teachers in continuous learning. Many teacher educators, researchers, administrators, literacy coaches, and K-12 teachers understand…

  11. Learning through Culture in the Prekindergarten Education Program.

    ERIC Educational Resources Information Center

    McClellan, J. Mahealani; Levin, Paula F.

    1992-01-01

    Describes ways in which Hawaii's Kamehameha Prekindergarten Education Program (PREP) considers culture in developing program components. PREP makes connections to the home culture an ongoing process. Incorporating culture into educational activities for preschoolers occurs in three areas: making connections through familiar materials, language,…

  12. A Biologically Plausible Architecture of the Striatum to Solve Context-Dependent Reinforcement Learning Tasks.

    PubMed

    Shivkumar, Sabyasachi; Muralidharan, Vignesh; Chakravarthy, V Srinivasa

    2017-01-01

    Basal ganglia circuit is an important subcortical system of the brain thought to be responsible for reward-based learning. Striatum, the largest nucleus of the basal ganglia, serves as an input port that maps cortical information. Microanatomical studies show that the striatum is a mosaic of specialized input-output structures called striosomes and regions of the surrounding matrix called the matrisomes. We have developed a computational model of the striatum using layered self-organizing maps to capture the center-surround structure seen experimentally and explain its functional significance. We believe that these structural components could build representations of state and action spaces in different environments. The striatum model is then integrated with other components of basal ganglia, making it capable of solving reinforcement learning tasks. We have proposed a biologically plausible mechanism of action-based learning where the striosome biases the matrisome activity toward a preferred action. Several studies indicate that the striatum is critical in solving context dependent problems. We build on this hypothesis and the proposed model exploits the modularity of the striatum to efficiently solve such tasks.

  13. A Biologically Plausible Architecture of the Striatum to Solve Context-Dependent Reinforcement Learning Tasks

    PubMed Central

    Shivkumar, Sabyasachi; Muralidharan, Vignesh; Chakravarthy, V. Srinivasa

    2017-01-01

    Basal ganglia circuit is an important subcortical system of the brain thought to be responsible for reward-based learning. Striatum, the largest nucleus of the basal ganglia, serves as an input port that maps cortical information. Microanatomical studies show that the striatum is a mosaic of specialized input-output structures called striosomes and regions of the surrounding matrix called the matrisomes. We have developed a computational model of the striatum using layered self-organizing maps to capture the center-surround structure seen experimentally and explain its functional significance. We believe that these structural components could build representations of state and action spaces in different environments. The striatum model is then integrated with other components of basal ganglia, making it capable of solving reinforcement learning tasks. We have proposed a biologically plausible mechanism of action-based learning where the striosome biases the matrisome activity toward a preferred action. Several studies indicate that the striatum is critical in solving context dependent problems. We build on this hypothesis and the proposed model exploits the modularity of the striatum to efficiently solve such tasks. PMID:28680395

  14. Neural networks supporting switching, hypothesis testing, and rule application

    PubMed Central

    Liu, Zhiya; Braunlich, Kurt; Wehe, Hillary S.; Seger, Carol A.

    2015-01-01

    We identified dynamic changes in recruitment of neural connectivity networks across three phases of a flexible rule learning and set-shifting task similar to the Wisconsin Card Sort Task: switching, rule learning via hypothesis testing, and rule application. During fMRI scanning, subjects viewed pairs of stimuli that differed across four dimensions (letter, color, size, screen location), chose one stimulus, and received feedback. Subjects were informed that the correct choice was determined by a simple unidimensional rule, for example “choose the blue letter.” Once each rule had been learned and correctly applied for 4-7 trials, subjects were cued via either negative feedback or visual cues to switch to learning a new rule. Task performance was divided into three phases: Switching (first trial after receiving the switch cue), hypothesis testing (subsequent trials through the last error trial), and rule application (correct responding after the rule was learned). We used both univariate analysis to characterize activity occurring within specific regions of the brain, and a multivariate method, constrained principal component analysis for fMRI (fMRI-CPCA), to investigate how distributed regions coordinate to subserve different processes. As hypothesized, switching was subserved by a limbic network including the ventral striatum, thalamus, and parahippocampal gyrus, in conjunction with cortical salience network regions including the anterior cingulate and frontoinsular cortex. Activity in the ventral striatum was associated with switching regardless of how switching was cued; visually cued shifts were associated with additional visual cortical activity. After switching, as subjects moved into the hypothesis testing phase, a broad fronto-parietal-striatal network (associated with the cognitive control, dorsal attention, and salience networks) increased in activity. This network was sensitive to rule learning speed, with greater extended activity for the slowest learning speed late in the time course of learning. As subjects shifted from hypothesis testing to rule application, activity in this network decreased and activity in the somatomotor and default mode networks increased. PMID:26197092

  15. Neural networks supporting switching, hypothesis testing, and rule application.

    PubMed

    Liu, Zhiya; Braunlich, Kurt; Wehe, Hillary S; Seger, Carol A

    2015-10-01

    We identified dynamic changes in recruitment of neural connectivity networks across three phases of a flexible rule learning and set-shifting task similar to the Wisconsin Card Sort Task: switching, rule learning via hypothesis testing, and rule application. During fMRI scanning, subjects viewed pairs of stimuli that differed across four dimensions (letter, color, size, screen location), chose one stimulus, and received feedback. Subjects were informed that the correct choice was determined by a simple unidimensional rule, for example "choose the blue letter". Once each rule had been learned and correctly applied for 4-7 trials, subjects were cued via either negative feedback or visual cues to switch to learning a new rule. Task performance was divided into three phases: Switching (first trial after receiving the switch cue), hypothesis testing (subsequent trials through the last error trial), and rule application (correct responding after the rule was learned). We used both univariate analysis to characterize activity occurring within specific regions of the brain, and a multivariate method, constrained principal component analysis for fMRI (fMRI-CPCA), to investigate how distributed regions coordinate to subserve different processes. As hypothesized, switching was subserved by a limbic network including the ventral striatum, thalamus, and parahippocampal gyrus, in conjunction with cortical salience network regions including the anterior cingulate and frontoinsular cortex. Activity in the ventral striatum was associated with switching regardless of how switching was cued; visually cued shifts were associated with additional visual cortical activity. After switching, as subjects moved into the hypothesis testing phase, a broad fronto-parietal-striatal network (associated with the cognitive control, dorsal attention, and salience networks) increased in activity. This network was sensitive to rule learning speed, with greater extended activity for the slowest learning speed late in the time course of learning. As subjects shifted from hypothesis testing to rule application, activity in this network decreased and activity in the somatomotor and default mode networks increased. Copyright © 2015 Elsevier Ltd. All rights reserved.

  16. Attractor States in Teaching and Learning Processes: A Study of Out-of-School Science Education.

    PubMed

    Geveke, Carla H; Steenbeek, Henderien W; Doornenbal, Jeannette M; Van Geert, Paul L C

    2017-01-01

    In order for out-of-school science activities that take place during school hours but outside the school context to be successful, instructors must have sufficient pedagogical content knowledge (PCK) to guarantee high-quality teaching and learning. We argue that PCK is a quality of the instructor-pupil system that is constructed in real-time interaction. When PCK is evident in real-time interaction, we define it as Expressed Pedagogical Content Knowledge (EPCK). The aim of this study is to empirically explore whether EPCK shows a systematic pattern of variation, and if so whether the pattern occurs in recurrent and temporary stable attractor states as predicted in the complex dynamic systems theory. This study concerned nine out-of-school activities in which pupils of upper primary school classes participated. A multivariate coding scheme was used to capture EPCK in real time. A principal component analysis of the time series of all the variables reduced the number of components. A cluster revealed general descriptions of the components across all cases. Cluster analyses of individual cases divided the time series into sequences, revealing High-, Low-, and Non-EPCK states. High-EPCK attractor states emerged at particular moments during activities, rather than being present all the time. Such High-EPCK attractor states were only found in a few cases, namely those where the pupils were prepared for the visit and the instructors were trained.

  17. Measurement, Ratios, and Graphing: Safety First. A Lesson Guide with Activities in Mathematics, Science, and Technology. NASA CONNECT.

    ERIC Educational Resources Information Center

    National Aeronautics and Space Administration, Hampton, VA. Langley Research Center.

    NASA CONNECT is an annual series of free integrated mathematics, science, and technology instructional distance learning programs for students in grades 5-8. Each program has three components: (1) a 30-minute television broadcast which can be viewed live or taped for later use; (2) an interactive Web activity that allows teachers to integrate…

  18. Feedback-related brain activity predicts learning from feedback in multiple-choice testing.

    PubMed

    Ernst, Benjamin; Steinhauser, Marco

    2012-06-01

    Different event-related potentials (ERPs) have been shown to correlate with learning from feedback in decision-making tasks and with learning in explicit memory tasks. In the present study, we investigated which ERPs predict learning from corrective feedback in a multiple-choice test, which combines elements from both paradigms. Participants worked through sets of multiple-choice items of a Swahili-German vocabulary task. Whereas the initial presentation of an item required the participants to guess the answer, corrective feedback could be used to learn the correct response. Initial analyses revealed that corrective feedback elicited components related to reinforcement learning (FRN), as well as to explicit memory processing (P300) and attention (early frontal positivity). However, only the P300 and early frontal positivity were positively correlated with successful learning from corrective feedback, whereas the FRN was even larger when learning failed. These results suggest that learning from corrective feedback crucially relies on explicit memory processing and attentional orienting to corrective feedback, rather than on reinforcement learning.

  19. Online neural monitoring of statistical learning

    PubMed Central

    Batterink, Laura J.; Paller, Ken A.

    2017-01-01

    The extraction of patterns in the environment plays a critical role in many types of human learning, from motor skills to language acquisition. This process is known as statistical learning. Here we propose that statistical learning has two dissociable components: (1) perceptual binding of individual stimulus units into integrated composites and (2) storing those integrated representations for later use. Statistical learning is typically assessed using post-learning tasks, such that the two components are conflated. Our goal was to characterize the online perceptual component of statistical learning. Participants were exposed to a structured stream of repeating trisyllabic nonsense words and a random syllable stream. Online learning was indexed by an EEG-based measure that quantified neural entrainment at the frequency of the repeating words relative to that of individual syllables. Statistical learning was subsequently assessed using conventional measures in an explicit rating task and a reaction-time task. In the structured stream, neural entrainment to trisyllabic words was higher than in the random stream, increased as a function of exposure to track the progression of learning, and predicted performance on the RT task. These results demonstrate that monitoring this critical component of learning via rhythmic EEG entrainment reveals a gradual acquisition of knowledge whereby novel stimulus sequences are transformed into familiar composites. This online perceptual transformation is a critical component of learning. PMID:28324696

  20. Climate Change Concepts and POGIL: Using climate change to teach general chemistry

    NASA Astrophysics Data System (ADS)

    King, D. B.; Lewis, J. E.; Anderson, K.; Latch, D.; Sutheimer, S.; Webster, G.; Middlecamp, C.; Moog, R.

    2013-12-01

    Climate change is a topic that can be used to engage students in a variety of courses and disciplines. Through an NSF-funded project, we have written a set of in-class POGIL (Process Oriented Guided Inquiry Learning) activities that use climate change topics to teach general chemistry concepts. POGIL is a pedagogical approach that uses group activities to teach content and process skills. In these group activities an initial model 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 on their own, with the faculty member as a facilitator of learning, rather than a provider of information. 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. While POGIL activities were initially developed for chemistry courses, this approach has now been used to create materials for use in other fields, such as biology, math, engineering and computer science. An additional component of this project is the incorporation of questions that relate to socio-scientific issues, e.g., the economic and social effects of climate change policies. The goal is for students to use evidence-based arguments in situations where opinion-based arguments are common. Key components (i.e., models and the corresponding critical thinking questions) of one activity will be presented. We will also report preliminary feedback based on initial classroom testing of several of the activities.

  1. Educating Young People about Environmental Health for Informed Social Action.

    PubMed

    Keselman, Alla; Levin, Daniel M; Kramer, Judy F; Matzkin, Karen; Dutcher, Gale

    2011-01-01

    Whereas environmental health education is rapidly becoming a global priority, it still receives little attention in schools. This paper describes a U.S. National Library of Medicine program, aiming to support environmental health education in grades 6-12 in U.S. schools. The program has four components: (1) developing reliable online resources that provide quality environmental health information; (2) creating lesson plans that integrate our resources into the classroom and extracurricular activities; (3) engaging teachers by inviting collaborations and promoting our resources and activities; and (4) conducting educational research that provides a foundation for the other components. The paper describes specific educational resources and activities and grounds them in learning theories from the fields of cognitive psychology and science education.

  2. Educating Young People about Environmental Health for Informed Social Action

    PubMed Central

    Keselman, Alla; Levin, Daniel M.; Kramer, Judy F.; Matzkin, Karen; Dutcher, Gale

    2013-01-01

    Whereas environmental health education is rapidly becoming a global priority, it still receives little attention in schools. This paper describes a U.S. National Library of Medicine program, aiming to support environmental health education in grades 6-12 in U.S. schools. The program has four components: (1) developing reliable online resources that provide quality environmental health information; (2) creating lesson plans that integrate our resources into the classroom and extracurricular activities; (3) engaging teachers by inviting collaborations and promoting our resources and activities; and (4) conducting educational research that provides a foundation for the other components. The paper describes specific educational resources and activities and grounds them in learning theories from the fields of cognitive psychology and science education. PMID:24383062

  3. Promoting active transportation as a partnership between urban planning and public health: the columbus healthy places program.

    PubMed

    Green, Christine Godward; Klein, Elizabeth G

    2011-01-01

    Active transportation has been considered as one method to address the American obesity epidemic. To address obesity prevention through built-environment change, the local public health department in Columbus, Ohio, established the Columbus Healthy Places (CHP) program to formally promote active transportation in numerous aspects of community design for the city. In this article, we present a case study of the CHP program and discuss the review of city development rezoning applications as a successful strategy to link public health to urban planning. Prior to the CHP review, 7% of development applications in Columbus included active transportation components; in 2009, 64% of development applications adopted active transportation components specifically recommended by the CHP review. Active transportation recommendations generally included adding bike racks, widening or adding sidewalks, and providing sidewalk connectivity. Recommendations and lessons learned from CHP are provided.

  4. Promoting Active Transportation as a Partnership Between Urban Planning and Public Health: The Columbus Healthy Places Program

    PubMed Central

    Green, Christine Godward; Klein, Elizabeth G.

    2011-01-01

    Active transportation has been considered as one method to address the American obesity epidemic. To address obesity prevention through built-environment change, the local public health department in Columbus, Ohio, established the Columbus Healthy Places (CHP) program to formally promote active transportation in numerous aspects of community design for the city. In this article, we present a case study of the CHP program and discuss the review of city development rezoning applications as a successful strategy to link public health to urban planning. Prior to the CHP review, 7% of development applications in Columbus included active transportation components; in 2009, 64% of development applications adopted active transportation components specifically recommended by the CHP review. Active transportation recommendations generally included adding bike racks, widening or adding sidewalks, and providing sidewalk connectivity. Recommendations and lessons learned from CHP are provided. PMID:21563711

  5. Practicing Algebraic Skills: A Conceptual Approach

    ERIC Educational Resources Information Center

    Friedlander, Alex; Arcavi, Abraham

    2012-01-01

    Traditionally, a considerable part of teaching and learning algebra has focused on routine practice and the application of rules, procedures, and techniques. Although today's computerized environments may have decreased the need to master algebraic skills, procedural competence is still a central component in any mathematical activity. However,…

  6. Family Literacy: A Strategy for Educational Improvement. Issue Brief.

    ERIC Educational Resources Information Center

    Logan, Brenda; Peyton, Tony; Read, Cindy; McMaster, Jennifer; Botkins, Rod

    Over the last 3 decades, educators have found an overwhelming relationship between parent education levels, parental involvement, and children's school success. Family literacy affects parents' effectiveness in helping their children learn. These are the four components of comprehensive family literacy: (1) interactive literacy activities between…

  7. Peace Corps Language Training Curriculum.

    ERIC Educational Resources Information Center

    Peace Corps, Washington, DC. Information Collection and Exchange Div.

    This competency-based curriculum in foreign language learning for Peace Corps volunteers is designed for beginning learners and stresses listening and speaking skills. The curriculum contains the following components: an initial Scope and Sequence chart; three sections on activities (General, Grammar, and Listening), 14 topic area units (the core…

  8. Components of Place Value Understanding: Targeting Mathematical Difficulties When Providing Interventions

    ERIC Educational Resources Information Center

    MacDonald, Beth L.; Westenskow, Arla; Moyer-Packenham, Patricia S.; Child, Barbara

    2018-01-01

    Place value understanding requires the same activity that students use when developing fractional and algebraic reasoning, making this understanding foundational to mathematics learning. However, many students engage successfully in mathematics classrooms without having a conceptual understanding of place value, preventing them from accessing…

  9. Leadership Preparation in an Education Doctorate Program

    ERIC Educational Resources Information Center

    Ryerson, Dean

    2011-01-01

    This was a study of an education doctorate program at a small, private college. It examined the following nine components: theory of leadership for school improvement; candidate recruitment and selection based on leadership; coherent curriculum; use of active learning strategies; knowledgeable faculty; high quality internships; social and…

  10. Learn, Grow, Become. TSA Edition.

    ERIC Educational Resources Information Center

    Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

    This revised curriculum guide contains five units that are designed to help students develop an understanding of the mission of the Technology Student Association (TSA). Each unit follows a standard format that includes some or all of these basic components: performance objectives, suggested activities, handouts, information sheets, supplements,…

  11. Three, Two, One ... Blast Off!

    ERIC Educational Resources Information Center

    Hawkins, Susan; Rogers, Meredith Park

    2014-01-01

    This lesson addresses the three dimensions of science learning as laid out in the "Next Generation Science Standards"--science and engineering process skills, crosscutting concepts, and disciplinary core ideas--in addition to embedding practical exposure to NOS tenets in an inquiry-based activity. In addition to the efficiency component,…

  12. Implementation of 3D virtual learning environment to improve students’ cognitive achievement

    NASA Astrophysics Data System (ADS)

    Rasim; Langi, A. Z. R.; Rosmansyah, Y.; Munir

    2018-05-01

    Virtual Learning Environment (VLE) has been widely used in assisting learning. This study aims to implement VLE-based learning in software engineering course. VLE provides many facilities for learning. In this research, VLE components used were presenter and quiz chair components. Evaluation results showed a significant difference from classical learning.

  13. A care improvement program acting as a powerful learning environment to support nursing students learning facilitation competencies.

    PubMed

    Jukema, Jan S; Harps-Timmerman, Annelies; Stoopendaal, Annemiek; Smits, Carolien H M

    2015-11-01

    Change management is an important area of training in undergraduate nursing education. Successful change management in healthcare aimed at improving practices requires facilitation skills that support teams in attaining the desired change. Developing facilitation skills in nursing students requires formal educational support. A Dutch Regional Care Improvement Program based on a nationwide format of change management in healthcare was designed to act as a Powerful Learning Environment for nursing students developing competencies in facilitating change. This article has two aims: to provide comprehensive insight into the program components and to describe students' learning experiences in developing their facilitation skills. This Dutch Regional Care Improvement Program considers three aspects of a Powerful Learning Environment: self-regulated learning; problem-based learning; and complex, realistic and challenging learning tasks. These three aspects were operationalised in five distinct areas of facilitation: increasing awareness of the need for change; leadership and project management; relationship building and communication; importance of the local context; and ongoing monitoring and evaluation. Over a period of 18 months, 42 nursing students, supported by trained lecturer-coaches, took part in nine improvement teams in our Regional Care Improvement Program, executing activities in all five areas of facilitation. Based on the students' experiences, we propose refinements to various components of this program, aimed at strengthenin the learning environment. There is a need for further detailed empirical research to study the impact this kind of learning environment has on students developing facilitation competencies in healthcare improvement. Copyright © 2015 Elsevier Ltd. All rights reserved.

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

    PubMed Central

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

    2009-01-01

    Humans and animals are endowed with a large number of effectors. Although this enables great behavioral flexibility, it presents an equally formidable reinforcement learning problem of discovering which actions are most valuable, due to the high dimensionality of the action space. An unresolved question is how neural systems for reinforcement learning – such as prediction error signals for action valuation associated with dopamine and the striatum – can cope with this “curse of dimensionality.” We propose a reinforcement learning framework that allows for learned action valuations to be decomposed into effector-specific components when appropriate to a task, and test it by studying to what extent human behavior and BOLD activity can exploit such a decomposition in a multieffector choice task. Subjects made simultaneous decisions with their left and right hands and received separate reward feedback for each hand movement. We found that choice behavior was better described by a learning model that decomposed the values of bimanual movements into separate values for each effector, rather than a traditional model that treated the bimanual actions as unitary with a single value. A decomposition of value into effector-specific components was also observed in value-related BOLD signaling, in the form of lateralized biases in striatal correlates of prediction error and anticipatory value correlates in the intraparietal sulcus. These results suggest that the human brain can use decomposed value representations to “divide and conquer” reinforcement learning over high-dimensional action spaces. PMID:19864565

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

    PubMed

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

    2009-10-28

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

  16. Automated assessment of cognitive health using smart home technologies.

    PubMed

    Dawadi, Prafulla N; Cook, Diane J; Schmitter-Edgecombe, Maureen; Parsey, Carolyn

    2013-01-01

    The goal of this work is to develop intelligent systems to monitor the wellbeing of individuals in their home environments. This paper introduces a machine learning-based method to automatically predict activity quality in smart homes and automatically assess cognitive health based on activity quality. This paper describes an automated framework to extract set of features from smart home sensors data that reflects the activity performance or ability of an individual to complete an activity which can be input to machine learning algorithms. Output from learning algorithms including principal component analysis, support vector machine, and logistic regression algorithms are used to quantify activity quality for a complex set of smart home activities and predict cognitive health of participants. Smart home activity data was gathered from volunteer participants (n=263) who performed a complex set of activities in our smart home testbed. We compare our automated activity quality prediction and cognitive health prediction with direct observation scores and health assessment obtained from neuropsychologists. With all samples included, we obtained statistically significant correlation (r=0.54) between direct observation scores and predicted activity quality. Similarly, using a support vector machine classifier, we obtained reasonable classification accuracy (area under the ROC curve=0.80, g-mean=0.73) in classifying participants into two different cognitive classes, dementia and cognitive healthy. The results suggest that it is possible to automatically quantify the task quality of smart home activities and perform limited assessment of the cognitive health of individual if smart home activities are properly chosen and learning algorithms are appropriately trained.

  17. Automated Assessment of Cognitive Health Using Smart Home Technologies

    PubMed Central

    Dawadi, Prafulla N.; Cook, Diane J.; Schmitter-Edgecombe, Maureen; Parsey, Carolyn

    2014-01-01

    BACKGROUND The goal of this work is to develop intelligent systems to monitor the well being of individuals in their home environments. OBJECTIVE This paper introduces a machine learning-based method to automatically predict activity quality in smart homes and automatically assess cognitive health based on activity quality. METHODS This paper describes an automated framework to extract set of features from smart home sensors data that reflects the activity performance or ability of an individual to complete an activity which can be input to machine learning algorithms. Output from learning algorithms including principal component analysis, support vector machine, and logistic regression algorithms are used to quantify activity quality for a complex set of smart home activities and predict cognitive health of participants. RESULTS Smart home activity data was gathered from volunteer participants (n=263) who performed a complex set of activities in our smart home testbed. We compare our automated activity quality prediction and cognitive health prediction with direct observation scores and health assessment obtained from neuropsychologists. With all samples included, we obtained statistically significant correlation (r=0.54) between direct observation scores and predicted activity quality. Similarly, using a support vector machine classifier, we obtained reasonable classification accuracy (area under the ROC curve = 0.80, g-mean = 0.73) in classifying participants into two different cognitive classes, dementia and cognitive healthy. CONCLUSIONS The results suggest that it is possible to automatically quantify the task quality of smart home activities and perform limited assessment of the cognitive health of individual if smart home activities are properly chosen and learning algorithms are appropriately trained. PMID:23949177

  18. "Thinking like a Neuroscientist": Using Scaffolded Grant Proposals to Foster Scientific Thinking in a Freshman Neuroscience Course.

    PubMed

    Köver, Hania; Wirt, Stacey E; Owens, Melinda T; Dosmann, Andrew J

    2014-01-01

    Learning and practicing scientific inquiry is an essential component of a STEM education, but it is often difficult to teach to novices or those outside of a laboratory setting. To promote scientific thinking in a freshmen introductory neuroscience course without a lab component, we developed a series of learning activities and assignments designed to foster scientific thinking through the use of scientific grant proposals. Students wrote three short grant proposals on topics ranging from molecular to cognitive neuroscience during a 10-week class (one quarter). We made this challenging and advanced task feasible for novice learners through extensive instructional scaffolding, opportunity for practice, and frequent peer and instructor feedback. Student and instructor reports indicate that the assignments were highly intellectually engaging and that they promoted critical thinking, a deeper understanding of neuroscience material, and effective written communication skills. Here we outline the mechanics of the assignment, student and instructor impressions of learning outcomes, and the advantages and disadvantages of implementing this approach.

  19. “Thinking like a Neuroscientist”: Using Scaffolded Grant Proposals to Foster Scientific Thinking in a Freshman Neuroscience Course

    PubMed Central

    Köver, Hania; Wirt, Stacey E.; Owens, Melinda T.; Dosmann, Andrew J.

    2014-01-01

    Learning and practicing scientific inquiry is an essential component of a STEM education, but it is often difficult to teach to novices or those outside of a laboratory setting. To promote scientific thinking in a freshmen introductory neuroscience course without a lab component, we developed a series of learning activities and assignments designed to foster scientific thinking through the use of scientific grant proposals. Students wrote three short grant proposals on topics ranging from molecular to cognitive neuroscience during a 10-week class (one quarter). We made this challenging and advanced task feasible for novice learners through extensive instructional scaffolding, opportunity for practice, and frequent peer and instructor feedback. Student and instructor reports indicate that the assignments were highly intellectually engaging and that they promoted critical thinking, a deeper understanding of neuroscience material, and effective written communication skills. Here we outline the mechanics of the assignment, student and instructor impressions of learning outcomes, and the advantages and disadvantages of implementing this approach. PMID:25565917

  20. Unsupervised learning toward brain imaging data analysis: cigarette craving and resistance related neuronal activations from functional magnetic resonance imaging data analysis

    NASA Astrophysics Data System (ADS)

    Kim, Dong-Youl; Lee, Jong-Hwan

    2014-05-01

    A data-driven unsupervised learning such as an independent component analysis was gainfully applied to bloodoxygenation- level-dependent (BOLD) functional magnetic resonance imaging (fMRI) data compared to a model-based general linear model (GLM). This is due to an ability of this unsupervised learning method to extract a meaningful neuronal activity from BOLD signal that is a mixture of confounding non-neuronal artifacts such as head motions and physiological artifacts as well as neuronal signals. In this study, we support this claim by identifying neuronal underpinnings of cigarette craving and cigarette resistance. The fMRI data were acquired from heavy cigarette smokers (n = 14) while they alternatively watched images with and without cigarette smoking. During acquisition of two fMRI runs, they were asked to crave when they watched cigarette smoking images or to resist the urge to smoke. Data driven approaches of group independent component analysis (GICA) method based on temporal concatenation (TC) and TCGICA with an extension of iterative dual-regression (TC-GICA-iDR) were applied to the data. From the results, cigarette craving and cigarette resistance related neuronal activations were identified in the visual area and superior frontal areas, respectively with a greater statistical significance from the TC-GICA-iDR method than the TC-GICA method. On the other hand, the neuronal activity levels in many of these regions were not statistically different from the GLM method between the cigarette craving and cigarette resistance due to potentially aberrant BOLD signals.

  1. Creation of an active learning healthcare communications course using simulations relevant to pharmacy practice.

    PubMed

    Collier, Izabela A; Baker, David M

    2017-07-01

    The purpose of this project was to design and develop a health care communications course built around practice-like simulations and active learning in the first year of a professional pharmacy program. A three-credit health care communications course was divided into one didactic (two hours per week) and three simulation components (one hour per week). The simulation components consisted of one written patient education pamphlet, three group presentations, and three one-on-one patient counseling sessions. This was accomplished by breaking the class of approximately 75 students into eight separate sections, each consisting of 8-10 students and one instructor. Each week four sections were devoted to counseling role-plays: half in the role of pharmacists and half as patients. The other four sections were devoted to hour-long professional group presentations-half in the presenting group and half as audience. The students' performance in the simulated counseling sessions and group presentations has been tracked and analyzed to determine if the simulated exercises had a positive impact on the students' active communications skills. Consistently, over the first four years of the implementation of the course, students' communications skills, as measured by faculty assessments, in both professional group presentations and one-on-one counseling sessions significantly improved. Incorporation of active-learning simulation exercises into a healthcare communications course has a positive impact on the development of students' communications skills. This creates a foundation upon which students can build over the remainder of the professional program and into their future careers. Copyright © 2017 Elsevier Inc. All rights reserved.

  2. A Mock Randomized Controlled Trial With Audience Response Technology for Teaching and Learning Epidemiology.

    PubMed

    Baker, Philip R A; Francis, Daniel P; Cathcart, Abby

    2017-04-01

    The study's objective was to apply and assess an active learning approach to epidemiology and critical appraisal. Active learning comprised a mock, randomized controlled trial (RCT) conducted with learners in 3 countries. The mock trial consisted of blindly eating red Smarties candy (intervention) compared to yellow Smarties (control) to determine whether red Smarties increase happiness. Audience response devices were employed with the 3-fold purposes to produce outcome data for analysis of the effects of red Smarties, identify baseline and subsequent changes in participant's knowledge and confidence in understanding of RCTs, and assess the teaching approach. Of those attending, 82% (117 of 143 learners) participated in the trial component. Participating in the mock trial was a positive experience, and the use of the technology aided learning. The trial produced data that learners analyzed in "real time" during the class. The mock RCT is a fun and engaging approach to teaching RCTs and helping students to develop skills in critical appraisal.

  3. The Academic Library and the Culture for Learning

    ERIC Educational Resources Information Center

    Hufford, Jon R.

    2016-01-01

    Several components of a campus culture affect learning, yet assessments regularly neglect some of them. Academic librarians should evaluate how they impact courses and student learning through their support of these neglected components. Assessment goals to address some of the components include measuring the level of support for courses with…

  4. Evaluating the Effectiveness of the Self-Test on Structured Classroom Learning

    ERIC Educational Resources Information Center

    Gilkey, Anthony Dean

    1977-01-01

    The study focused on the effect of the self-evaluation component of self-instructional packets in radiologic technology programs. It was found that the self-evaluation component clearly had a significant positive effect on learning, although the relative learning contribution of the component was not established. (MF)

  5. Online neural monitoring of statistical learning.

    PubMed

    Batterink, Laura J; Paller, Ken A

    2017-05-01

    The extraction of patterns in the environment plays a critical role in many types of human learning, from motor skills to language acquisition. This process is known as statistical learning. Here we propose that statistical learning has two dissociable components: (1) perceptual binding of individual stimulus units into integrated composites and (2) storing those integrated representations for later use. Statistical learning is typically assessed using post-learning tasks, such that the two components are conflated. Our goal was to characterize the online perceptual component of statistical learning. Participants were exposed to a structured stream of repeating trisyllabic nonsense words and a random syllable stream. Online learning was indexed by an EEG-based measure that quantified neural entrainment at the frequency of the repeating words relative to that of individual syllables. Statistical learning was subsequently assessed using conventional measures in an explicit rating task and a reaction-time task. In the structured stream, neural entrainment to trisyllabic words was higher than in the random stream, increased as a function of exposure to track the progression of learning, and predicted performance on the reaction time (RT) task. These results demonstrate that monitoring this critical component of learning via rhythmic EEG entrainment reveals a gradual acquisition of knowledge whereby novel stimulus sequences are transformed into familiar composites. This online perceptual transformation is a critical component of learning. Copyright © 2017 Elsevier Ltd. All rights reserved.

  6. Grounding the Flipped Classroom Approach in the Foundations of Educational Technology

    ERIC Educational Resources Information Center

    Lo, Chung Kwan

    2018-01-01

    The flipped classroom approach is becoming increasingly popular. This instructional approach allows more in-class time to be spent on interactive learning activities, as the direct lecturing component is shifted outside the classroom through instructional videos. However, despite growing interest in the flipped classroom approach, no robust…

  7. Creating Community through Mentoring

    ERIC Educational Resources Information Center

    Erickson, Deborah E.; Travick-Jackson, Cecelia

    2006-01-01

    This research studies a doctoral program that includes a cohort component. Candidates engage in active learning and in the skill of mentoring. Research on peer mentoring has shown to support graduate students as they progress in their study (Luna & Cullen, 1998). Analysis of the data found themes relating to mentoring and community: candidates…

  8. Teaching Career Development: A Primer for Instructors and Presenters, Second Edition

    ERIC Educational Resources Information Center

    Osbor, Debra S.

    2016-01-01

    This second edition not only provides strategies for delivering key components of career development in enthusiastic, innovative, and more meaningful ways, it covers updated standards and new technologies. An entire chapter offers 50+ active learning strategies useful for beginning and intermediate instructors of undergraduate and graduate career…

  9. Leisure as a Component of Lifelong Learning

    ERIC Educational Resources Information Center

    Dobbs, Ralph C.

    1977-01-01

    The rapid changes in society during the last few decades have magnified the importance of leisure time recreation. Educating people for the recreative use of leisure is an opportunity and a challenge to adult education. This article examines the basic criteria and possible activities for an adult leisure time educational program. (EM)

  10. Target Article with Commentaries: Developmental Niche Construction

    ERIC Educational Resources Information Center

    Flynn, Emma G.; Laland, Kevin N.; Kendal, Rachel L.; Kendal, Jeremy R.

    2013-01-01

    Niche construction is the modification of components of the environment through an organism's activities. Humans modify their environments mainly through ontogenetic and cultural processes, and it is this reliance on learning, plasticity and culture that lends human niche construction a special potency. In this paper we aim to facilitate…

  11. Evaluation of Textbook Series "Life" in Terms of Cultural Components

    ERIC Educational Resources Information Center

    Böcü, Ayça Berna; Razi, Salim

    2016-01-01

    This study aimed to identify elements related to "intercultural communicative competence" in the textbook series "Life" at A1 and A2 level published by "National Geographic Learning" which incorporates plentiful photographic content. Activities in the textbooks, based on the four skills and visuals, were analyzed…

  12. 45 CFR 2519.200 - How may grant funds be used?

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... COMMUNITY SERVICE HIGHER EDUCATION INNOVATIVE PROGRAMS FOR COMMUNITY SERVICE Use of Grant Funds § 2519.200... following activities: (a) Enabling an institution of higher education, a higher education partnership or a...-learning as a key component of the preservice teacher education of the institution; and (2) Encouraging the...

  13. 45 CFR 2519.200 - How may grant funds be used?

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... COMMUNITY SERVICE HIGHER EDUCATION INNOVATIVE PROGRAMS FOR COMMUNITY SERVICE Use of Grant Funds § 2519.200... following activities: (a) Enabling an institution of higher education, a higher education partnership or a...-learning as a key component of the preservice teacher education of the institution; and (2) Encouraging the...

  14. New Mexico State Secondary School Science-Based Nutrition Curriculum.

    ERIC Educational Resources Information Center

    Ecklund, Susan, Ed.; Smalley, Katherine, Ed.

    This curriculum guide provides instructional materials for a 10-unit secondary-level science-based nutrition course. Each unit contains some or all of the following components: a summary sheet for each function, including generalizations with corresponding objectives, additional learning activities, and additional resources; unit outline; pretest;…

  15. Start a Science Club

    ERIC Educational Resources Information Center

    Bircher, Lisa; Sansenbaugher, Bonnie

    2015-01-01

    This article describes the benefits of high school science clubs, focusing on forging partnerships with local and regional organizations; the importance of a service-learning component; and how local science club activities bring students and community members together. The authors also address how educators can improve the work of the group to…

  16. Internationalizing the Business Curriculum: A South Korean Case Study

    ERIC Educational Resources Information Center

    Self, Robin; Self, Donald R.

    2009-01-01

    Accrediting agencies for Colleges and Schools of Business such as the Association to Advance Collegiate Schools of Business International (AACSB) and the Association of Collegiate Business Schools and Programs (ACBSP) require that business programs incorporate both an international dimension and an active learning component in developing their…

  17. Examining the Flipped Classroom through Action Research

    ERIC Educational Resources Information Center

    Lo, Chung Kwan

    2017-01-01

    There is a growing interest in using a flipped classroom format in day-to-day teaching. Direct computer-based individual instruction outside the classroom and interactive group learning activities inside the classroom are the two essential components of the flipped classroom model. By watching instructional videos, students can work through some…

  18. Fostering Problem-Solving in a Virtual Environment

    ERIC Educational Resources Information Center

    Morin, Danielle; Thomas, Jennifer D. E.; Saadé, Raafat George

    2015-01-01

    This article investigates students' perceptions of the relationship between Problem-Solving and the activities and resources used in a Web-based course on the fundamentals of Information Technology at a university in Montreal, Canada. We assess for the different learning components of the course, the extent of perceived problem-solving skills…

  19. Recipe for a Small Workshop: A Population Education Leader's Guide.

    ERIC Educational Resources Information Center

    Murphy, Elaine M.

    A variety of resources, learning activities, and instructional materials make up this population education resource kit. Four major components comprise the kit. The first section is a leader's guide for the organization of an educational workshop about population education. Designed for teachers and community people, the workshop guide presents…

  20. Geophysics field school: A team-based learning experience for students and faculty

    NASA Astrophysics Data System (ADS)

    Karchewski, B.; Innanen, K. A.; Lauer, R. M.; Pidlisecky, A.

    2016-12-01

    The core challenge facing a modern science educator is to deliver a curriculum that reaches broadly and deeply into the technical domain, while also helping students to develop fundamental scientific skills such as inquiry, critical thinking and technical communication. That is, our aim is for students to achieve significant learning at all levels summarized by Bloom's Taxonomy of Educational Objectives. It is not always clear how to achieve the full spectrum of goals, with much debate over which component is more important in a science education. Team-based and experiential learning are research-supported approaches that aim to reach across the spectrum by placing students in a setting where they solve practical problems in teams of peers. This learning mode modifies the role of the instructor to a guide or facilitator, and students take a leadership role in their own education. We present a case study of our team's implementation of team-based learning in a geophysics field school, an inherently experiential learning environment. The core philosophies behind our implementation are to present clearly defined learning outcomes, to recognize that students differ in their learning modalities and to strive to engage students through a range of evidence-based learning experiences. We discuss the techniques employed to create functional teams, the key learning activities involved in a typical day of field school and data demonstrating the learning activities that showed the strongest correlation to overall performance in the course. In the process, we also realized that our team-based approach to course design and implementation also enhanced our skillsets as educators, and our institution recently recognized our efforts with a team teaching award. Therefore, we conclude with some of our observations of best practices for team teaching in a field setting to initiate discussions with colleagues engaged in similar activities.

  1. Ripple-triggered stimulation of the locus coeruleus during post-learning sleep disrupts ripple/spindle coupling and impairs memory consolidation

    PubMed Central

    Novitskaya, Yulia; Sara, Susan J.; Logothetis, Nikos K.

    2016-01-01

    Experience-induced replay of neuronal ensembles occurs during hippocampal high-frequency oscillations, or ripples. Post-learning increase in ripple rate is predictive of memory recall, while ripple disruption impairs learning. Ripples may thus present a fundamental component of a neurophysiological mechanism of memory consolidation. In addition to system-level local and cross-regional interactions, a consolidation mechanism involves stabilization of memory representations at the synaptic level. Synaptic plasticity within experience-activated neuronal networks is facilitated by noradrenaline release from the axon terminals of the locus coeruleus (LC). Here, to better understand interactions between the system and synaptic mechanisms underlying “off-line” consolidation, we examined the effects of ripple-associated LC activation on hippocampal and cortical activity and on spatial memory. Rats were trained on a radial maze; after each daily learning session neural activity was monitored for 1 h via implanted electrode arrays. Immediately following “on-line” detection of ripple, a brief train of electrical pulses (0.05 mA) was applied to LC. Low-frequency (20 Hz) stimulation had no effect on spatial learning, while higher-frequency (100 Hz) trains transiently blocked generation of ripple-associated cortical spindles and caused a reference memory deficit. Suppression of synchronous ripple/spindle events appears to interfere with hippocampal-cortical communication, thereby reducing the efficiency of “off-line” memory consolidation. PMID:27084931

  2. Field Studies—Essential Cognitive Foundations for Geoscience Expertise

    NASA Astrophysics Data System (ADS)

    Goodwin, C.; Mogk, D. W.

    2010-12-01

    Learning in the field has traditionally been one of the fundamental components of the geoscience curriculum. Field experiences have been attributed to having positive impacts on cognitive, affective, metacognitive, mastery of skills and social components of learning geoscience. The development of geoscience thinking, and of geoscience expertise, encompasses a number of learned behaviors that contribute to the progress of Science and the development of scientists. By getting out into Nature, students necessarily engage active and experiential learning. The open, dynamic, heterogeneous and complex Earth system provides ample opportunities to learn by inquiry and discovery. Learning in this environment requires that students make informed decisions and to think critically about what is important to observe, and what should be excluded in the complex overload of information provided by Nature. Students must learn to employ the full range of cognitive skills that include observation, description, interpretation, analysis and synthesis that lead to “deep learning”. They must be able to integrate and rationalize observations of Nature with modern experimental, analytical, theoretical, and modeling approaches to studying the Earth system, and they must be able to iterate between what is known and what is yet to be discovered. Immersion in the field setting provides students with a sense of spatial and temporal scales of natural phenomena that can not be derived in other learning environments. The field setting provides strong sensory inputs that stimulate cognition and memories that will be available for future application. The field environment also stimulates strong affective responses related to motivation, curiosity, a sense of “ownership” of field projects, and inclusion in shared experiences that carry on throughout professional careers. The nature of field work also contains a strong metacognitive component, as students learn to be aware of what and how they are learning in the field, regulate and modify their activities, and plan for future work.Embodied practice in the field shows students how to explore and interrogate nature, and how to interact and learn from other scientists. Learning geoscience is a social enterprise, requiring a long apprenticeship through which newcomers learn about Nature by working with competent senior practitioners in the settings where relevant nature is systematically studied. Learned social practices include the ability to enhance understanding of natural phenomena by constructing appropriate representations (inscriptions), knowing how to select and use appropriate tools, engaging the accepted community of practice, adopting professional standards and values, and the ability to contribute to geoscience discourse about the complex world. Both tools and the ability to locate perspicuous sites in the environment must be mastered so that representations can be made of structures in the landscape that cannot actually be seen from any single point of view to obtain a holistic and integrated interpretation of Earth history and processes. Sustained development of these cognitive strategies and skills is essential to the professional development of all geoscientists.

  3. Design and Development of the Learning Activities Questionnaire

    DTIC Science & Technology

    1980-08-01

    attention has been given to cognitive components of the study process. For example, Laycock and Russell (1941) found that among the 35 most frequently...suitable place to work. Very little attention centered upon the cognitive activities of the learner himself, with the exception of advice concerning the...learners in general most frequently apply, the 1,658 responses were divided into the five strategy categories. Rote strategies were reported most

  4. Real World Connections Through Videoconferences

    NASA Technical Reports Server (NTRS)

    Peterson, Ruth; Lytle, John (Technical Monitor)

    2002-01-01

    The Learning Technologies Project (LTP) is a partner in the National Aeronautics and Space Administration's (NASA's) educational technology program unit, an electronic community center that fosters interaction, collaboration, and sharing among educators, learners, and scientists. The goal of the NASA Glenn Research Center's Learning Technologies Project is to increase students' interest and proficiency in mathematics, science, and technology through the use of computing and communications technology and by using NASA's mission in aerospace technology as a theme. The primary components are: (1) Beginner's Guide to Aeronautics, including interactive simulation packages and teacher-created online activities. (2) NASA Virtual Visits, videoconferences (with online pre-post-conference activities) connecting students and teachers to NASA scientists and researchers.

  5. [Hypoxia and memory. Specific features of nootropic agents effects and their use].

    PubMed

    Voronina, T A

    2000-01-01

    Hypoxia and hypoxic adaptation are powerful factors of controlling memory and behavior processes. Acute hypoxia exerts a differential impact on different deficits of mnestic and cognitive functions. Instrumental reflexes of active and passive avoidance, negative learning, behavior with a change in the stereotype of learning are more greatly damaged. Memory with spatial and visual differentiation and their rearrangement change to a lesser extent and conditional reflexes are not deranged. In this contract, altitude hypoxic adaptation enhances information fixation and increases the degree and duration of retention of temporary relations. Nootropic agents with an antihypoxic action exert a marked effect on hypoxia-induced cognitive and memory disorders and the magnitude of this effect depends on the ration of proper nootropic to antihypoxic components in the spectrum of the drugs' pharmacological activity. The agents that combine a prevailing antiamnestic effect and a marked and moderate antihypoxic action (mexidole, nooglutil, pyracetam, beglymin, etc.) are most effective in eliminating different hypoxia-induced cognitive and memory disorders, nootropic drugs that have a pronounced antiamnestic activity (centrophenoxine, etc.) and no antihypoxic component also restore the main types of mnestic disorders after hypoxia, but to a lesser extent.

  6. [Can medical students' motivation for a course of basic physiology education integrating into lectures some active learning methods be improved?

    PubMed

    Bentata, Yassamine; Delfosse, Catherine

    2017-01-01

    Students' motivation is a critical component of learning and students' perception of activity value is one of the three major components of their motivation. How can we make students perceive the usefulness and the interest of their university courses while increasing their motivation? The aim of our study was to determine students' perception of basic physiology education value and to assess the impact of lecture integration into some active learning methods on the motivation of the students of the first cycle of Medicine in a junior faculty. We conducted a prospective study, involving the students in their second year of medical studies. At first, we assessed students' motivation for university courses through a first questionnaire, after we integrated two educational activities: the case study and the realization of a conceptual map for the lectures of the physiology module and then we evaluated, through a second questionnaire, the impact of these two activities on students' motivation. Out of 249 students in their second year of medical studies 131 and 109 students have completed and returned the 1st and 2nd questionnaire respectively. Overall students' motivation for their university courses was very favorable, even if the motivation for physiology course (70.8%) was slightly lower than for all the courses (80%). Our students enjoyed the two proposed activities and only 13% (for the case study) and 16.8% (for the map) were not satisfied. 40.9% of students completed a conceptual map whose quality judged on the identification of concepts and of the links between concepts was globally satisfactory for a first experience. Students' motivation is influenced by multiple internal and external factors and is a big problem in the university environment. In this context, a rigorous planning of diversified and active educational activities is one of the main gateways for teacher to encourage motivation.

  7. Virtual Laboratories to Achieve Higher-Order Learning in Fluid Mechanics

    NASA Astrophysics Data System (ADS)

    Ward, A. S.; Gooseff, M. N.; Toto, R.

    2009-12-01

    Bloom’s higher-order cognitive skills (analysis, evaluation, and synthesis) are recognized as necessary in engineering education, yet these are difficult to achieve in traditional lecture formats. Laboratory components supplement traditional lectures in an effort to emphasize active learning and provide higher-order challenges, but these laboratories are often subject to the constraints of (a) increasing student enrollment, (b) limited funding for operational, maintenance, and instructional expenses and (c) increasing demands on undergraduate student credit requirements. Here, we present results from a pilot project implementing virtual (or online) laboratory experiences as an alternative to a traditional laboratory experience in Fluid Mechanics, a required third year course. Students and faculty were surveyed to identify the topics that were most difficult, and virtual laboratory and design components developed to supplement lecture material. Each laboratory includes a traditional lab component, requiring student analysis and evaluation. The lab concludes with a design exercise, which imposes additional problem constraints and allows students to apply their laboratory observations to a real-world situation.

  8. Synchronized practice helps bearded capuchin monkeys learn to extend attention while learning a tradition

    PubMed Central

    Eshchar, Yonat; Visalberghi, Elisabetta; Resende, Briseida; Laity, Kellie; Izar, Patrícia

    2017-01-01

    Culture extends biology in that the setting of development shapes the traditions that individuals learn, and over time, traditions evolve as occasional variations are learned by others. In humans, interactions with others impact the development of cognitive processes, such as sustained attention, that shape how individuals learn as well as what they learn. Thus, learning itself is impacted by culture. Here, we explore how social partners might shape the development of psychological processes impacting learning a tradition. We studied bearded capuchin monkeys learning a traditional tool-using skill, cracking nuts using stone hammers. Young monkeys practice components of cracking nuts with stones for years before achieving proficiency. We examined the time course of young monkeys’ activity with nuts before, during, and following others’ cracking nuts. Results demonstrate that the onset of others’ cracking nuts immediately prompts young monkeys to start handling and percussing nuts, and they continue these activities while others are cracking. When others stop cracking nuts, young monkeys sustain the uncommon actions of percussing and striking nuts for shorter periods than the more common actions of handling nuts. We conclude that nut-cracking by adults can promote the development of sustained attention for the critical but less common actions that young monkeys must practice to learn this traditional skill. This work suggests that in nonhuman species, as in humans, socially specified settings of development impact learning processes as well as learning outcomes. Nonhumans, like humans, may be culturally variable learners. PMID:28739944

  9. Basic steps in establishing effective small group teaching sessions in medical schools.

    PubMed

    Meo, Sultan Ayoub

    2013-07-01

    Small-group teaching and learning has achieved an admirable position in medical education and has become more popular as a means of encouraging the students in their studies and enhance the process of deep learning. The main characteristics of small group teaching are active involvement of the learners in entire learning cycle and well defined task orientation with achievable specific aims and objectives in a given time period. The essential components in the development of an ideal small group teaching and learning sessions are preliminary considerations at departmental and institutional level including educational strategies, group composition, physical environment, existing resources, diagnosis of the needs, formulation of the objectives and suitable teaching outline. Small group teaching increases the student interest, teamwork ability, retention of knowledge and skills, enhance transfer of concepts to innovative issues, and improve the self-directed learning. It develops self-motivation, investigating the issues, allows the student to test their thinking and higher-order activities. It also facilitates an adult style of learning, acceptance of personal responsibility for own progress. Moreover, it enhances student-faculty and peer-peer interaction, improves communication skills and provides opportunity to share the responsibility and clarify the points of bafflement.

  10. Using a Field Trip Inventory to Determine If Listening to Elementary School Students' Conversations, While on a Zoo Field Trip, Enhances Preservice Teachers' Abilities to Plan Zoo Field Trips

    NASA Astrophysics Data System (ADS)

    Patrick, Patricia; Mathews, Cathy; Tunnicliffe, Sue Dale

    2013-10-01

    This study investigated whether listening to spontaneous conversations of elementary students and their teachers/chaperones, while they were visiting a zoo, affected preservice elementary teachers' conceptions about planning a field trip to the zoo. One hundred five preservice elementary teachers designed field trips prior to and after listening to students' conversations during a field trip to the zoo. In order to analyze the preservice teachers' field trip designs, we conducted a review of the literature on field trips to develop the field trip inventory (FTI). The FTI focussed on three major components of field trips: cognitive, procedural, and social. Cognitive components were subdivided into pre-visit, during-visit, and post-visit activities and problem-solving. Procedural components included information about the informal science education facility (the zoo) and the zoo staff and included advanced organizers. Social components on student groups, fun, control during the zoo visit, and control of student learning. The results of the investigation showed that (a) the dominant topic in conversations among elementary school groups at the zoo was management, (b) procedural components were mentioned least often, (c) preservice teachers described during-visit activities more often than any other characteristic central to field trip design, (d) seven of the nine characteristics listed in the FTI were noted more frequently in the preservice teachers' field trip designs after they listened to students' conversations at the zoo, and (e) preservice teachers thought that students were not learning and that planning was important.

  11. Web document ranking via active learning and kernel principal component analysis

    NASA Astrophysics Data System (ADS)

    Cai, Fei; Chen, Honghui; Shu, Zhen

    2015-09-01

    Web document ranking arises in many information retrieval (IR) applications, such as the search engine, recommendation system and online advertising. A challenging issue is how to select the representative query-document pairs and informative features as well for better learning and exploring new ranking models to produce an acceptable ranking list of candidate documents of each query. In this study, we propose an active sampling (AS) plus kernel principal component analysis (KPCA) based ranking model, viz. AS-KPCA Regression, to study the document ranking for a retrieval system, i.e. how to choose the representative query-document pairs and features for learning. More precisely, we fill those documents gradually into the training set by AS such that each of which will incur the highest expected DCG loss if unselected. Then, the KPCA is performed via projecting the selected query-document pairs onto p-principal components in the feature space to complete the regression. Hence, we can cut down the computational overhead and depress the impact incurred by noise simultaneously. To the best of our knowledge, we are the first to perform the document ranking via dimension reductions in two dimensions, namely, the number of documents and features simultaneously. Our experiments demonstrate that the performance of our approach is better than that of the baseline methods on the public LETOR 4.0 datasets. Our approach brings an improvement against RankBoost as well as other baselines near 20% in terms of MAP metric and less improvements using P@K and NDCG@K, respectively. Moreover, our approach is particularly suitable for document ranking on the noisy dataset in practice.

  12. The Prediction of Students' Academic Performance With Fluid Intelligence in Giving Special Consideration to the Contribution of Learning.

    PubMed

    Ren, Xuezhu; Schweizer, Karl; Wang, Tengfei; Xu, Fen

    2015-01-01

    The present study provides a new account of how fluid intelligence influences academic performance. In this account a complex learning component of fluid intelligence tests is proposed to play a major role in predicting academic performance. A sample of 2, 277 secondary school students completed two reasoning tests that were assumed to represent fluid intelligence and standardized math and verbal tests assessing academic performance. The fluid intelligence data were decomposed into a learning component that was associated with the position effect of intelligence items and a constant component that was independent of the position effect. Results showed that the learning component contributed significantly more to the prediction of math and verbal performance than the constant component. The link from the learning component to math performance was especially strong. These results indicated that fluid intelligence, which has so far been considered as homogeneous, could be decomposed in such a way that the resulting components showed different properties and contributed differently to the prediction of academic performance. Furthermore, the results were in line with the expectation that learning was a predictor of performance in school.

  13. The Prediction of Students’ Academic Performance With Fluid Intelligence in Giving Special Consideration to the Contribution of Learning

    PubMed Central

    Ren, Xuezhu; Schweizer, Karl; Wang, Tengfei; Xu, Fen

    2015-01-01

    The present study provides a new account of how fluid intelligence influences academic performance. In this account a complex learning component of fluid intelligence tests is proposed to play a major role in predicting academic performance. A sample of 2, 277 secondary school students completed two reasoning tests that were assumed to represent fluid intelligence and standardized math and verbal tests assessing academic performance. The fluid intelligence data were decomposed into a learning component that was associated with the position effect of intelligence items and a constant component that was independent of the position effect. Results showed that the learning component contributed significantly more to the prediction of math and verbal performance than the constant component. The link from the learning component to math performance was especially strong. These results indicated that fluid intelligence, which has so far been considered as homogeneous, could be decomposed in such a way that the resulting components showed different properties and contributed differently to the prediction of academic performance. Furthermore, the results were in line with the expectation that learning was a predictor of performance in school. PMID:26435760

  14. The role of hardware in learning engineering fundamentals: An empirical study of engineering design and product analysis activity

    NASA Astrophysics Data System (ADS)

    Brereton, Margot Felicity

    A series of short engineering exercises and design projects was created to help students learn to apply abstract knowledge to physical experiences with hardware. The exercises involved designing machines from kits of materials and dissecting and analyzing familiar household products. Students worked in teams. During the activities students brought their knowledge of engineering fundamentals to bear. Videotape analysis was used to identify and characterize the ways in which hardware contributed to learning fundamental concepts. Structural and qualitative analyses of videotaped activities were undertaken. Structural analysis involved counting the references to theory and hardware and the extent of interleaving of references in activity. The analysis found that there was much more discussion linking fundamental concepts to hardware in some activities than in others. The analysis showed that the interleaving of references to theory and hardware in activity is observable and quantifiable. Qualitative analysis was used to investigate the dialog linking concepts and hardware. Students were found to advance their designs and their understanding of engineering fundamentals through a negotiation process in which they pitted abstract concepts against hardware behavior. Through this process students sorted out theoretical assumptions and causal relations. In addition they discovered design assumptions, functional connections and physical embodiments of abstract concepts in hardware, developing a repertoire of familiar hardware components and machines. Hardware was found to be integral to learning, affecting the course of inquiry and the dynamics of group interaction. Several case studies are presented to illustrate the processes at work. The research illustrates the importance of working across the boundary between abstractions and experiences with hardware in order to learn engineering and physical sciences. The research findings are: (a) the negotiation process by which students discover fundamental concepts in hardware (and three central causes of negotiation breakdown); (b) a characterization of the ways that material systems contribute to learning activities, (the seven roles of hardware in learning); (c) the characteristics of activities that support discovering fundamental concepts in hardware (plus several engineering exercises); (d) a research methodology to examine how students learn in practice.

  15. Supramammillary serotonin reduction alters place learning and concomitant hippocampal, septal, and supramammillar theta activity in a Morris water maze

    PubMed Central

    Hernández-Pérez, J. Jesús; Gutiérrez-Guzmán, Blanca E.; López-Vázquez, Miguel Á.; Olvera-Cortés, María E.

    2015-01-01

    Hippocampal theta activity is related to spatial information processing, and high-frequency theta activity, in particular, has been linked to efficient spatial memory performance. Theta activity is regulated by the synchronizing ascending system (SAS), which includes mesencephalic and diencephalic relays. The supramamillary nucleus (SUMn) is located between the reticularis pontis oralis and the medial septum (MS), in close relation with the posterior hypothalamic nucleus (PHn), all of which are part of this ascending system. It has been proposed that the SUMn plays a role in the modulation of hippocampal theta-frequency; this could occur through direct connections between the SUMn and the hippocampus or through the influence of the SUMn on the MS. Serotonergic raphe neurons prominently innervate the hippocampus and several components of the SAS, including the SUMn. Serotonin desynchronizes hippocampal theta activity, and it has been proposed that serotonin may regulate learning through the modulation of hippocampal synchrony. In agreement with this hypothesis, serotonin depletion in the SUMn/PHn results in deficient spatial learning and alterations in CA1 theta activity-related learning in a Morris water maze. Because it has been reported that SUMn inactivation with lidocaine impairs the consolidation of reference memory, we asked whether changes in hippocampal theta activity related to learning would occur through serotonin depletion in the SUMn, together with deficiencies in memory. We infused 5,7-DHT bilaterally into the SUMn in rats and evaluated place learning in the standard Morris water maze task. Hippocampal (CA1 and dentate gyrus), septal and SUMn EEG were recorded during training of the test. The EEG power in each region and the coherence between the different regions were evaluated. Serotonin depletion in the SUMn induced deficient spatial learning and altered the expression of hippocampal high-frequency theta activity. These results provide evidence in support of a role for serotonin as a modulator of hippocampal learning, acting through changes in the synchronicity evoked in several relays of the SAS. PMID:26578960

  16. Local inhibition modulates learning-dependent song encoding in the songbird auditory cortex

    PubMed Central

    Thompson, Jason V.; Jeanne, James M.

    2013-01-01

    Changes in inhibition during development are well documented, but the role of inhibition in adult learning-related plasticity is not understood. In songbirds, vocal recognition learning alters the neural representation of songs across the auditory forebrain, including the caudomedial nidopallium (NCM), a region analogous to mammalian secondary auditory cortices. Here, we block local inhibition with the iontophoretic application of gabazine, while simultaneously measuring song-evoked spiking activity in NCM of European starlings trained to recognize sets of conspecific songs. We find that local inhibition differentially suppresses the responses to learned and unfamiliar songs and enhances spike-rate differences between learned categories of songs. These learning-dependent response patterns emerge, in part, through inhibitory modulation of selectivity for song components and the masking of responses to specific acoustic features without altering spectrotemporal tuning. The results describe a novel form of inhibitory modulation of the encoding of learned categories and demonstrate that inhibition plays a central role in shaping the responses of neurons to learned, natural signals. PMID:23155175

  17. Development of online instructional resources for Earth system science education: An example of current practice from China

    NASA Astrophysics Data System (ADS)

    Dong, Shaochun; Xu, Shijin; Lu, Xiancai

    2009-06-01

    Educators around the world are striving to make science more accessible and relevant to students. Online instructional resources have become an integral component of tertiary science education and will continue to grow in influence and importance over the coming decades. A case study in the iterative improvement of the online instructional resources provided for first-year undergraduates taking " Introductory Earth System Science" at Nanjing University in China is presented in this paper. Online instructional resources are used to conduct a student-centered learning model in the domain of Earth system science, resulting in a sustainable online instructional framework for students and instructors. The purpose of our practice is to make Earth system science education more accessible and exciting to students, changing instruction from a largely textbook-based teacher-centered approach to a more interactive and student-centered approach, and promoting the integration of knowledge and development of deep understanding by students. Evaluation on learning performance and learning satisfaction is conducted to identify helpful components and perception based on students' learning activities. The feedbacks indicate that the use of online instructional resources has positive impacts on mitigating Earth system science education challenges, and has the potential to promote deep learning.

  18. Writing Assignments with a Metacognitive Component Enhance Learning in a Large Introductory Biology Course

    PubMed Central

    Mynlieff, Michelle; Manogaran, Anita L.; St. Maurice, Martin

    2014-01-01

    Writing assignments, including note taking and written recall, should enhance retention of knowledge, whereas analytical writing tasks with metacognitive aspects should enhance higher-order thinking. In this study, we assessed how certain writing-intensive “interventions,” such as written exam corrections and peer-reviewed writing assignments using Calibrated Peer Review and including a metacognitive component, improve student learning. We designed and tested the possible benefits of these approaches using control and experimental variables across and between our three-section introductory biology course. Based on assessment, students who corrected exam questions showed significant improvement on postexam assessment compared with their nonparticipating peers. Differences were also observed between students participating in written and discussion-based exercises. Students with low ACT scores benefited equally from written and discussion-based exam corrections, whereas students with midrange to high ACT scores benefited more from written than discussion-based exam corrections. Students scored higher on topics learned via peer-reviewed writing assignments relative to learning in an active classroom discussion or traditional lecture. However, students with low ACT scores (17–23) did not show the same benefit from peer-reviewed written essays as the other students. These changes offer significant student learning benefits with minimal additional effort by the instructors. PMID:26086661

  19. Scaling-up an efficacious school-based physical activity intervention: Study protocol for the 'Internet-based Professional Learning to help teachers support Activity in Youth' (iPLAY) cluster randomized controlled trial and scale-up implementation evaluation.

    PubMed

    Lonsdale, Chris; Sanders, Taren; Cohen, Kristen E; Parker, Philip; Noetel, Michael; Hartwig, Tim; Vasconcellos, Diego; Kirwan, Morwenna; Morgan, Philip; Salmon, Jo; Moodie, Marj; McKay, Heather; Bennie, Andrew; Plotnikoff, Ron; Cinelli, Renata L; Greene, David; Peralta, Louisa R; Cliff, Dylan P; Kolt, Gregory S; Gore, Jennifer M; Gao, Lan; Lubans, David R

    2016-08-24

    Despite the health benefits of regular physical activity, most children are insufficiently active. Schools are ideally placed to promote physical activity; however, many do not provide children with sufficient in-school activity or ensure they have the skills and motivation to be active beyond the school setting. The aim of this project is to modify, scale up and evaluate the effectiveness of an intervention previously shown to be efficacious in improving children's physical activity, fundamental movement skills and cardiorespiratory fitness. The 'Internet-based Professional Learning to help teachers support Activity in Youth' (iPLAY) study will focus largely on online delivery to enhance translational capacity. The intervention will be implemented at school and teacher levels, and will include six components: (i) quality physical education and school sport, (ii) classroom movement breaks, (iii) physically active homework, (iv) active playgrounds, (v) community physical activity links and (vi) parent/caregiver engagement. Experienced physical education teachers will deliver professional learning workshops and follow-up, individualized mentoring to primary teachers (i.e., Kindergarten - Year 6). These activities will be supported by online learning and resources. Teachers will then deliver the iPLAY intervention components in their schools. We will evaluate iPLAY in two complementary studies in primary schools across New South Wales (NSW), Australia. A cluster randomized controlled trial (RCT), involving a representative sample of 20 schools within NSW (1:1 allocation at the school level to intervention and attention control conditions), will assess effectiveness and cost-effectiveness at 12 and 24 months. Students' cardiorespiratory fitness will be the primary outcome in this trial. Key secondary outcomes will include students' moderate-to-vigorous physical activity (via accelerometers), fundamental movement skill proficiency, enjoyment of physical education and sport, cognitive control, performance on standardized tests of numeracy and literacy, and cost-effectiveness. A scale-up implementation study guided by the RE-AIM framework will evaluate the reach, effectiveness, adoption, implementation, and maintenance of the intervention when delivered in 160 primary schools in urban and regional areas of NSW. This project will provide the evidence and a framework for government to guide physical activity promotion throughout NSW primary schools and a potential model for adoption in other states and countries. Australia and New Zealand Clinical Trials Registry ( ACTRN12616000731493 ). Date of registration: June 3, 2016.

  20. Older Australians: Structural barriers to learning in later life.

    PubMed

    Boulton-Lewis, Gillian; Aird, Rosemary; Buys, Laurie

    2016-01-01

    Learning in older age is associated with benefits including increases in skills, social interactions, self-satisfaction, coping ability, enjoyment, and resilience to age-related changes in the brain. It is also a fundamental component of active ageing and if active ageing objectives are to be met for the growing ageing population, barriers to learning need to be understood and addressed. This study aimed at determining the degree that structural factors deter people aged 55 years and older from engaging in learning activities. The data were obtained from survey (n=421) with a purposive sample of Australian Seniors aged 55 to 75+, and open ended follow up interviews (n=40). The survey responses to the 22 barriers to learning questions were ranked and quantified. The issues identified in the interviews shed further light on the survey data. The analyses revealed that factors related to educational institutions as well as infrastructure were commonly cited as barriers to participation in learning. In particular expense of educational programmes (55.1%), long travelling time (45.6%) other transportation difficulties (38.9%), lack of interest in offered programmes ((36.4) and lack of information about courses (31.1%) were seen as barriers. The interviews revealed and confirmed five main barriers; money, offerings of interest/availability, travel/transport, information, computer skills and being employed. The findings should provide policy makers, institutions, organizations and government with a list of areas where changes might be made so as to improve older people's opportunities for learning as they proceed through older age.

  1. Simultaneous Brain–Cervical Cord fMRI Reveals Intrinsic Spinal Cord Plasticity during Motor Sequence Learning

    PubMed Central

    Cohen-Adad, Julien; Marchand-Pauvert, Veronique; Benali, Habib; Doyon, Julien

    2015-01-01

    The spinal cord participates in the execution of skilled movements by translating high-level cerebral motor representations into musculotopic commands. Yet, the extent to which motor skill acquisition relies on intrinsic spinal cord processes remains unknown. To date, attempts to address this question were limited by difficulties in separating spinal local effects from supraspinal influences through traditional electrophysiological and neuroimaging methods. Here, for the first time, we provide evidence for local learning-induced plasticity in intact human spinal cord through simultaneous functional magnetic resonance imaging of the brain and spinal cord during motor sequence learning. Specifically, we show learning-related modulation of activity in the C6–C8 spinal region, which is independent from that of related supraspinal sensorimotor structures. Moreover, a brain–spinal cord functional connectivity analysis demonstrates that the initial linear relationship between the spinal cord and sensorimotor cortex gradually fades away over the course of motor sequence learning, while the connectivity between spinal activity and cerebellum gains strength. These data suggest that the spinal cord not only constitutes an active functional component of the human motor learning network but also contributes distinctively from the brain to the learning process. The present findings open new avenues for rehabilitation of patients with spinal cord injuries, as they demonstrate that this part of the central nervous system is much more plastic than assumed before. Yet, the neurophysiological mechanisms underlying this intrinsic functional plasticity in the spinal cord warrant further investigations. PMID:26125597

  2. Simultaneous Brain-Cervical Cord fMRI Reveals Intrinsic Spinal Cord Plasticity during Motor Sequence Learning.

    PubMed

    Vahdat, Shahabeddin; Lungu, Ovidiu; Cohen-Adad, Julien; Marchand-Pauvert, Veronique; Benali, Habib; Doyon, Julien

    2015-06-01

    The spinal cord participates in the execution of skilled movements by translating high-level cerebral motor representations into musculotopic commands. Yet, the extent to which motor skill acquisition relies on intrinsic spinal cord processes remains unknown. To date, attempts to address this question were limited by difficulties in separating spinal local effects from supraspinal influences through traditional electrophysiological and neuroimaging methods. Here, for the first time, we provide evidence for local learning-induced plasticity in intact human spinal cord through simultaneous functional magnetic resonance imaging of the brain and spinal cord during motor sequence learning. Specifically, we show learning-related modulation of activity in the C6-C8 spinal region, which is independent from that of related supraspinal sensorimotor structures. Moreover, a brain-spinal cord functional connectivity analysis demonstrates that the initial linear relationship between the spinal cord and sensorimotor cortex gradually fades away over the course of motor sequence learning, while the connectivity between spinal activity and cerebellum gains strength. These data suggest that the spinal cord not only constitutes an active functional component of the human motor learning network but also contributes distinctively from the brain to the learning process. The present findings open new avenues for rehabilitation of patients with spinal cord injuries, as they demonstrate that this part of the central nervous system is much more plastic than assumed before. Yet, the neurophysiological mechanisms underlying this intrinsic functional plasticity in the spinal cord warrant further investigations.

  3. Potentiation of the early visual response to learned danger signals in adults and adolescents

    PubMed Central

    Howsley, Philippa; Jordan, Jeff; Johnston, Pat

    2015-01-01

    The reinforcing effects of aversive outcomes on avoidance behaviour are well established. However, their influence on perceptual processes is less well explored, especially during the transition from adolescence to adulthood. Using electroencephalography, we examined whether learning to actively or passively avoid harm can modulate early visual responses in adolescents and adults. The task included two avoidance conditions, active and passive, where two different warning stimuli predicted the imminent, but avoidable, presentation of an aversive tone. To avoid the aversive outcome, participants had to learn to emit an action (active avoidance) for one of the warning stimuli and omit an action for the other (passive avoidance). Both adults and adolescents performed the task with a high degree of accuracy. For both adolescents and adults, increased N170 event-related potential amplitudes were found for both the active and the passive warning stimuli compared with control conditions. Moreover, the potentiation of the N170 to the warning stimuli was stable and long lasting. Developmental differences were also observed; adolescents showed greater potentiation of the N170 component to danger signals. These findings demonstrate, for the first time, that learned danger signals in an instrumental avoidance task can influence early visual sensory processes in both adults and adolescents. PMID:24652856

  4. Reliability Prediction Analysis: Airborne System Results and Best Practices

    NASA Astrophysics Data System (ADS)

    Silva, Nuno; Lopes, Rui

    2013-09-01

    This article presents the results of several reliability prediction analysis for aerospace components, made by both methodologies, the 217F and the 217Plus. Supporting and complementary activities are described, as well as the differences concerning the results and the applications of both methodologies that are summarized in a set of lessons learned that are very useful for RAMS and Safety Prediction practitioners.The effort that is required for these activities is also an important point that is discussed, as is the end result and their interpretation/impact on the system design.The article concludes while positioning these activities and methodologies in an overall process for space and aeronautics equipment/components certification, and highlighting their advantages. Some good practices have also been summarized and some reuse rules have been laid down.

  5. Event-related potential studies of outcome processing and feedback-guided learning.

    PubMed

    San Martín, René

    2012-01-01

    In order to control behavior in an adaptive manner the brain has to learn how some situations and actions predict positive or negative outcomes. During the last decade cognitive neuroscientists have shown that the brain is able to evaluate and learn from outcomes within a few hundred milliseconds of their occurrence. This research has been primarily focused on the feedback-related negativity (FRN) and the P3, two event-related potential (ERP) components that are elicited by outcomes. The FRN is a frontally distributed negative-polarity ERP component that typically reaches its maximal amplitude 250 ms after outcome presentation and tends to be larger for negative than for positive outcomes. The FRN has been associated with activity in the anterior cingulate cortex (ACC). The P3 (~300-600 ms) is a parietally distributed positive-polarity ERP component that tends to be larger for large magnitude than for small magnitude outcomes. The neural sources of the P3 are probably distributed over different regions of the cortex. This paper examines the theories that have been proposed to explain the functional role of these two ERP components during outcome processing. Special attention is paid to extant literature addressing how these ERP components are modulated by outcome valence (negative vs. positive), outcome magnitude (large vs. small), outcome probability (unlikely vs. likely), and behavioral adjustment. The literature offers few generalizable conclusions, but is beset with a number of inconsistencies across studies. This paper discusses the potential reasons for these inconsistencies and points out some challenges that probably will shape the field over the next decade.

  6. Attractor States in Teaching and Learning Processes: A Study of Out-of-School Science Education

    PubMed Central

    Geveke, Carla H.; Steenbeek, Henderien W.; Doornenbal, Jeannette M.; Van Geert, Paul L. C.

    2017-01-01

    In order for out-of-school science activities that take place during school hours but outside the school context to be successful, instructors must have sufficient pedagogical content knowledge (PCK) to guarantee high-quality teaching and learning. We argue that PCK is a quality of the instructor-pupil system that is constructed in real-time interaction. When PCK is evident in real-time interaction, we define it as Expressed Pedagogical Content Knowledge (EPCK). The aim of this study is to empirically explore whether EPCK shows a systematic pattern of variation, and if so whether the pattern occurs in recurrent and temporary stable attractor states as predicted in the complex dynamic systems theory. This study concerned nine out-of-school activities in which pupils of upper primary school classes participated. A multivariate coding scheme was used to capture EPCK in real time. A principal component analysis of the time series of all the variables reduced the number of components. A cluster revealed general descriptions of the components across all cases. Cluster analyses of individual cases divided the time series into sequences, revealing High-, Low-, and Non-EPCK states. High-EPCK attractor states emerged at particular moments during activities, rather than being present all the time. Such High-EPCK attractor states were only found in a few cases, namely those where the pupils were prepared for the visit and the instructors were trained. PMID:28316578

  7. Factors Associated with Clinician Participation in TF-CBT Post-workshop Training Components.

    PubMed

    Pemberton, Joy R; Conners-Burrow, Nicola A; Sigel, Benjamin A; Sievers, Chad M; Stokes, Lauren D; Kramer, Teresa L

    2017-07-01

    For proficiency in an evidence-based treatment (EBT), mental health professionals (MHPs) need training activities extending beyond a one-time workshop. Using data from 178 MHPs participating in a statewide TF-CBT dissemination project, we used five variables assessed at the workshop, via multiple and logistic regression, to predict participation in three post-workshop training components. Perceived in-workshop learning and client-treatment mismatch were predictive of consultation call participation and case presentation respectively. Attitudes toward EBTs were predictive of trauma assessment utilization, although only with non-call participants removed from analysis. Productivity requirements and confidence in TF-CBT skills were not associated with participation in post-workshop activities.

  8. Using active learning strategies to investigate student learning and attitudes in a large enrollment, introductory geology course

    NASA Astrophysics Data System (ADS)

    Berry, Stacy Jane

    There has been an increased emphasis for college instruction to incorporate more active and collaborative involvement of students in the learning process. These views have been asserted by The Association of American Colleges (AAC), the National Science Foundation (NSF), and The National Research Counsel (NRC), which are advocating for the modification of traditional instructional techniques to allow students the opportunity to be more cooperative (Task Group on General Education, 1988). This has guided educators and facilitators into shifting teaching paradigms from a teacher centered to a more student-centered curriculum. The present study investigated achievement outcomes and attitudes of learners in a large enrollment (n ~ 200), introductory geology course using a student centered learning cycle format of instruction versus another similar section that used a traditional lecture format. Although the course is a recruiting class for majors, over 95% of the students that enroll are non-majors. Measurements of academic evaluation were through four unit exams, classroom communication systems, weekly web-based homework, in-class activities, and a thematic collaborative poster/paper project and presentation. The qualitative methods to investigate the effectiveness of the teaching design included: direct observation, self-reporting about learning, and open-ended interviews. By disaggregating emerging data, we tried to concentrate on patterns and causal relationships between achievement performance and attitudes regarding learning geology. Statistical analyses revealed positive relationships between student engagement in supplemental activities and achievement mean scores within and between the two sections. Completing weekly online homework had the most robust relationship with overall achievement performance. Contrary to expectations, a thematic group project only led to modest gains in achievement performance, although the social and professional gains could be considered as significant as the academic merit. The qualitative data substantiated the achievement success and revealed a positive relationship between a student centered learning environment and attitudes regarding learning geology. Our findings indicated a positive trend favoring active learning instructional practices, particularly methods that emphasize independent and active thinking, and analyzing of data. Of particular interest was the correlation between the amount of student ownership in an activity and students' attitude toward authenticity and application in learning. Students' perceptions and attitudes provided depth in program evaluation and helped in identifying which components used in teaching methodologies were the most effective towards learning. Although the exigencies of high enrollment introductory courses set limits for this study, the outcomes support the positive influence that active learning has on achievement performance in a high enrollment, introductory Geology course.

  9. The pedagogical value of Disassemble/Analyze/Assemble (DAA) activities: Assessing the potential for motivation and transfer

    NASA Astrophysics Data System (ADS)

    Dalrymple, Odesma Onika

    Undergraduate engineering institutions are currently seeking to improve recruiting practices and to retain engineering majors particularly by addressing what many studies document as a major challenge of poor instruction. There is an undisputed need for instructional practices that motivate students in addition to facilitating the transfer of learning beyond the classroom. Reverse engineering and product dissection, more broadly termed Disassemble/Analyze/Assemble (DAA) activities, have shown potential to address these concerns, based on the reviews of students and professors alike. DAA activities involve the systematic deconstruction of an artifact, the subsequent analysis and possible reconstruction of its components for the purpose of understanding the embodied fundamental concepts, design principles and developmental processes. These activities have been part of regular industry practice for some time; however, the systematic analysis of their benefits for learning and instruction is a relatively recent phenomenon. A number of studies have provided highly descriptive accounts of curricula and possible outcomes of DAA activities; but, relatively few have compared participants doing DAA activities to a control group doing more traditional activities. In this respect, two quasi-experiments were conducted as part of a first-year engineering laboratory, and it was hypothesized that students who engaged in the DAA activity would be more motivated and would demonstrate higher frequencies of transfer than the control. A DAA activity that required students to disassemble a single-use camera and analyze its components to discover how it works was compared to a step-by-step laboratory activity in the first experiment and a lecture method of instruction in the second experiment. In both experiments, over forty percent of the students that engaged in the DAA activity demonstrated the ability to transfer the knowledge gained about the functions of the camera's components and their interconnectedness and describe an approach for modifying the camera that involved the adaptation of a current mechanism to add new functionality. This exhibition of transfer was significantly greater than the frequency of transfer yielded by the comparative traditional activities. In addition, the post laboratory surveys indicated that the DAA activities elicited significantly higher levels of motivation than the step-by-step laboratory and the direct instructional method.

  10. Building Interoperable Learning Objects Using Reduced Learning Object Metadata

    ERIC Educational Resources Information Center

    Saleh, Mostafa S.

    2005-01-01

    The new e-learning generation depends on Semantic Web technology to produce learning objects. As the production of these components is very costly, they should be produced and registered once, and reused and adapted in the same context or in other contexts as often as possible. To produce those components, developers should use learning standards…

  11. Engineering Design Activity: Understanding How Different Design Activities Influence Students' Motivation in Grades 9-12. Final Report. A Seed Grant Research Project. Research in Engineering and Technology Education

    ERIC Educational Resources Information Center

    Lawanto, Oenardi; Stewardson, Gary

    2009-01-01

    The objective of this study was to evaluate grade 9-12 students' motivation while engaged in two different engineering design projects: marble-sorter and bridge designs. The motivation components measured in this study were focused on students' intrinsic (IGO) and extrinsic (EGO) goal orientations, task value (TV), self-efficacy for learning and…

  12. Quien Soy Yo?/All about Me. Learning through Cultural Diversity and the Arts.

    ERIC Educational Resources Information Center

    Monterey County Office of Education, Salinas, CA.

    The curriculum presented here contains three units designed to help Mexican-American migrant students understand and value the richness of their culture, experiences, and family. Unit 1, "My Roots," examines the different components of a culture, and presents aspects of the Aztec civilization and culture. Activities include hearing a…

  13. Teaching Storytelling as a Leadership Practice

    ERIC Educational Resources Information Center

    Cleverley-Thompson, Shannon

    2018-01-01

    The ability to tell stories can be an important leadership attribute and skill to master in order to be a successful leader (Baldoni, 2003; Denning, 2004; Kouzes & Posner, 2012). Storytelling is a central component of effective communication for leaders and a skill to master for future leadership success. This paper supports active learning,…

  14. Reinforcing Alcohol Prevention (RAP) Program: A Secondary School Curriculum to Combat Underage Drinking and Impaired Driving

    ERIC Educational Resources Information Center

    Will, Kelli England; Sabo, Cynthia Shier

    2010-01-01

    The Reinforcing Alcohol Prevention (RAP) Program is an alcohol prevention curriculum developed in partnership with secondary schools to serve their need for a brief, evidence-based, and straightforward program that aligned with state learning objectives. Program components included an educational lesson, video, and interactive activities delivered…

  15. It Takes a Village to Make a Scientist: Reflections of a Faculty Learning Community

    ERIC Educational Resources Information Center

    Cervato, Cinzia; Gallus, William; Flory, Dave; Moss, Elizabeth; Slade, Michael; Kawaler, Steve; Marengo, Massimo; Woo, Keith; Krumhardt, Barbara; Clough, Mike; Campbell, Alexis; Acerbo, Martin

    2015-01-01

    Lab components of undergraduate science courses typically have students complete highly directed cookbook-like laboratory activities. These experiences rarely engage students in a meaningful manner and do not accurately convey what the work of science entails. With funding from the Howard Hughes Medical Institute (HHMI), we have created more…

  16. Using a Dual Safeguard Web-Based Interactive Teaching Approach in an Introductory Physics Class

    ERIC Educational Resources Information Center

    Li, Lie-Ming; Li, Bin; Luo, Ying

    2015-01-01

    We modified the Just-in-Time Teaching approach and developed a dual safeguard web-based interactive (DGWI) teaching system for an introductory physics course. The system consists of four instructional components that improve student learning by including warm-up assignments and online homework. Student and instructor activities involve activities…

  17. To Click or Not to Click: That's the Question

    ERIC Educational Resources Information Center

    El-Rady, Johnny

    2006-01-01

    Classes of 100 students or more are not uncommon in higher education. With such large enrollments, it can be difficult for instructors to integrate active learning components to the traditional lecture format typically adopted in such large classes. To help address this problem, Johnny El-Rady discusses his use of an electronic classroom voting…

  18. Going in Cycles: Courseware and Material Development for Written Communication

    ERIC Educational Resources Information Center

    Schulze, Mathias; Liebscher, Grit

    2010-01-01

    The development of both the materials for an intermediate-level hybrid German writing course and the software in a virtual learning environment for the course may be viewed as activity systems. Viewing the individual components of each system as interrelated enables us to conceptualize the complexities of the development process, which goes well…

  19. Virtual-Recitation: A World Wide Web Based Approach to Active Learning in Clinical Pharmacokinetics.

    ERIC Educational Resources Information Center

    Woodward, Donald K.

    1998-01-01

    Describes implementation, evaluation of World Wide Web-based component in a Rutgers University (New Jersey) advanced clinical pharmacokinetics course. Scheduling accommodated nontraditional students; each week Web pages providing review and supplementary material and an online quiz were posted after class. Comparison with the previous year's…

  20. Using the Community as a Classroom for Large Introductory Sociology Classes.

    ERIC Educational Resources Information Center

    Corwin, Patricia

    1996-01-01

    Explores how a student service program can be implemented without a large staff and without cost, in large introductory sociology classes as part of an extra-credit project, while augmenting course material as an active learning component. Discusses a class that fits this description at North Dakota State University. (MJP)

  1. Differential Workload Calculation and Its Impact on Lab Science Instruction at the Community College Level

    ERIC Educational Resources Information Center

    Boyd, Beth Nichols

    2013-01-01

    The calculation of workload for science instructors who teach classes with laboratory components at the community college level is inconsistent. Despite recommendations from the National Research Council (1996) and the large body of evidence which indicates that activity-based instruction produces greater learning gains than passive, lecture-based…

  2. Revisiting Virtual Field Trips: Perspectives of College Science Instructors

    ERIC Educational Resources Information Center

    Lei, Simon A.

    2015-01-01

    Field trips are an important component of upper undergraduate and graduate-level science courses, especially in the fields of biology, geoscience, and environmental science. Field trips can provide a new perspective to a course's content and quality. Science field trips can facilitate active student learning, yet often can be constrained by time,…

  3. Strategies for Developing a University-Sponsored Youth Sports Summer Camp

    ERIC Educational Resources Information Center

    Walsh, David

    2011-01-01

    During the summer, universities have the ability to offer on-campus camps that serve the health, physical activity, and educational needs of youths. However, the tasks, responsibilities, time, and knowledge needed to run a camp can be overwhelming. This article describes the administrative components of the lessons learned from the development of…

  4. Using Educational Technology in Applications as Element of Teaching for Special Disciplines

    ERIC Educational Resources Information Center

    Neupokoeva, Elena E.; Chapaev, Nikolay K.; Akimova, Olga B.; Shcherbin, Matthew D.; Borovikov, Evgenij A.

    2016-01-01

    The relevance of research problem due to high growth of information technologies roles in industrial activity and low level of teachers professionalism in topics related with information technology. Purpose of article is to show main components of a learning technology aimed at improving level teachers skills to solve didactic problems associated…

  5. Health Occupations. Nursing Assistant.

    ERIC Educational Resources Information Center

    Megow, Joye G.

    Materials contained in this package are designed for use with students interested in the occupation of nurses aide. The package has two sections, one which looks closely at the job and the student, and the other--the curriculum phase--which concerns actual student use of learning activity packages (LAPs). These two components together form a "job…

  6. Working Memory in Students with Mathematical Difficulties

    NASA Astrophysics Data System (ADS)

    Nur, I. R. D.; Herman, T.; Ningsih, S.

    2018-04-01

    Learning process is the activities that has important role because this process is one of the all factors that establish students success in learning. oftentimes we find so many students get the difficulties when they study mathematics. This condition is not only because of the outside factor but also it comes from the inside. The purpose of this research is to analyze and give the representation how students working memory happened in physical education students for basic statistics subjects which have mathematical difficulties. The subjects are 4 students which have a mathematical difficulties. The research method is case study and when the describe about students working memory are explanated deeply with naturalistic observation. Based on this research, it was founded that 4 students have a working memory deficit in three components. The components are phonological loop, visuospatial sketchpad, dan episodic buffer.

  7. The Impact of Deliberative Strategy Dissociates ERP Components Related to Conflict Processing vs. Reinforcement Learning

    PubMed Central

    Warren, Christopher M.; Holroyd, Clay B.

    2012-01-01

    We applied the event-related brain potential (ERP) technique to investigate the involvement of two neuromodulatory systems in learning and decision making: The locus coeruleus–norepinephrine system (NE system) and the mesencephalic dopamine system (DA system). We have previously presented evidence that the N2, a negative deflection in the ERP elicited by task-relevant events that begins approximately 200 ms after onset of the eliciting stimulus and that is sensitive to low-probability events, is a manifestation of cortex-wide noradrenergic modulation recruited to facilitate the processing of unexpected stimuli. Further, we hold that the impact of DA reinforcement learning signals on the anterior cingulate cortex (ACC) produces a component of the ERP called the feedback-related negativity (FRN). The N2 and the FRN share a similar time range, a similar topography, and similar antecedent conditions. We varied factors related to the degree of cognitive deliberation across a series of experiments to dissociate these two ERP components. Across four experiments we varied the demand for a deliberative strategy, from passively watching feedback, to more complex/challenging decision tasks. Consistent with our predictions, the FRN was largest in the experiment involving active learning and smallest in the experiment involving passive learning whereas the N2 exhibited the opposite effect. Within each experiment, when subjects attended to color, the N2 was maximal at frontal–central sites, and when they attended to gender it was maximal over lateral-occipital areas, whereas the topology of the FRN was frontal–central in both task conditions. We conclude that both the DA system and the NE system act in concert when learning from rewards that vary in expectedness, but that the DA system is relatively more exercised when subjects are relatively more engaged by the learning task. PMID:22493568

  8. Associative learning and animal cognition.

    PubMed

    Dickinson, Anthony

    2012-10-05

    Associative learning plays a variety of roles in the study of animal cognition from a core theoretical component to a null hypothesis against which the contribution of cognitive processes is assessed. Two developments in contemporary associative learning have enhanced its relevance to animal cognition. The first concerns the role of associatively activated representations, whereas the second is the development of hybrid theories in which learning is determined by prediction errors, both directly and indirectly through associability processes. However, it remains unclear whether these developments allow associative theory to capture the psychological rationality of cognition. I argue that embodying associative processes within specific processing architectures provides mechanisms that can mediate psychological rationality and illustrate such embodiment by discussing the relationship between practical reasoning and the associative-cybernetic model of goal-directed action.

  9. Individual Differences in Learning Talker Categories: The Role of Working Memory

    PubMed Central

    Levi, Susannah V.

    2016-01-01

    The current study explores the question of how an auditory category is learned by having school-age listeners learn to categorize speech not in terms of linguistic categories, but instead in terms of talker categories (i.e., who is talking). Findings from visual-category learning indicate that working memory skills affect learning, but the literature is equivocal: sometimes better working memory is advantageous, and sometimes not. The current study examined the role of different components of working memory to test which component skills benefit, and which hinder, learning talker categories. Results revealed that the short-term storage component positively predicted learning, but that the Central Executive and Episodic Buffer negatively predicted learning. As with visual categories, better working memory is not always an advantage. PMID:25721393

  10. Service Learning in Undergraduate Nursing Education: Strategies to Facilitate Meaningful Reflection.

    PubMed

    Schmidt, Nola A; Brown, Janet M

    2016-01-01

    Service learning is recognized as a valuable pedagogy involving experiential learning, reflection, and reciprocal learning. Students develop critical thinking and social awareness by using the crucial activity of reflecting upon their experiential learning with community partners. The purpose of this paper is to demystify the process of reflection by identifying best practices to enhance reflection and offering suggestions for grading. By understanding "the what" and "the how" of reflection, educators can implement service learning experiences designed to include the essential component of reflection. Strategies for facilitating meaningful reflection are described including descriptions of what students should reflect upon and how to initiate reflection through writing, reading, doing, and telling. Grading rubrics are suggested to facilitate evaluation of student reflection. When properly implemented, service learning encourages students to be good citizens of the world. By using best practices associated with reflection, students can be challenged to think critically about the world and how their service can achieve community goals. Copyright © 2016. Published by Elsevier Inc.

  11. Do collaborative practical tests encourage student-centered active learning of gross anatomy?

    PubMed

    Green, Rodney A; Cates, Tanya; White, Lloyd; Farchione, Davide

    2016-05-06

    Benefits of collaborative testing have been identified in many disciplines. This study sought to determine whether collaborative practical tests encouraged active learning of anatomy. A gross anatomy course included a collaborative component in four practical tests. Two hundred and seven students initially completed the test as individuals and then worked as a team to complete the same test again immediately afterwards. The relationship between mean individual, team, and difference (between team and individual) test scores to overall performance on the final examination (representing overall learning in the course) was examined using regression analysis. The overall mark in the course increased by 9% with a decreased failure rate. There was a strong relationship between individual score and final examination mark (P < 0.001) but no relationship for team score (P = 0.095). A longitudinal analysis showed that the test difference scores increased after Test 1 which may be indicative of social loafing and this was confirmed by a significant negative relationship between difference score on Test 4 (indicating a weaker student) and final examination mark (P < 0.001). It appeared that for this cohort, there was little peer-to-peer learning occurring during the collaborative testing and that weaker students gained the benefit from team marks without significant active learning taking place. This negative outcome may be due to insufficient encouragement of the active learning strategies that were expected to occur during the collaborative testing process. An improved understanding of the efficacy of collaborative assessment could be achieved through the inclusion of questionnaire based data to allow a better interpretation of learning outcomes. Anat Sci Educ 9: 231-237. © 2015 American Association of Anatomists. © 2015 American Association of Anatomists.

  12. Evaluating a College Leadership Course: What Do Students Learn in a Leadership Course with a Service-Learning Component and How Deeply Do They Learn It?

    ERIC Educational Resources Information Center

    Sessa, Valerie I.; Matos, Cristina; Hopkins, Courtney A.

    2009-01-01

    The purpose of this study was to evaluate final projects in a freshman leadership course (combining grounding in leadership theories with a service-learning component) to determine what students learned about leadership, themselves as developing leaders, and leading in the civic community, and how deeply they learned these concepts. Students found…

  13. Age-related changes in the cerebral substrates of cognitive procedural learning.

    PubMed

    Hubert, Valérie; Beaunieux, Hélène; Chételat, Gaël; Platel, Hervé; Landeau, Brigitte; Viader, Fausto; Desgranges, Béatrice; Eustache, Francis

    2009-04-01

    Cognitive procedural learning occurs in three qualitatively different phases (cognitive, associative, and autonomous). At the beginning of this process, numerous cognitive functions are involved, subtended by distinct brain structures such as the prefrontal and parietal cortex and the cerebellum. As the learning progresses, these cognitive components are gradually replaced by psychomotor abilities, reflected by the increasing involvement of the cerebellum, thalamus, and occipital regions. In elderly subjects, although cognitive studies have revealed a learning effect, performance levels differ during the acquisition of a procedure. The effects of age on the learning of a cognitive procedure have not yet been examined using functional imaging. The aim of this study was therefore to characterize the cerebral substrates involved in the learning of a cognitive procedure, comparing a group of older subjects with young controls. For this purpose, we performed a positron emission tomography activation study using the Tower of Toronto task. A direct comparison of the two groups revealed the involvement of a similar network of brain regions at the beginning of learning (cognitive phase). However, the engagement of frontal and cingulate regions persisted in the older group as learning continued, whereas it ceased in the younger controls. We assume that this additional activation in the older group during the associative and autonomous phases reflected compensatory processes and the fact that some older subjects failed to fully automate the procedure. 2008 Wiley-Liss, Inc.

  14. ENERGY-NET (Energy, Environment and Society Learning Network): Best Practices to Enhance Informal Geoscience Learning

    NASA Astrophysics Data System (ADS)

    Rossi, R.; Elliott, E. M.; Bain, D.; Crowley, K. J.; Steiner, M. A.; Divers, M. T.; Hopkins, K. G.; Giarratani, L.; Gilmore, M. E.

    2014-12-01

    While energy links all living and non-living systems, the integration of energy, the environment, and society is often not clearly represented in 9 - 12 classrooms and informal learning venues. However, objective public learning that integrates these components is essential for improving public environmental literacy. ENERGY-NET (Energy, Environment and Society Learning Network) is a National Science Foundation funded initiative that uses an Earth Systems Science framework to guide experimental learning for high school students and to improve public learning opportunities regarding the energy-environment-society nexus in a Museum setting. One of the primary objectives of the ENERGY-NET project is to develop a rich set of experimental learning activities that are presented as exhibits at the Carnegie Museum of Natural History in Pittsburgh, Pennsylvania (USA). Here we detail the evolution of the ENERGY-NET exhibit building process and the subsequent evolution of exhibit content over the past three years. While preliminary plans included the development of five "exploration stations" (i.e., traveling activity carts) per calendar year, the opportunity arose to create a single, larger topical exhibit per semester, which was assumed to have a greater impact on museum visitors. Evaluative assessments conducted to date reveal important practices to be incorporated into ongoing exhibit development: 1) Undergraduate mentors and teen exhibit developers should receive additional content training to allow richer exhibit materials. 2) The development process should be distributed over as long a time period as possible and emphasize iteration. This project can serve as a model for other collaborations between geoscience departments and museums. In particular, these practices may streamline development of public presentations and increase the effectiveness of experimental learning activities.

  15. Impaired contextual fear-conditioning in MAM rodent model of schizophrenia.

    PubMed

    Gill, Kathryn M; Miller, Sarah A; Grace, Anthony A

    2018-05-01

    The methylazoxymethanol acetate (MAM) rodent neurodevelopmental model of schizophrenia exhibits aberrant dopamine system activation attributed to hippocampal dysfunction. Context discrimination is a component of numerous behavioral and cognitive functions and relies on intact hippocampal processing. The present study explored context processing behaviors, along with dopamine system activation, during fear learning in the MAM model. Male offspring of dams treated with MAM (20mg/kg, i.p.) or saline on gestational day 17 were used for electrophysiological and behavioral experiments. Animals were tested on the immediate shock fear conditioning paradigm, with either different pre-conditioning contexts or varying amounts of context pre-exposure (0-10 sessions). Amphetamine-induced locomotor activity and dopamine neural activity was measured 1-week after fear conditioning. Saline, but not MAM animals, demonstrated enhanced fear responses following a single context pre-exposure in the conditioning context. One week following fear learning, saline rats with 2 or 7min of context pre-exposure prior to fear conditioning also demonstrated enhanced amphetamine-induced locomotor response relative to MAM animals. Dopamine neuron recordings showed fear learning-induced reductions in spontaneous dopamine neural activity in MAM rats that was further reduced by amphetamine. Apomorphine administration confirmed that reductions in dopamine neuron activity in MAM animals resulted from over excitation, or depolarization block. These data show a behavioral insensitivity to contextual stimuli in MAM rats that coincide with a less dynamic dopamine response after fear learning. Copyright © 2017 Elsevier B.V. All rights reserved.

  16. Decoding the encoding of functional brain networks: An fMRI classification comparison of non-negative matrix factorization (NMF), independent component analysis (ICA), and sparse coding algorithms.

    PubMed

    Xie, Jianwen; Douglas, Pamela K; Wu, Ying Nian; Brody, Arthur L; Anderson, Ariana E

    2017-04-15

    Brain networks in fMRI are typically identified using spatial independent component analysis (ICA), yet other mathematical constraints provide alternate biologically-plausible frameworks for generating brain networks. Non-negative matrix factorization (NMF) would suppress negative BOLD signal by enforcing positivity. Spatial sparse coding algorithms (L1 Regularized Learning and K-SVD) would impose local specialization and a discouragement of multitasking, where the total observed activity in a single voxel originates from a restricted number of possible brain networks. The assumptions of independence, positivity, and sparsity to encode task-related brain networks are compared; the resulting brain networks within scan for different constraints are used as basis functions to encode observed functional activity. These encodings are then decoded using machine learning, by using the time series weights to predict within scan whether a subject is viewing a video, listening to an audio cue, or at rest, in 304 fMRI scans from 51 subjects. The sparse coding algorithm of L1 Regularized Learning outperformed 4 variations of ICA (p<0.001) for predicting the task being performed within each scan using artifact-cleaned components. The NMF algorithms, which suppressed negative BOLD signal, had the poorest accuracy compared to the ICA and sparse coding algorithms. Holding constant the effect of the extraction algorithm, encodings using sparser spatial networks (containing more zero-valued voxels) had higher classification accuracy (p<0.001). Lower classification accuracy occurred when the extracted spatial maps contained more CSF regions (p<0.001). The success of sparse coding algorithms suggests that algorithms which enforce sparsity, discourage multitasking, and promote local specialization may capture better the underlying source processes than those which allow inexhaustible local processes such as ICA. Negative BOLD signal may capture task-related activations. Copyright © 2017 Elsevier B.V. All rights reserved.

  17. Dopamine neurons modulate pheromone responses in Drosophila courtship learning.

    PubMed

    Keleman, Krystyna; Vrontou, Eleftheria; Krüttner, Sebastian; Yu, Jai Y; Kurtovic-Kozaric, Amina; Dickson, Barry J

    2012-09-06

    Learning through trial-and-error interactions allows animals to adapt innate behavioural ‘rules of thumb’ to the local environment, improving their prospects for survival and reproduction. Naive Drosophila melanogaster males, for example, court both virgin and mated females, but learn through experience to selectively suppress futile courtship towards females that have already mated. Here we show that courtship learning reflects an enhanced response to the male pheromone cis-vaccenyl acetate (cVA), which is deposited on females during mating and thus distinguishes mated females from virgins. Dissociation experiments suggest a simple learning rule in which unsuccessful courtship enhances sensitivity to cVA. The learning experience can be mimicked by artificial activation of dopaminergic neurons, and we identify a specific class of dopaminergic neuron that is critical for courtship learning. These neurons provide input to the mushroom body (MB) γ lobe, and the DopR1 dopamine receptor is required in MBγ neurons for both natural and artificial courtship learning. Our work thus reveals critical behavioural, cellular and molecular components of the learning rule by which Drosophila adjusts its innate mating strategy according to experience.

  18. Ripple-triggered stimulation of the locus coeruleus during post-learning sleep disrupts ripple/spindle coupling and impairs memory consolidation.

    PubMed

    Novitskaya, Yulia; Sara, Susan J; Logothetis, Nikos K; Eschenko, Oxana

    2016-05-01

    Experience-induced replay of neuronal ensembles occurs during hippocampal high-frequency oscillations, or ripples. Post-learning increase in ripple rate is predictive of memory recall, while ripple disruption impairs learning. Ripples may thus present a fundamental component of a neurophysiological mechanism of memory consolidation. In addition to system-level local and cross-regional interactions, a consolidation mechanism involves stabilization of memory representations at the synaptic level. Synaptic plasticity within experience-activated neuronal networks is facilitated by noradrenaline release from the axon terminals of the locus coeruleus (LC). Here, to better understand interactions between the system and synaptic mechanisms underlying "off-line" consolidation, we examined the effects of ripple-associated LC activation on hippocampal and cortical activity and on spatial memory. Rats were trained on a radial maze; after each daily learning session neural activity was monitored for 1 h via implanted electrode arrays. Immediately following "on-line" detection of ripple, a brief train of electrical pulses (0.05 mA) was applied to LC. Low-frequency (20 Hz) stimulation had no effect on spatial learning, while higher-frequency (100 Hz) trains transiently blocked generation of ripple-associated cortical spindles and caused a reference memory deficit. Suppression of synchronous ripple/spindle events appears to interfere with hippocampal-cortical communication, thereby reducing the efficiency of "off-line" memory consolidation. © 2016 Novitskaya et al.; Published by Cold Spring Harbor Laboratory Press.

  19. When I grow up: the relationship of science learning activation to STEM career preferences

    NASA Astrophysics Data System (ADS)

    Dorph, Rena; Bathgate, Meghan E.; Schunn, Christian D.; Cannady, Matthew A.

    2018-06-01

    This paper proposes three new measures of components STEM career preferences (affinity, certainty, and goal), and then explores which dimensions of science learning activation (fascination, values, competency belief, and scientific sensemaking) are predictive of STEM career preferences. Drawn from the ALES14 dataset, a sample of 2938 sixth and eighth grade middle-school students from 11 schools in two purposefully selected diverse areas (Western Pennsylvania & the Bay Area of California) was used for the analyses presented in this paper. These schools were chosen to represent socio-economic and ethnic diversity. Findings indicate that, overall, youth who are activated towards science learning are more likely to have affinity towards STEM careers, certainty about their future career goals, and have identified a specific STEM career goal. However, different dimensions of science learning activation are more strongly correlated with different aspects career preference across different STEM career foci (e.g. science, engineering, technology, health, etc.). Gender, age, minority status, and home resources also have explanatory power. While many results are consistent with prior research, there are also novel results that offer important fodder for future research. Critically, our strategy of measuring affinity towards the specific disciplines that make up STEM, measuring STEM and health career goals separately, and looking at career affinity and career goals separately, offers interesting results and underscores the value of disentangling the conceptual melting pot of what has previously been known as 'career interest.' Study findings also have implications for design of science learning opportunities for youth.

  20. Intermittent regime of brain activity at the early, bias-guided stage of perceptual learning.

    PubMed

    Nikolaev, Andrey R; Gepshtein, Sergei; van Leeuwen, Cees

    2016-11-01

    Perceptual learning improves visual performance. Among the plausible mechanisms of learning, reduction of perceptual bias has been studied the least. Perceptual bias may compensate for lack of stimulus information, but excessive reliance on bias diminishes visual discriminability. We investigated the time course of bias in a perceptual grouping task and studied the associated cortical dynamics in spontaneous and evoked EEG. Participants reported the perceived orientation of dot groupings in ambiguous dot lattices. Performance improved over a 1-hr period as indicated by the proportion of trials in which participants preferred dot groupings favored by dot proximity. The proximity-based responses were compromised by perceptual bias: Vertical groupings were sometimes preferred to horizontal ones, independent of dot proximity. In the evoked EEG activity, greater amplitude of the N1 component for horizontal than vertical responses indicated that the bias was most prominent in conditions of reduced visual discriminability. The prominence of bias decreased in the course of the experiment. Although the bias was still prominent, prestimulus activity was characterized by an intermittent regime of alternating modes of low and high alpha power. Responses were more biased in the former mode, indicating that perceptual bias was deployed actively to compensate for stimulus uncertainty. Thus, early stages of perceptual learning were characterized by episodes of greater reliance on prior visual preferences, alternating with episodes of receptivity to stimulus information. In the course of learning, the former episodes disappeared, and biases reappeared only infrequently.

  1. How we value the future affects our desire to learn.

    PubMed

    Moore, Alana L; Hauser, Cindy E; McCarthy, Michael A

    2008-06-01

    Active adaptive management is increasingly advocated in natural resource management and conservation biology. Active adaptive management looks at the benefit of employing strategies that may be suboptimal in the near term but which may provide additional information that will facilitate better management in future years. However, when comparing management policies it is traditional to weigh future rewards geometrically (at a constant discount rate) which results in far-distant rewards making a negligible contribution to the total benefit. Under such a discounting scheme active adaptive management is rarely of much benefit, especially if learning is slow. A growing number of authors advocate the use of alternative forms of discounting when evaluating optimal strategies for long-term decisions which have a social component. We consider a theoretical harvested population for which the recovery rate from an unharvestably small population size is unknown and look at the effects on the benefit of experimental management when three different forms of discounting are employed. Under geometric discounting, with a discount rate of 5% per annum, managing to learn actively had little benefit. This study demonstrates that discount functions which weigh future rewards more heavily result in more conservative harvesting strategies, but do not necessarily encourage active learning. Furthermore, the optimal management strategy is not equivalent to employing geometric discounting at a lower rate. If alternative discount functions are made mandatory in calculating optimal management strategies for environmental management then this will affect the structure of optimal management regimes and change when and how much we are willing to invest in learning.

  2. Objectified Body Consciousness in Relation to Recovery from an Eating Disorder

    PubMed Central

    Fitzsimmons, Ellen E.; Bardone-Cone, Anna M.; Kelly, Kathleen A.

    2011-01-01

    In Western society, the feminine body has been positioned as an object to be looked at and sexually gazed upon; thus, females often learn to view themselves as objects to be observed (i.e., objectified body consciousness (OBC)). This study examined the relation between OBC and eating disorder recovery by comparing its components across non-eating disorder controls, fully recovered, partially recovered, and active eating disorder cases. Results revealed that non-eating disorder controls and fully recovered individuals had similarly low levels of two components of OBC, body surveillance and body shame. Partially recovered individuals looked more similar to those with an active eating disorder on these constructs. The third component of OBC, control beliefs, and a conceptually similar construct, weight/shape self-efficacy, did not differ across groups. Results provide support for the importance of measuring aspects of self-objectification, particularly body surveillance and body shame, across the course of an eating disorder. PMID:22051364

  3. Modeling the effects of multicontextual physics instruction on learner expectations and understanding of force and motion systems

    NASA Astrophysics Data System (ADS)

    Deese Becht, Sara-Maria Francis

    1999-11-01

    The purpose of this study is two-fold involving both practical and theoretical modeling components. The practical component, an experiential-learning phase, investigated a study population for effects that increasing levels of multicontextual physics activities have on student understanding of Newtonian systems of motion. This contextual-learning model measured learner convictions and non-response gaps and analyzed learner response trends on context, technology, challenge, growth, and success. The theoretical component, a model-building phase, designed a dynamic-knowing model for learning along a range of experiential tasks, from low to high context, monitored for indicators of learning in science and mathematics: learner academic performance and ability, learner control and academic attitude, and a learner non- response gap. This knowing model characterized a learner's process-of-knowing on a less to more expert- like learner-response continuum using performance and perspective indices associated with level of contextual- imagery referent system. Data for the contextual-learning model were collected on 180 secondary subjects: 72 middle and 108 high, with 36 physics subjects as local experts. Subjects were randomly assigned to one of three experimental groups differing only on context level of force and motion activities. Three levels of information were presented through context-based tasks: momentum constancy as inertia, momentum change as impulse, and momentum rate of change as force. The statistical analysis used a multi-level factorial design with repeated measures and discriminate analysis of response-conviction items. Subject grouping criteria included school level, ability level in science and mathematics, gender and race. Assessment criteria used pre/post performance scores, confidence level in physics concepts held, and attitude towards science, mathematics, and technology. Learner indices were computed from logit- transforms applied to learner outcomes and to study control and prediction criteria parameters. Findings suggest learner success rates vary with multicontextual experience level. When controlling for context, learner success seems to depend on technology level of assessment tool, learner attitude toward technology learning tools, learner attitude toward science and mathematics, and challenge level of force and motion problems. A learner non-response gap seems important when monitoring learner conviction. Application of the knowing model to the study population pictures learners on a journey towards success referenced to a local expert response.

  4. Evaluation and qualification of commercial opto-electronic components for the MOHA subsystem in ESA's SMOS mission

    NASA Astrophysics Data System (ADS)

    Gutierrez, Francisco; Cordero, Enrique; Sánchez, Carolina; Barbero, Juan; Mosberger, Martin; Boehle, Peter; Tornell, Manuel; Lundmark, Karin

    2017-11-01

    A dedicated evaluation and qualification campaign has been performed on several optical COTS components in order to use them on ESA's SMOS mission. The evaluation phase consisted of a set of critical tests and analyses and led to the selection of the flight lot component. After selection of the components, one lot of each component has been qualified for the SMOS mission. The overall approach is presented together with a summary of all activities performed. The whole task has been handled in a joint effort between ESA, EADS CASA Espacio (prime contractor), Contraves Space AG (MOHA subsystem), TECNOLOGICA SA (component qualification experts) and the respective manufacturers, each party providing their specific know-how. Test results are presented and the issues discovered and lessons learned are addressed. Special emphasis is given to particular tests for which dedicated setups had to be designed due to the unavailability of standard equipment.

  5. Reflecting on Reflection as a Critical Component in Service Learning

    ERIC Educational Resources Information Center

    Bloomquist, Catherine

    2015-01-01

    Despite the popularity of service learning, it is sometimes criticized for its lack of academic rigor. This piece provides a counterpoint to that argument by describing a LIS service-learning course from the student's perspective. I focus particularly on the role of reflection, a key component in service-learning courses that helps to…

  6. Evaluation of an Integrated Multi-Task Machine Learning System with Humans in the Loop

    DTIC Science & Technology

    2007-01-01

    machine learning components natural language processing, and optimization...was examined with a test explicitly developed to measure the impact of integrated machine learning when used by a human user in a real world setting...study revealed that integrated machine learning does produce a positive impact on overall performance. This paper also discusses how specific machine learning components contributed to human-system

  7. Student self-assessment in an interactive learning environment: Technological tools for scaffolding and understanding self-assessment practices

    NASA Astrophysics Data System (ADS)

    Eslinger, Eric Martin

    Metacognitive skills are a crucial component of a successful learning career. We define metacognition as the ability to plan, monitor progress toward a goal, reflect on the quality of work and process, and revise the work or plan accordingly. By explicitly addressing certain metacognitive practices in classrooms, researchers have observed improved learning outcomes in both science and mathematical problem solving. Although these efforts were successful, they were also limited in the range of skills that could be addressed at one time and the methods used to address them due to the static nature inherent in traditional pencil-and-paper format. We wished to address these skills in a more dynamic, continuous representation such as that afforded by a computerized learning environment. This paper outlines such an environment and describes pedagogical activities afforded by the system. The ThinkerTools group developed and tested a software scaffold for inquiry projects in a middle-school classroom. By analyzing student use of the software tool, three forms of self-assessment activity were noted: integrated, task and project self-assessment. Each assessment form was related to the degree of interleaving between assessment and work the students engaged in as they developed their inquiry products. I argue that the integrated forms of assessment are more beneficial to student learning, and show that there is a significant relationship between active self-assessment forms and measures of student achievement and product quality. Through the use of case studies including video analysis, I address specific student self-assessment activity that utilized the software as well as self-assessment that took place outside of the software. A model of student self-assessment activity was created, highlighting aspects of activity that afford more productive self-assessment episodes.

  8. Active avoidance learning requires prefrontal suppression of amygdala-mediated defensive reactions.

    PubMed

    Moscarello, Justin M; LeDoux, Joseph E

    2013-02-27

    Signaled active avoidance (AA) paradigms train subjects to prevent an aversive outcome by performing a learned behavior during the presentation of a conditioned cue. This complex form of conditioning involves pavlovian and instrumental components, which produce competing behavioral responses that must be reconciled for the subject to successfully avoid an aversive stimulus. In signaled AA paradigm for rat, we tested the hypothesis that the instrumental component of AA training recruits infralimbic prefrontal cortex (ilPFC) to inhibit central amygdala (CeA)-mediated Pavlovian reactions. Pretraining lesions of ilPFC increased conditioned freezing while causing a corresponding decrease in avoidance; lesions of CeA produced opposite effects, reducing freezing and facilitating avoidance behavior. Pharmacological inactivation experiments demonstrated that ilPFC is relevant to both acquisition and expression phases of AA learning. Inactivation experiments also revealed that AA produces an ilPFC-mediated diminution of pavlovian reactions that extends beyond the training context, even when the conditioned stimulus is presented in an environment that does not allow the avoidance response. Finally, injection of a protein synthesis inhibitor into either ilPFC or CeA impaired or facilitated AA, respectively, showing that avoidance training produces two opposing memory traces in these regions. These data support a model in which AA learning recruits ilPFC to inhibit CeA-mediated defense behaviors, leading to a robust suppression of freezing that generalizes across environments. Thus, ilPFC functions as an inhibitory interface, allowing instrumental control over an aversive outcome to attenuate the expression of freezing and other reactions to conditioned threat.

  9. Partnerships for Active Children in Elementary Schools (PACES): First year process evaluation.

    PubMed

    Egan, Cate A; Webster, Collin; Weaver, R Glenn; Brian, Ali; Stodden, David; Russ, Laura; Nesbitt, Danielle; Vazou, Spyridoula

    2018-04-01

    Movement integration (MI) is a strategy within comprehensive school physical activity programs (CSPAP). School-university partnerships are recommended to leverage teachers' capacity to use MI. A mixed method process evaluation was conducted of the first year of implementing Partnerships for Active Children in Elementary Schools (PACES). Classroom teachers (N=12) from four schools participated. Data were collected in Fall 2014 (baseline) and Spring 2015 (∼ four months of intervention) using the System for Observing Student Movement in Academic Routines and Transitions and semi-structured interviews. There were no significant differences between intervention classrooms and control classrooms MI promotion. Differences approaching significance (U=5, p=0.04, d=1.2) were observed when comparing classrooms that received two (community of practice, community-based participatory research) or three components (two components plus service learning) of the intervention and classrooms that received one (community of practice) or no components. Qualitative findings revealed that teachers in classrooms that were more successful responded more favorably to the intervention components than teachers in classrooms that were less successful. Quantitative and qualitative results supported the effectiveness of community-based participatory research as a component of PACES. This study provides information about MI process variables in the context of a CSPAP intervention. Copyright © 2017 Elsevier Ltd. All rights reserved.

  10. Acute stress enhances learning and memory by activating acid-sensing ion channels in rats.

    PubMed

    Ye, Shunjie; Yang, Rong; Xiong, Qiuju; Yang, Youhua; Zhou, Lianying; Gong, Yeli; Li, Changlei; Ding, Zhenhan; Ye, Guohai; Xiong, Zhe

    2018-04-15

    Acute stress has been shown to enhance learning and memory ability, predominantly through the action of corticosteroid stress hormones. However, the valuable targets for promoting learning and memory induced by acute stress and the underlying molecular mechanisms remain unclear. Acid-sensing ion channels (ASICs) play an important role in central neuronal systems and involves in depression, synaptic plasticity and learning and memory. In the current study, we used a combination of electrophysiological and behavioral approaches in an effort to explore the effects of acute stress on ASICs. We found that corticosterone (CORT) induced by acute stress caused a potentiation of ASICs current via glucocorticoid receptors (GRs) not mineralocorticoid receptors (MRs). Meanwhile, CORT did not produce an increase of ASICs current by pretreated with GF109203X, an antagonist of protein kinase C (PKC), whereas CORT did result in a markedly enhancement of ASICs current by bryostatin 1, an agonist of PKC, suggesting that potentiation of ASICs function may be depended on PKC activating. More importantly, an antagonist of ASICs, amiloride (10 μM) reduced the performance of learning and memory induced by acute stress, which is further suggesting that ASICs as the key components involves in cognitive processes induced by acute stress. These results indicate that acute stress causes the enhancement of ASICs function by activating PKC signaling pathway, which leads to potentiated learning and memory. Copyright © 2018 Elsevier Inc. All rights reserved.

  11. Neural mechanisms of human perceptual learning: electrophysiological evidence for a two-stage process.

    PubMed

    Hamamé, Carlos M; Cosmelli, Diego; Henriquez, Rodrigo; Aboitiz, Francisco

    2011-04-26

    Humans and other animals change the way they perceive the world due to experience. This process has been labeled as perceptual learning, and implies that adult nervous systems can adaptively modify the way in which they process sensory stimulation. However, the mechanisms by which the brain modifies this capacity have not been sufficiently analyzed. We studied the neural mechanisms of human perceptual learning by combining electroencephalographic (EEG) recordings of brain activity and the assessment of psychophysical performance during training in a visual search task. All participants improved their perceptual performance as reflected by an increase in sensitivity (d') and a decrease in reaction time. The EEG signal was acquired throughout the entire experiment revealing amplitude increments, specific and unspecific to the trained stimulus, in event-related potential (ERP) components N2pc and P3 respectively. P3 unspecific modification can be related to context or task-based learning, while N2pc may be reflecting a more specific attentional-related boosting of target detection. Moreover, bell and U-shaped profiles of oscillatory brain activity in gamma (30-60 Hz) and alpha (8-14 Hz) frequency bands may suggest the existence of two phases for learning acquisition, which can be understood as distinctive optimization mechanisms in stimulus processing. We conclude that there are reorganizations in several neural processes that contribute differently to perceptual learning in a visual search task. We propose an integrative model of neural activity reorganization, whereby perceptual learning takes place as a two-stage phenomenon including perceptual, attentional and contextual processes.

  12. Evaluation of the Impact of an Active-Learning Introductory Gemology Studio Course on Community College Students

    NASA Astrophysics Data System (ADS)

    Shekoyan, V.; Scal, R.

    2014-12-01

    A new active learning introductory gemology studio course with a lab component has been created at Queensborough Community College with the support of NSF TUES grant. Various pedagogical techniques that have shown efficacy at 4-year colleges have been implemented and adopted to improve student learning and course retention as well as to stimulate their interest in science and in STEM careers. The course covered broad range of STEM topics central to the gemology curriculum, including concepts from geology, mineralogy, physics and chemistry. Lectures and labs were linked. Students' misconceptions were addressed via guided laboratory activities in a studio-learning environment. The course used peer-based learning and problem solving by creating student groups that discussed observations and measurements. Discussion groups were required to observe, synthesize, and evaluate data for presentations. The goal was to empower student learning and peer-based teaching and to recruit early career, often non-STEM students, to earth science. Students were often prompted to engage in self-reflections on their learning. In this presentation we will present the analysis of the evaluation of the course and its impact on community college students. Some of the evaluation tools we have used are pre- and post- knowledge surveys, science attitude and belief surveys as well as a Geological Interest instrument. Parallel sections of traditionally taught lecture-only courses (taught by the same instructor) were utilized as a control group in the analysis. The pedagogical implications of the analysis on instruction and course design will be discussed as well.

  13. Teaching clinically relevant dental anatomy in the dental curriculum: description and assessment of an innovative module.

    PubMed

    Obrez, Ales; Briggs, Charlotte; Buckman, James; Goldstein, Loren; Lamb, Courtney; Knight, William G

    2011-06-01

    The primary objective of the preclinical dental anatomy course in the predoctoral dental curriculum is to introduce students to cognitive and psychomotor skills related to the morphology and spatial and functional relationships of human dentition. Traditionally, didactic content for the subject is found in textbooks and course manuals and summarized by the faculty in lectures to the entire class. Psychomotor skills associated with recognition and reproduction of tooth morphology are traditionally learned by examining preserved tooth specimens and their cross-sections, combined with producing two-dimensional line drawings and carving teeth from wax blocks. These activities have little direct clinical application. In most cases, students are passive in the learning process, and assessment of student performance is unilateral and subjective. A recently revised dental anatomy module at the University of Illinois at Chicago College of Dentistry integrates independent class preparation with active small-group discussion and patient scenario-based wax-up exercises to replace missing tooth structure on manikin teeth. The goal of the revision is to shift emphasis away from decontextualized technical learning toward more active and clinically applicable learning that improves conceptual understanding while contributing to early acquisition of psychomotor skills. This article describes the rationale, components, and advantages of the revised module and presents a pre-post comparison of student learning outcomes for three class cohorts (N=203).

  14. Long-term practice effects on a new skilled motor learning: an electrophysiological study.

    PubMed

    Fattapposta, F; Amabile, G; Cordischi, M V; Di Venanzio, D; Foti, A; Pierelli, F; D'Alessio, C; Pigozzi, F; Parisi, A; Morrocutti, C

    1996-12-01

    Cortical functions concerned with the execution of skilled movements can be studied through complex interactive tasks. Skilled performance task (SPT) offers the greatest deal of information about the electrophysiological components reflecting pre-programming, execution of the movement and control of the results. Overall, these components are indicated as "movement-related brain macropotentials' (MRBMs). Among them, Bereitschaftspotential (BP) reflects cerebral processes related to the preparation of movement and skilled performance positivity (SPP) reflects control processes on the result of performance. There is some evidence supporting a training effect on MRBMs, but less clear is whether long-term practice of a skilled activity could modify learning strategies of a new skilled task. We recorded MRBMs in subjects trained for a long time to perform a highly skillful athletic activity, i.e. gun shooting, and in a group of control subjects without any former experience in skilled motor activities. Our findings demonstrated the existence of a relationship between pre-programming and performance control, as suggested by decrease of BP amplitude and increase of SPP amplitude in presence of high levels of performance. Long-term practice seems to develop better control models on performance, that reduce the need of a high mental effort in pre-programming a skilled action.

  15. Web-Based Learning Support System

    NASA Astrophysics Data System (ADS)

    Fan, Lisa

    Web-based learning support system offers many benefits over traditional learning environments and has become very popular. The Web is a powerful environment for distributing information and delivering knowledge to an increasingly wide and diverse audience. Typical Web-based learning environments, such as Web-CT, Blackboard, include course content delivery tools, quiz modules, grade reporting systems, assignment submission components, etc. They are powerful integrated learning management systems (LMS) that support a number of activities performed by teachers and students during the learning process [1]. However, students who study a course on the Internet tend to be more heterogeneously distributed than those found in a traditional classroom situation. In order to achieve optimal efficiency in a learning process, an individual learner needs his or her own personalized assistance. For a web-based open and dynamic learning environment, personalized support for learners becomes more important. This chapter demonstrates how to realize personalized learning support in dynamic and heterogeneous learning environments by utilizing Adaptive Web technologies. It focuses on course personalization in terms of contents and teaching materials that is according to each student's needs and capabilities. An example of using Rough Set to analyze student personal information to assist students with effective learning and predict student performance is presented.

  16. Curcumin, a component of golden spice: from bedside to bench and back.

    PubMed

    Prasad, Sahdeo; Gupta, Subash C; Tyagi, Amit K; Aggarwal, Bharat B

    2014-11-01

    Although the history of the golden spice turmeric (Curcuma longa) goes back thousands of years, it is only within the past century that we learned about the chemistry of its active component, curcumin. More than 6000 articles published within the past two decades have discussed the molecular basis for the antioxidant, anti-inflammatory, antibacterial, antiviral, antifungal, and anticancer activities assigned to this nutraceutical. Over sixty five clinical trials conducted on this molecules, have shed light on the role of curcumin in various chronic conditions, including autoimmune, cardiovascular, neurological, and psychological diseases, as well as diabetes and cancer. The current review provides an overview of the history, chemistry, analogs, and mechanism of action of curcumin. Published by Elsevier Inc.

  17. Witches, History, and Microcomputers: A Computer-Assisted Course on the Salem Witch Trials.

    ERIC Educational Resources Information Center

    Latner, Richard B.

    1988-01-01

    Describes the addition of a microcomputer component to a Tulane University (Louisiana) undergraduate history course on the Salem witchcraft trials. Discusses the use of a statistical package and a data set to analyze and display data and the enhancement of the active learning approach by introducing students to quantitative methods of historical…

  18. An Advocacy Exercise for a Psychology and Law Course

    ERIC Educational Resources Information Center

    Greene, Edie

    2008-01-01

    This article describes an active learning component of an advanced course in psychology and law. The assignment is to present, in the context of a mock appellate court, the best available psychological data in support of one party in a legal case. Students choose one side of a hypothetical case, locate and review the relevant scientific…

  19. Field Trip to the Moon. LRO/LCROSS Edition. Informal Educator's Guide. EG-2008-09-48-MSFC

    ERIC Educational Resources Information Center

    National Aeronautics and Space Administration (NASA), 2007

    2007-01-01

    Field Trip to the Moon uses an inquiry-based learning approach that fosters team building and introduces participants to careers in science and engineering. The program components include the Field Trip to the Moon DVD [not included here], Lunar Reconnaissance Orbiter (LRO)/Lunar Crater Observation and Sensing Satellite (LCROSS) Activities, and…

  20. Academics' Perceptions of the Purpose of Undergraduate Research Experiences in a Research-Intensive Degree

    ERIC Educational Resources Information Center

    Wilson, Anna; Howitt, Susan; Wilson, Kate; Roberts, Pam

    2012-01-01

    The inclusion of research experiences as core components of undergraduate curricula implies that students will be exposed to and situated within the research activities of their university. Such experiences thus provide a new prism through which to view the relations between teaching, research and learning. The intentions and actions of academics…

  1. Activation and Binding in Verbal Working Memory: A Dual-Process Model for the Recognition of Nonwords

    ERIC Educational Resources Information Center

    Oberauer, Klauss; Lange, Elke B.

    2009-01-01

    The article presents a mathematical model of short-term recognition based on dual-process models and the three-component theory of working memory [Oberauer, K. (2002). Access to information in working memory: Exploring the focus of attention. "Journal of Experimental Psychology: Learning, Memory, and Cognition, 28", 411-421]. Familiarity arises…

  2. The Effects of Split-Attention and Redundancy on Cognitive Load When Learning Cognitive and Psychomotor Tasks

    ERIC Educational Resources Information Center

    Pociask, Fredrick D.; Morrison, Gary

    2004-01-01

    Human working memory can be defined as a component system responsible for the temporary storage and manipulation of information related to higher level cognitive behaviors, such as understanding and reasoning (Baddeley, 1992; Becker & Morris, 1999). Working memory, while able to manage a complex array of cognitive activities, presents with an…

  3. Impact of Guided-Inquiry-Based Instruction with a Writing and Reflection Emphasis on Chemistry Students' Critical Thinking Abilities

    ERIC Educational Resources Information Center

    Gupta, Tanya; Burke, K. A.; Mehta, Akash; Greenbowe, Thomas J.

    2015-01-01

    The Science Writing Heuristic (SWH) laboratory instruction approach has been used successfully over a decade to engage students in laboratory activities. SWH-based instruction emphasizes knowledge construction through individual writing and reflection, and collaborative learning as a group. In the SWH approach, writing is a core component of…

  4. An Interdisciplinary Study of the SARS Virus: A One-Semester First-Year Seminar

    ERIC Educational Resources Information Center

    Ealy, Julie; Dorward, Adrienne

    2005-01-01

    The rationale for the first-year seminar is to introduce freshmen to the university. The basic components of a first-year seminar are academic integrity, skill development, a sense of community, active and collaborative learning strategies, and technology. All freshmen must take a first-year seminar that consists primarily of freshmen, although…

  5. Anatomy and Physiology. Module No. IV. Health Occupations Education II.

    ERIC Educational Resources Information Center

    Day, Nancy; And Others

    This package of 31 modules on anatomy and physiology is one of six such packages containing a total of 46 modules that comprise Health Occupations Education II, the second course of a two-year course of study. Each module may contain some or all of the following components: introduction, directions, objectives, a list of learning activities,…

  6. Assembly of a Modular Fluorimeter and Associated Software: Using LabVIEW in an Advanced Undergraduate Analytical Chemistry Laboratory

    ERIC Educational Resources Information Center

    Algar, W. Russ; Massey, Melissa; Krull, Ulrich J.

    2009-01-01

    A laboratory activity for an upper-level undergraduate course in instrumental analysis has been created around LabVIEW. Students learn rudimentary programming and interfacing skills during the construction of a fluorimeter assembled from common modular components. The fluorimeter consists of an inexpensive data acquisition module, LED light…

  7. An Analysis of Data Activities and Instructional Supports in Middle School Science Textbooks

    ERIC Educational Resources Information Center

    Morris, Bradley J.; Masnick, Amy M.; Baker, Katie; Junglen, Angela

    2015-01-01

    A critical component of science and math education is reasoning with data. Science textbooks are instructional tools that provide opportunities for learning science content (e.g. facts about force and motion) and process skills (e.g. data recording) that support and augment reasoning with data. In addition, the construction and design of textbooks…

  8. San Diego Met High School: Personalization as a Foundation

    ERIC Educational Resources Information Center

    Principal Leadership, 2010

    2010-01-01

    The mission of San Diego Met High School is to prepare students for college and the workforce through active learning, academic rigor, and community involvement in a small school setting. Because personalization is a key component of the school culture, advisories of 20-25 students work with the same teachers for all four years. Advisers, parents,…

  9. World Cultures: A Theme Guide to K-12 Curricular Resources, Activities, and Processes.

    ERIC Educational Resources Information Center

    Stanford Univ., CA. Stanford Program on International and Cross Cultural Education.

    This guide is for educators who wish to improve existing curricular frameworks for teaching about world cultures. The guide is anchored by six goal statements for student learning: (1) to begin to understand that cultures are complex and are made up of many components (values, behavior, habitat, aesthetics, etc.); (2) to recognize the part…

  10. Comparative Study of the Use of ICT in English Teaching-Learning Processes

    ERIC Educational Resources Information Center

    Zare-ee, Abbas; Shekary, Abbas

    2010-01-01

    The use of Information Communication Technologies (ICT) in cultural, political, social, economic, and academic activities has recently attracted the attention of many researchers and it should now be an important component of the comparative study of education. The present study was conducted to compare the amount and quality of ICT use in English…

  11. ETIPS: Using Cases with Virtual Schools to Prepare for, Extend, and Deepen Preservice Teachers' Field Experiences

    ERIC Educational Resources Information Center

    Dexter, Sara L.; Riedel, Eric; Scharber, Cassandra

    2008-01-01

    Field experiences are identified as an important component in the preparation of new teachers. As such, methods to supplement field experiences with pre- and post-activities that ready preservice teachers to effectively learn from them warrant further examination. This paper presents one tool that has been used successfully to improve preservice…

  12. Preparing for the Market. Teacher Edition. Fashion Buying Series.

    ERIC Educational Resources Information Center

    Collins, Cindy

    This teacher's guide presents material for a unit on preparing for the retail fashion market. Content focuses on merchandise plans, computing open-to-buy, computing turnover, the components of a model stock plan, and criteria used when selecting a supplier. The guide contains 5 objectives, 6 group learning activities keyed to the objectives, 21…

  13. Parents' Responses to a Kindergarten-Classroom Lending-Library Component Designed to Support Shared Reading at Home

    ERIC Educational Resources Information Center

    Meyer, Lori E.; Ostrosky, Michaelene M.; Yu, SeonYeong; Favazza, Paddy C.; Mouzourou, Chryso; van Luling, Lisa; Park, Hyejin

    2016-01-01

    Teachers often recommend that families engage their children in shared book reading to support literacy learning at home. When teachers purposefully provide families with home literacy activities there are benefits for everyone involved. The purpose of this article is to report the findings of a study that examined parental participation and…

  14. Optogenetic Activation of Presynaptic Inputs in Lateral Amygdala Forms Associative Fear Memory

    ERIC Educational Resources Information Center

    Kwon, Jeong-Tae; Nakajima, Ryuichi; Hyung-Su, Kim; Jeong, Yire; Augustine, George J.; Han, Jin-Hee

    2014-01-01

    In Pavlovian fear conditioning, the lateral amygdala (LA) has been highlighted as a key brain site for association between sensory cues and aversive stimuli. However, learning-related changes are also found in upstream sensory regions such as thalamus and cortex. To isolate the essential neural circuit components for fear memory association, we…

  15. The Squeeze is On. Grades 6-8.

    ERIC Educational Resources Information Center

    Rushton, Erik; Ryan, Emily; Swift, Charles

    When asked to list some strong materials, people think of steel, concrete, and wood. In this activity, students learn about the force of compression and how it acts on structural components through a hands-on group problem. Using everyday products such as paper, toothpicks, and tape, students construct a structure that will support the weight of a…

  16. Marine Corps Reserve Officer Manpower Modifications During the Long War: A Case to Achieve Parity with the Active Component

    DTIC Science & Technology

    2008-01-01

    Marine Corps University, Quantico, VA, 2007. Kiszely, Lt-Gen Sir John, "Learning about Counterinsurgency" Military Review Mar-Apr 2007, 10-11. Miles ...Matthew B., A. Michael Huberman . Qualitative Data Analysis: An Expanded Sourcebook. 2nd ed. SAGE Publications, Inc, Thousands Oaks, CA, 1994. 31

  17. Lessons Learned about Liquid Metal Reactors from FFTF Experience

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Wootan, David W.; Casella, Andrew M.; Omberg, Ronald P.

    2016-09-20

    The Fast Flux Test Facility (FFTF) is the most recent liquid-metal reactor (LMR) to operate in the United States, from 1982 to 1992. FFTF is located on the DOE Hanford Site near Richland, Washington. The 400-MWt sodium-cooled, low-pressure, high-temperature, fast-neutron flux, nuclear fission test reactor was designed specifically to irradiate Liquid Metal Fast Breeder Reactor (LMFBR) fuel and components in prototypical temperature and flux conditions. FFTF played a key role in LMFBR development and testing activities. The reactor provided extensive capability for in-core irradiation testing, including eight core positions that could be used with independent instrumentation for the test specimens.more » In addition to irradiation testing capabilities, FFTF provided long-term testing and evaluation of plant components and systems for LMFBRs. The FFTF was highly successful and demonstrated outstanding performance during its nearly 10 years of operation. The technology employed in designing and constructing this reactor, as well as information obtained from tests conducted during its operation, can significantly influence the development of new advanced reactor designs in the areas of plant system and component design, component fabrication, fuel design and performance, prototype testing, site construction, and reactor operations. The FFTF complex included the reactor, as well as equipment and structures for heat removal, containment, core component handling and examination, instrumentation and control, and for supplying utilities and other essential services. The FFTF Plant was designed using a “system” concept. All drawings, specifications and other engineering documentation were organized by these systems. Efforts have been made to preserve important lessons learned during the nearly 10 years of reactor operation. A brief summary of Lessons Learned in the following areas will be discussed: Acceptance and Startup Testing of FFTF FFTF Cycle Reports« less

  18. Professional Music Training and Novel Word Learning: From Faster Semantic Encoding to Longer-lasting Word Representations.

    PubMed

    Dittinger, Eva; Barbaroux, Mylène; D'Imperio, Mariapaola; Jäncke, Lutz; Elmer, Stefan; Besson, Mireille

    2016-10-01

    On the basis of previous results showing that music training positively influences different aspects of speech perception and cognition, the aim of this series of experiments was to test the hypothesis that adult professional musicians would learn the meaning of novel words through picture-word associations more efficiently than controls without music training (i.e., fewer errors and faster RTs). We also expected musicians to show faster changes in brain electrical activity than controls, in particular regarding the N400 component that develops with word learning. In line with these hypotheses, musicians outperformed controls in the most difficult semantic task. Moreover, although a frontally distributed N400 component developed in both groups of participants after only a few minutes of novel word learning, in musicians this frontal distribution rapidly shifted to parietal scalp sites, as typically found for the N400 elicited by known words. Finally, musicians showed evidence for better long-term memory for novel words 5 months after the main experimental session. Results are discussed in terms of cascading effects from enhanced perception to memory as well as in terms of multifaceted improvements of cognitive processing due to music training. To our knowledge, this is the first report showing that music training influences semantic aspects of language processing in adults. These results open new perspectives for education in showing that early music training can facilitate later foreign language learning. Moreover, the design used in the present experiment can help to specify the stages of word learning that are impaired in children and adults with word learning difficulties.

  19. Sensory, Cognitive, and Sensorimotor Learning Effects in Recognition Memory for Music.

    PubMed

    Mathias, Brian; Tillmann, Barbara; Palmer, Caroline

    2016-08-01

    Recent research suggests that perception and action are strongly interrelated and that motor experience may aid memory recognition. We investigated the role of motor experience in auditory memory recognition processes by musicians using behavioral, ERP, and neural source current density measures. Skilled pianists learned one set of novel melodies by producing them and another set by perception only. Pianists then completed an auditory memory recognition test during which the previously learned melodies were presented with or without an out-of-key pitch alteration while the EEG was recorded. Pianists indicated whether each melody was altered from or identical to one of the original melodies. Altered pitches elicited a larger N2 ERP component than original pitches, and pitches within previously produced melodies elicited a larger N2 than pitches in previously perceived melodies. Cortical motor planning regions were more strongly activated within the time frame of the N2 following altered pitches in previously produced melodies compared with previously perceived melodies, and larger N2 amplitudes were associated with greater detection accuracy following production learning than perception learning. Early sensory (N1) and later cognitive (P3a) components elicited by pitch alterations correlated with predictions of sensory echoic and schematic tonality models, respectively, but only for the perception learning condition, suggesting that production experience alters the extent to which performers rely on sensory and tonal recognition cues. These findings provide evidence for distinct time courses of sensory, schematic, and motoric influences within the same recognition task and suggest that learned auditory-motor associations influence responses to out-of-key pitches.

  20. An ERP study of second language learning after childhood: effects of proficiency.

    PubMed

    Ojima, Shiro; Nakata, Hiroki; Kakigi, Ryusuke

    2005-08-01

    Whether there is an absolute critical period for acquiring language is a matter of continuous debate. One approach to address this issue is to compare the processes of second language (L2) learning after childhood and those of first language (L1) learning during childhood. To study the cortical process of postchildhood L2 learning, we compared event-related brain potentials recorded from two groups of adult Japanese speakers who attained either high or intermediate proficiency in English after childhood (J-High and J-Low), and adult native English speakers (ENG). Semantic anomalies embedded in English sentences evoked a clear N400 component in all three groups, with only the time course of the brain activation varying among the groups. Syntactic violations elicited a left-lateralized negativity similar to the left anterior negativity in ENG and J-High, but not in J-Low. In ENG, a P600 component was additionally found. These results suggest that semantic processing is robust from early on in L2 learning, whereas the development of syntactic processing is more dependent on proficiency as evidenced by the lack of the left-lateralized negativity in J-Low. Because early maturation and stability of semantic processing as opposed to syntactic processing are also a feature of L1 processing, postchildhood L2 learning may be governed by the same brain properties as those which govern childhood L1 learning. We argue that these processes are qualitatively similar in many respects, with only restricted domains of language processing being subject to absolute critical period effects.

  1. A Computational Model of How Cholinergic Interneurons Protect Striatal-Dependent Learning

    ERIC Educational Resources Information Center

    Ashby, F. Gregory; Crossley, Matthew J.

    2011-01-01

    An essential component of skill acquisition is learning the environmental conditions in which that skill is relevant. This article proposes and tests a neurobiologically detailed theory of how such learning is mediated. The theory assumes that a key component of this learning is provided by the cholinergic interneurons in the striatum known as…

  2. A Career and Learning Transitional Model for Those Experiencing Labour Market Disadvantage

    ERIC Educational Resources Information Center

    Cameron, Roslyn

    2009-01-01

    Research investigating the learning and career transitions of those disadvantaged in the labour market has resulted in the development of a four-component model to enable disadvantaged groups to navigate learning and career transitions. The four components of the model include: the self-concept; learning and recognition; career and life planning;…

  3. Pedagogical underpinnings of computer-based learning.

    PubMed

    Adams, Audrey M

    2004-04-01

    E-learning is becoming increasingly incorporated into educational programmes. Digital materials usually require a lot of investment in terms of time, money and human resources. With advances in technology, delivery of content has much improved in terms of multimedia elements. However, often only low-level learning is achieved as a result of using these materials. The purpose of this article is to give a comprehensive overview of some of the most important issues to consider when incorporating e-learning into educational programmes. Computer-based learning has three components: hardware, software and 'underware', the pedagogy that underpins its development. The latter is the most important, as the approach adopted will influence the creation of computer-based learning materials and determine the way in which students engage with subject matter. Teachers are responsible for the quality of their courses and have a vital role in helping to develop the most appropriate electronic learning activities that will facilitate students to acquire the knowledge and skills necessary for clinical practice. Therefore, they need to have an awareness of what contributes to educationally effective, computer-based learning materials.

  4. Physics learning identity of a successful student: A plot twist

    NASA Astrophysics Data System (ADS)

    Li, Sissi L.; Demaree, Dedra

    2013-01-01

    Classroom interactions provide learning opportunities for understanding others and developing agency in a community of learners. Student learning identities were measured using a survey instrument targeting physics learning self-efficacy, expectations of classroom roles, and attitude toward social learning as components of physics learning identity. From a selection of students who scored relatively high or low on the survey sub scales, an academically successful student in an introductory physics course using an active engagement curriculum was selected to examine identity development. Findings indicate he didn't develop a sense of agency, nor did he feel a need to alter his participation, although there were ample opportunities to do so in the learning community. These results suggest that being a successful physics student in the traditional sense doesn't necessarily mean the student is successful at adopting meta-goals which are the non-content course goals of learning to think like a physicist. This student was prompted to engage meaningfully but didn't feel it was required for success which suggests that structural alignment is required to motivate students to achieve meta-goals.

  5. Supporting Authentic Learning Contexts Beyond Classroom Walls

    NASA Astrophysics Data System (ADS)

    Herrington, Jan; Specht, Marcus; Brickell, Gwyn; Harper, Barry

    At the classroom level, contexts for learning are often limited in the experiential component. Teachers and trainers feel overwhelmed by the difficulty of inventing authentic learning contexts, and creating tasks that truly reflect the way knowledge would be used in the real world (Herrington et al. 2004). However, there are growing numbers of examples of how such authentic learning environments are being used in schools, higher education, and professional development in a variety of contexts and discipline areas, such as in literacy education (Ferry et al. 2006), in physical activity fitness and health (Rice et al. 1999), in Indigenous education (Marshall et al. 2001), in evaluation (Agostinho 2006), in multimedia and ICT (Bennett et al. 2001), in literature (Fitzsimmons 2006), and in business writing (Pennell et al. 1997). Teachers and trainers who subscribe to this approach to learning can be very inventive in developing learner perceptions of authentic contexts, but often financial, situational and time constraints limit the experiential elements of authentic learning settings.

  6. Is the learn unit a fundamental measure of pedagogy?

    PubMed Central

    Greer, R. Douglas; McDonough, Sally Hogin

    1999-01-01

    We propose a measure of teaching, the learn unit, that explicitly describes the interaction between teachers and their students. The theoretical, educational research, and applied behavior analysis literatures all converge on the learn unit as a fundamental measure of teaching. The theoretical literature proposes the construct of the interlocking operant and embraces verbal behavior, social interaction, and translations of psychological constructs into complex theoretical respondent-operant interactions and behavior-behavior relations. Research findings in education and applied behavior analysis on engaged academic time, opportunity to respond, active student responding, teacher-student responding, student-teacher responding, tutor-tutee responding, tutee-tutor responding, and verbal episodes between individuals all support a measure of interlocking responses. More recently, research analyzing the components of both the students' and teachers' behavior suggests that the learn unit is the strongest predictor of effective teaching. Finally, we propose applications of the learn unit to other issues in pedagogy not yet researched and the relation of learn units to the verbal behavior of students. PMID:22478317

  7. Distributed Learning, Recognition, and Prediction by ART and ARTMAP Neural Networks.

    PubMed

    Carpenter, Gail A.

    1997-11-01

    A class of adaptive resonance theory (ART) models for learning, recognition, and prediction with arbitrarily distributed code representations is introduced. Distributed ART neural networks combine the stable fast learning capabilities of winner-take-all ART systems with the noise tolerance and code compression capabilities of multilayer perceptrons. With a winner-take-all code, the unsupervised model dART reduces to fuzzy ART and the supervised model dARTMAP reduces to fuzzy ARTMAP. With a distributed code, these networks automatically apportion learned changes according to the degree of activation of each coding node, which permits fast as well as slow learning without catastrophic forgetting. Distributed ART models replace the traditional neural network path weight with a dynamic weight equal to the rectified difference between coding node activation and an adaptive threshold. Thresholds increase monotonically during learning according to a principle of atrophy due to disuse. However, monotonic change at the synaptic level manifests itself as bidirectional change at the dynamic level, where the result of adaptation resembles long-term potentiation (LTP) for single-pulse or low frequency test inputs but can resemble long-term depression (LTD) for higher frequency test inputs. This paradoxical behavior is traced to dual computational properties of phasic and tonic coding signal components. A parallel distributed match-reset-search process also helps stabilize memory. Without the match-reset-search system, dART becomes a type of distributed competitive learning network.

  8. SQL Collaborative Learning Framework Based on SOA

    NASA Astrophysics Data System (ADS)

    Armiati, S.; Awangga, RM

    2018-04-01

    The research is focused on designing collaborative learning-oriented framework fulfilment service in teaching SQL Oracle 10g. Framework built a foundation of academic fulfilment service performed by a layer of the working unit in collaboration with Program Studi Manajemen Informatika. In the design phase defined what form of collaboration models and information technology proposed for Program Studi Manajemen Informatika by using a framework of collaboration inspired by the stages of modelling a Service Oriented Architecture (SOA). Stages begin with analyzing subsystems, this activity is used to determine subsystem involved and reliance as well as workflow between the subsystems. After the service can be identified, the second phase is designing the component specifications, which details the components that are implemented in the service to include the data, rules, services, profiles can be configured, and variations. The third stage is to allocate service, set the service to the subsystems that have been identified, and its components. Implementation framework contributes to the teaching guides and application architecture that can be used as a landing realize an increase in service by applying information technology.

  9. A hopelessness model of depressive symptoms in youth with epilepsy.

    PubMed

    Wagner, Janelle L; Smith, Gigi; Ferguson, Pamela L; Horton, Stephanie; Wilson, Erin

    2009-01-01

    To test the cognitive diathesis-stress and mediational components of the theory of learned hopelessness in youth with epilepsy. Seventy-seven participants ages 9-17 (35 girls, 42 boys) completed measures of depressive symptoms, hopelessness, self-efficacy for seizure management, and attitude toward epilepsy. Caregivers provided information on seizure activity. Diagnostic and treatment information was obtained via medical record review. Regression analyses revealed that hopelessness mediated the attitude towards epilepsy-depressive symptom relationship. While attitude toward epilepsy and self-efficacy were independent predictors of depressive symptoms, the relationship of attitudes toward epilepsy and depressive symptoms was not enhanced with low self-efficacy for seizure management. Findings support the mediation component of the learned hopelessness theory in youth with epilepsy, suggesting the importance of interventions that assist youth in identifying epilepsy-related aspects of functioning over which they can realistically exercise control and challenging negative thoughts about situations they cannot control.

  10. 'It's important that we learn too': Empowering parents to facilitate participation in physical activity for children and youth with disabilities.

    PubMed

    Willis, Claire E; Reid, Siobhan; Elliott, Catherine; Nyquist, Astrid; Jahnsen, Reidun; Rosenberg, Michael; Girdler, Sonya

    2017-09-20

    The actions and behaviors of parents have been identified as key factors that influence a child's participation in physical activity. However, there is limited knowledge of how parents can be supported to embody facilitative roles. This study aimed to explore how an ecological intervention encourages parents of children with disabilities to develop as facilitators, to enable ongoing physical activity participation in a child's local environment. A qualitative design using grounded theory was employed. Forty four parents (26 mothers, 18 fathers) of 31 children with a range of disabilities (mean age 12y 6m (SD 2y 2m); 18 males) partaking in the Local Environment Model intervention at Beitostolen Healthsports Centre in Norway participated in the study. Data were derived from the triangulation of semi-structured interviews and participant observation. Data analysis was an iterative approach of constant comparison, where data collection, memo writing, open, axial and selective coding analysis, were undertaken simultaneously. Findings were consolidated into a model describing the central phenomenon and its relationship to other categories. Thematic concepts uncovered in this study describe a social process of parent learning and empowerment, comprising three primary components; (i) active ingredients of the intervention that enabled learning and empowerment to transpire, (ii) parent learning and empowerment as a process, and (iii) related outcomes. A family-centered approach, encompassing family-to-family support, may enhance physical activity participation outcomes for children and youth with disabilities.

  11. Active subnetwork recovery with a mechanism-dependent scoring function; with application to angiogenesis and organogenesis studies

    PubMed Central

    2013-01-01

    Background The learning active subnetworks problem involves finding subnetworks of a bio-molecular network that are active in a particular condition. Many approaches integrate observation data (e.g., gene expression) with the network topology to find candidate subnetworks. Increasingly, pathway databases contain additional annotation information that can be mined to improve prediction accuracy, e.g., interaction mechanism (e.g., transcription, microRNA, cleavage) annotations. We introduce a mechanism-based approach to active subnetwork recovery which exploits such annotations. We suggest that neighboring interactions in a network tend to be co-activated in a way that depends on the “correlation” of their mechanism annotations. e.g., neighboring phosphorylation and de-phosphorylation interactions may be more likely to be co-activated than neighboring phosphorylation and covalent bonding interactions. Results Our method iteratively learns the mechanism correlations and finds the most likely active subnetwork. We use a probabilistic graphical model with a Markov Random Field component which creates dependencies between the states (active or non-active) of neighboring interactions, that incorporates a mechanism-based component to the function. We apply a heuristic-based EM-based algorithm suitable for the problem. We validated our method’s performance using simulated data in networks downloaded from GeneGO against the same approach without the mechanism-based component, and two other existing methods. We validated our methods performance in correctly recovering (1) the true interaction states, and (2) global network properties of the original network against these other methods. We applied our method to networks generated from time-course gene expression studies in angiogenesis and lung organogenesis and validated the findings from a biological perspective against current literature. Conclusions The advantage of our mechanism-based approach is best seen in networks composed of connected regions with a large number of interactions annotated with a subset of mechanisms, e.g., a regulatory region of transcription interactions, or a cleavage cascade region. When applied to real datasets, our method recovered novel and biologically meaningful putative interactions, e.g., interactions from an integrin signaling pathway using the angiogenesis dataset, and a group of regulatory microRNA interactions in an organogenesis network. PMID:23432934

  12. From prediction error to incentive salience: mesolimbic computation of reward motivation

    PubMed Central

    Berridge, Kent C.

    2011-01-01

    Reward contains separable psychological components of learning, incentive motivation and pleasure. Most computational models have focused only on the learning component of reward, but the motivational component is equally important in reward circuitry, and even more directly controls behavior. Modeling the motivational component requires recognition of additional control factors besides learning. Here I will discuss how mesocorticolimbic mechanisms generate the motivation component of incentive salience. Incentive salience takes Pavlovian learning and memory as one input and as an equally important input takes neurobiological state factors (e.g., drug states, appetite states, satiety states) that can vary independently of learning. Neurobiological state changes can produce unlearned fluctuations or even reversals in the ability of a previously-learned reward cue to trigger motivation. Such fluctuations in cue-triggered motivation can dramatically depart from all previously learned values about the associated reward outcome. Thus a consequence of the difference between incentive salience and learning can be to decouple cue-triggered motivation of the moment from previously learned values of how good the associated reward has been in the past. Another consequence can be to produce irrationally strong motivation urges that are not justified by any memories of previous reward values (and without distorting associative predictions of future reward value). Such irrationally strong motivation may be especially problematic in addiction. To comprehend these phenomena, future models of mesocorticolimbic reward function should address the neurobiological state factors that participate to control generation of incentive salience. PMID:22487042

  13. Honeybees in a virtual reality environment learn unique combinations of colour and shape.

    PubMed

    Rusch, Claire; Roth, Eatai; Vinauger, Clément; Riffell, Jeffrey A

    2017-10-01

    Honeybees are well-known models for the study of visual learning and memory. Whereas most of our knowledge of learned responses comes from experiments using free-flying bees, a tethered preparation would allow fine-scale control of the visual stimuli as well as accurate characterization of the learned responses. Unfortunately, conditioning procedures using visual stimuli in tethered bees have been limited in their efficacy. In this study, using a novel virtual reality environment and a differential training protocol in tethered walking bees, we show that the majority of honeybees learn visual stimuli, and need only six paired training trials to learn the stimulus. We found that bees readily learn visual stimuli that differ in both shape and colour. However, bees learn certain components over others (colour versus shape), and visual stimuli are learned in a non-additive manner with the interaction of specific colour and shape combinations being crucial for learned responses. To better understand which components of the visual stimuli the bees learned, the shape-colour association of the stimuli was reversed either during or after training. Results showed that maintaining the visual stimuli in training and testing phases was necessary to elicit visual learning, suggesting that bees learn multiple components of the visual stimuli. Together, our results demonstrate a protocol for visual learning in restrained bees that provides a powerful tool for understanding how components of a visual stimulus elicit learned responses as well as elucidating how visual information is processed in the honeybee brain. © 2017. Published by The Company of Biologists Ltd.

  14. Physics instruction induces changes in neural knowledge representation during successive stages of learning.

    PubMed

    Mason, Robert A; Just, Marcel Adam

    2015-05-01

    Incremental instruction on the workings of a set of mechanical systems induced a progression of changes in the neural representations of the systems. The neural representations of four mechanical systems were assessed before, during, and after three phases of incremental instruction (which first provided information about the system components, then provided partial causal information, and finally provided full functional information). In 14 participants, the neural representations of four systems (a bathroom scale, a fire extinguisher, an automobile braking system, and a trumpet) were assessed using three recently developed techniques: (1) machine learning and classification of multi-voxel patterns; (2) localization of consistently responding voxels; and (3) representational similarity analysis (RSA). The neural representations of the systems progressed through four stages, or states, involving spatially and temporally distinct multi-voxel patterns: (1) initially, the representation was primarily visual (occipital cortex); (2) it subsequently included a large parietal component; (3) it eventually became cortically diverse (frontal, parietal, temporal, and medial frontal regions); and (4) at the end, it demonstrated a strong frontal cortex weighting (frontal and motor regions). At each stage of knowledge, it was possible for a classifier to identify which one of four mechanical systems a participant was thinking about, based on their brain activation patterns. The progression of representational states was suggestive of progressive stages of learning: (1) encoding information from the display; (2) mental animation, possibly involving imagining the components moving; (3) generating causal hypotheses associated with mental animation; and finally (4) determining how a person (probably oneself) would interact with the system. This interpretation yields an initial, cortically-grounded, theory of learning of physical systems that potentially can be related to cognitive learning theories by suggesting links between cortical representations, stages of learning, and the understanding of simple systems. Copyright © 2015 Elsevier Inc. All rights reserved.

  15. Effect of electrolytic lesion of the dorsomedial striatum on sexual behaviour and locomotor activity in rats.

    PubMed

    Ortiz-Pulido, R; Hernández-Briones, Z S; Tamariz-Rodríguez, A; Hernández, M E; Aranda-Abreu, G E; Coria-Avila, G A; Manzo, J; García, L I

    2017-06-01

    Cortical motor areas are influenced not only by peripheral sensory afferents and prefrontal association areas, but also by the basal ganglia, specifically the striatum. The dorsomedial striatum (DMS) and dorsolateral striatum are involved in both spatial and stimulus-response learning; however, each of these areas may mediate different components of learning. The aim of the study is to determine the effect of electrolytic lesion to the DMS on the learning and performance of sexual behaviour and locomotor activity in male rats. Once the subjects had learned to perform motor tests of balance, maze navigation, ramp ascent, and sexual behaviour, they underwent electrolytic lesion to the DMS. Five days later, the tests were repeated on 2 occasions and researchers compared performance latencies for each test. Average latency values for performance on the maze and balance tests were higher after the lesion. However, the average values for the ramp test and for sexual behaviour did not differ between groups. Electrolytic lesion of the DMS modifies the performance of locomotor activity (maze test and balance), but not of sexual behaviour. Copyright © 2015 Sociedad Española de Neurología. Publicado por Elsevier España, S.L.U. All rights reserved.

  16. E-learning in medical education: the potential environmental impact.

    PubMed

    Walsh, Kieran

    2018-03-01

    Introduction There is a growing interest in the use of e-learning in medical education. However until recently there has been little interest in the potential environmental benefits of e-learning. This paper models various environmental outcomes that might emerge from the use of an e-learning resource (BMJ Learning) in CPD. Methods We modeled the use of e-learning as a component of CPD and evaluated the potential impact of this use on the learner's carbon footprint. We looked at a number of models - all from the perspective of a General Practitioner (GP). We assumed that all GPs completed 50 h or credits of CPD per year. Results High users of e-learning can reduce their carbon footprint - mainly by reducing their travel to face-to-face events (reducing printing also has a small beneficial effect). A high user of e-learning can reduce the carbon footprint that relates to their CPD by 18.5 kg. Discussion As global warming continues to pose a risk to human and environmental health, we feel that doctors have a duty to consider learning activities (such as e-learning) that are associated with a lower carbon footprint.

  17. The key to using a learning or skill acquisition plan.

    PubMed

    Nicholls, Delwyn; Sweet, Linda; Westerway, Sue Campbell; Gibbins, Annie

    2014-11-01

    A learning plan is a tool to guide the development of knowledge, skills and professional attitudes required for practice. A learning plan is an ideal tool for both supervisors and mentors to guide the process of teaching and learning a medical ultrasound examination. A good learning plan will state the learning goal, identify the learning activities and resources needed to achieve this goal, and highlight the outcome measures, which when achieved indicate the goal has been accomplished. A skill acquisition plan provides a framework for task acquisition and skill stratification; and is an extension of the application of the student learning plan. One unique feature of a skill acquisition plan is it requires the tutor to first undertake a task analysis. The task steps are progressively learnt in sequence, termed scaffolding. The skills to develop and use a learning or skill acquisition plan are also learnt, but are an integral component to the ultrasound tutors skill set. This paper will provide an outline of how to use and apply a learning and skill acquisition plan. We will review how these tools can be personalised to each student and skill teaching environment.

  18. Preliminary development of POEAW in enhancing K-11 students’ understanding level on impulse and momentum

    NASA Astrophysics Data System (ADS)

    Luthfiani, T. A.; Sinaga, P.; Samsudin, A.

    2018-05-01

    We have been analyzed that there were limited research about Predict-Observe- Explain which use writing process with conceptual change text strategy. This study aims to develop a learning model namely Predict-Observe-Explain-Apply-Writing (POEAW) which is able to enhance students’ understanding level. The research method utilized the 4D model (Defining, Designing, Developing and Disseminating) that is formally limited to Developing Stage. There are four experts who judge the learning component (syntax, lesson plan, teaching material and student worksheet) and matter component (learning quality and content component). The result of this study are obtained expert validity test score average of 87% for learning content and 89% for matter component that means the POEAW is valid and can be tested in classroom learning. This research producing POEAW learning model that has five main steps, Predict, Observe, Explain, Apply and Write. To sum up, we have early developed POEAW in enhancing K-11 students’ understanding levels on impulse and momentum.

  19. Measurement of Usability for Multimedia Interactive Learning Based on Website in Mathematics for SMK

    NASA Astrophysics Data System (ADS)

    Sukardjo, Moch.; Sugiyanta, Lipur

    2018-04-01

    Web usability, if evaluation done correctly, can significantly improve the quality of the website. Website containing multimedia for education shoud apply user interfaces that are both easy to learn and easy to use. Multimedia has big role in changing the mindset of a person in learning. Using multimedia, learners get easy to obtain information, adjust information and empower information. Therefore, multimedia is utilized by teachers in developing learning techniques to improve student learning outcomes. For students with self-directed learning, multimedia provides the ease and completeness of the courses in such a way that students can complete the learning independently both at school and at home without the guidance of teachers. The learning independence takes place in how students choose, absorb information, and follow the evaluation quickly and efficiently. The 2013 Curriculum 2013 for Vocational High School (SMK) requires teachers to create engaging teaching and learning activities that students enjoy in the classroom (also called invitation learning environment). The creation of learning activity environment is still problem for most teachers. Various researches reveal that teaching and learning activities will be more effective and easy when assisted by visual tools. Using multimedia, learning material can be presented more attractively that help students understand the material easily. The opposite is found in the learning activity environment who only rely on ordinary lectures. Usability is a quality level of multimedia with easy to learn, easy to use and encourages users to use it. The website Multimedia Interactive Learning for Mathematics SMK Class X is targeted object. Usability website in Multimedia Interactive Learning for Mathematics SMK Class X is important indicators to measure effectiveness, efficiency, and student satisfaction to access the functionality of website. This usability measurement should be done carefully before the design is implemented thoroughly. The only way to get test with high quality results is to start testing at the beginning of the design process and continuously testing each of the next steps. This research performs usability testing on of website by using WAMMI criterion (Website Analysis and Measurement Inventory) and will be focused on how convenience using the website application. Components of Attractiveness, Controllability, Efficiency, Helpfulness, and Learnability are applied. The website in Multimedia Interactive Learning for Mathematics SMK Class X can be in accordance with the purpose to be accepted by student to improve student learning outcomes. The results show that WAMMI method show the usability value of Multimedia Mathematics SMK Class X is about from 70% to 90%.

  20. Diurnal rhythms in psychological reward functioning in healthy young men: 'Wanting', liking, and learning.

    PubMed

    Byrne, Jamie E M; Murray, Greg

    2017-01-01

    A range of evidence suggests that human reward functioning is partly driven by the endogenous circadian system, generating 24-hour rhythms in behavioural measures of reward activation. Reward functioning is multifaceted but literature to date is largely limited to measures of self-reported positive mood states. The aim of this study was to advance the field by testing for hypothesised diurnal variation in previously unexplored components of psychological reward: 'wanting', liking, and learning using subjective and behavioural measures. Risky decision making (automatic Balloon Analogue Risk Task), affective responsivity to positive images (International Affective Pictures System), uncued self-reported discrete emotions, and learning-contingent reward (Iowa Gambling Task) were measured at 10.00 hours, 14.00 hours, and 19.00 hours in a counterbalanced repeated measures design with 50 healthy male participants (aged 18-30). As hypothesised, risky decision making (unconscious 'wanting') and ratings of arousal towards positive images (conscious wanting) exhibited a diurnal waveform with indices highest at 14.00 hours. No diurnal rhythm was observed for liking (pleasure ratings to positive images, discrete uncued positive emotions) or in a learning-contingent reward task. Findings reaffirm that diurnal variation in human reward functioning is most pronounced in the motivational 'wanting' components of reward.

  1. Vocabulary Learning in Primary School Children: Working Memory and Long-Term Memory Components

    ERIC Educational Resources Information Center

    Morra, Sergio; Camba, Roberta

    2009-01-01

    The goal of this study was to investigate which working memory and long-term memory components predict vocabulary learning. We used a nonword learning paradigm in which 8- to 10-year-olds learned picture-nonword pairs. The nonwords varied in length (two vs. four syllables) and phonology (native sounding vs. including one Russian phoneme). Short,…

  2. Rocket to Creativity: A Field Experience in Problem-Based and Project-Based Learning

    ERIC Educational Resources Information Center

    Dole, Sharon F.; Bloom, Lisa A.; Doss, Kristy Kowalske

    2016-01-01

    This article reports the impact of a field experience in problem-based (PBL) and project-based learning (PjBL) on in-service teachers' conceptions of experiential learning. Participants had been enrolled in a hybrid class that included an online component in which they learned about PBL and PjBL, and an experiential component in which they…

  3. Controlling changes - lessons learned from waste management facilities

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Johnson, B.M.; Koplow, A.S.; Stoll, F.E.

    This paper discusses lessons learned about change control at the Waste Reduction Operations Complex (WROC) and Waste Experimental Reduction Facility (WERF) of the Idaho National Engineering Laboratory (INEL). WROC and WERF have developed and implemented change control and an as-built drawing process and have identified structures, systems, and components (SSCS) for configuration management. The operations have also formed an Independent Review Committee to minimize costs and resources associated with changing documents. WROC and WERF perform waste management activities at the INEL. WROC activities include storage, treatment, and disposal of hazardous and mixed waste. WERF provides volume reduction of solid low-levelmore » waste through compaction, incineration, and sizing operations. WROC and WERF`s efforts aim to improve change control processes that have worked inefficiently in the past.« less

  4. An evaluation of the role of the clinical education facilitator.

    PubMed

    McCormack, Brendan; Slater, Paul

    2006-02-01

    The objective of the study was to identify whether clinical education facilitators made a difference to the learning experiences of nurses in a large teaching hospital. Strategies for enabling continuous professional development are well established in health care organizations as key components of approaches to lifelong learning. The benefits of continuous professional development include the maintenance of high standards of care, the improvement and development of services, ensuring the competency of all nursing staff and guaranteeing the accountability of nurses for their actions. The role of clinical education facilitator is relatively new and little evaluation of this role has been undertaken. This study highlights important issues to be considered in developing a 'learning culture' in a hospital organization, through the adoption of such roles as clinical education facilitators. Whilst the roles have had an important function in the active coordination of learning activities in the hospital, there is little evidence of the role directly impacting on the learning culture of clinical settings. Learning mechanisms have been identified. The results of this evaluation can be subjected to further testing through ongoing evaluation of the outcomes arising from the learning mechanisms in place. Given the emphasis on work-based learning and continuing professional development in health care, then this ongoing evaluation can yield important information about future directions for nurse education. The study highlights the importance of supported learning in the workplace. However, more importantly, it identifies the need for a culture of professional practice to be developed in order to sustain learning in practice. Classroom-based learning alone, cannot create a culture of development in nursing and there is thus a need for models of work-based learning to be integrated into practice environments.

  5. [Adult learning, professional autonomy and individual commitment].

    PubMed

    Pardell-Alentá, H

    The concept of 'andragogy' is the basis of the adult education which is different from pedagogy in several aspects, particularly in the autonomy of the adult learner in choosing the educational programmes and the methodologies and sites in where learning occurs. This happens very often in the worksite. The professionals have to learn permanently during their active lives in order to maintain their competence updated. In this sense, continuing education correlates with continuing professional development, which is an attempt to enlarge the traditional domains of continuing education. Continuing education must be clearly differentiated from formal education, which is a requirement for granting professional degrees or titles. Very often it arises from the changing health needs and for this reason is necessary to avoid the institutionalization of continuing education programmes. Professional associations should be actively involved in providing and accrediting continuing education-continuing professional development programmes, because this involvement is an essential component of the professionals' self-regulation in the context of the current medical professionalism ideology.

  6. Blending Simulation-Based Learning and Interpretative Pedagogy for Undergraduate Leadership Competency Development.

    PubMed

    McPherson, Charmaine; MacDonald, Cathy

    2017-01-01

    Effective leadership is an essential component guiding nursing activity and influencing health systems, health workers, and patient outcomes. Despite this evidence, undergraduate nursing programs may not be adequately preparing graduates to effectively engage in leadership practice. This article describes an educational innovation designed to support prelicensure leadership competency development. The authors blended simulation-based learning (SBL) with an interpretative pedagogical frame in a senior nursing leadership course at a primarily undergraduate university. The innovation involves a break from traditional nursing educational pedagogy by bringing SBL into the leadership classroom. Using interpretative pedagogy to purposefully create different relationships in the learning space supported deeper personal and professional transformation for the students. Nurse educators must purposefully design leadership curricula using active educational strategies that adequately prepare nurses for complex health systems. Integrating SBL within an interpretative pedagogy for leadership development moves students from merely knowing theory to informed and effective action. [J Nurs Educ. 2017;56(1):49-54.]. Copyright 2017, SLACK Incorporated.

  7. Learning to Learn Through Music Sampler.

    ERIC Educational Resources Information Center

    Dallas Independent School District, TX.

    This program consists of three components. The Learning Through Piano component is an innovative program of group piano instruction for elementary children. Music for Little People is designed to assist the self-contained classroom teacher in planning and implementing comprehensive music experiences for primary children. The Success Through…

  8. Quantifying factors influencing operating theater teaching, participation, and learning opportunities for medical students in surgery.

    PubMed

    Ravindra, Pravisha; Fitzgerald, J Edward F; Bhangu, Aneel; Maxwell-Armstrong, Charles A

    2013-01-01

    Operating room experience offers a unique learning resource, potentially exposing medical students to surgical disease and treatments, use of anesthesia, basic science, team working, and communication skills. However, the alien nature of this environment to newcomers poses particular difficulties in harnessing this resource. This study aimed to assess the operating theater-based teaching and learning experiences of new medical graduates during their medical school course. A 41-item, self-administered questionnaire survey was distributed to newly qualified medical school graduates from 1 university consisting of 5 separate teaching hospitals. Results were analyzed using GraphPad Prism 5.0. Questionnaires were returned by 209 of 312 graduates (67%). Overall, 121 (59%) respondents attended ≤50% of opportunities available to attend operating theater; 47% felt they knew what was expected of them when attending and only 13% had specific learning objectives set. An interest in pursuing a surgical career was stated by 24 (12%) respondents; this group was more likely to have attended ≥50% of operating theater opportunities (p = 0.0064). Those not intending to pursue a surgical career were more likely to have been discouraged by their experiences (p = 0.0001). Active participation while scrubbed, knowing what was expected, being made to feel welcome, and being set learning objectives were all significantly positively correlated with attendance. Although female respondents felt equally welcome, in comparison with their male colleagues, they were more likely to receive negative comments (p = 0.0106). The majority of respondents (80%) stated that attendance at operating theater sessions should be a mandatory component of the curriculum. Although operating theater attendance is recognized as an important component of the medical school curriculum, overall attendance at sessions was low. Attendance could be increased by ensuring students knowing what is expected of them, making them feel welcome, setting learning objectives, and allowed them to actively participate. These results highlight the need to ensure that the time spent by medical students in the operating room is positive and maximized to its full potential through structured learning involving all members of the theater team. Copyright © 2013 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  9. Are All Program Elements Created Equal? Relations Between Specific Social and Emotional Learning Components and Teacher-Student Classroom Interaction Quality.

    PubMed

    Abry, Tashia; Rimm-Kaufman, Sara E; Curby, Timothy W

    2017-02-01

    School-based social and emotional learning (SEL) programs are presented to educators with little understanding of the program components that have the greatest leverage for improving targeted outcomes. Conducted in the context of a randomized controlled trial, the present study used variation in treatment teachers' (N = 143) implementation of four core components of the Responsive Classroom approach to examine relations between each component and the quality of teachers' emotional, organizational, and instructional interactions in third, fourth, and fifth grade classrooms (controlling for pre-intervention interaction quality and other covariates). We also examined the extent to which these relations varied as a function of teachers' baseline levels of interaction quality. Indices of teachers' implementation of Morning Meeting, Rule Creation, Interactive Modeling, and Academic Choice were derived from a combination of teacher-reported surveys and classroom observations. Ratings of teacher-student classroom interactions were aggregated across five observations conducted throughout the school year. Structural path models indicated that teachers' use of Morning Meeting and Academic Choice related to higher levels of emotionally supportive interactions; Academic Choice also related to higher levels of instructional interactions. In addition, teachers' baseline interaction quality moderated several associations such that the strongest relations between RC component use and interaction quality emerged for teachers with the lowest baseline interaction quality. Results highlight the value of examining individual program components toward the identification of program active ingredients that can inform intervention optimization and teacher professional development.

  10. [Psychological features of the motivation component in the training of doctors in the system of postgraduate education].

    PubMed

    Koshova, Svitlana; Horachuk, Viktoriia; Pishchykov, Valerii

    2018-01-01

    Introduction: Тhe problem of motivating adult learning in postgraduate education has so far been the subject of study primarily in methodological and pedagogical studies. They focus on the analysis of the content side of the motivation of adult learning activities. As for the problem of the dynamics of motivation for adult learning activities, including for doctors in the system of postgraduate medical education with continuous professional development, it has not been sufficiently studied so far. The aim: This work is to analyze information and psychological features of the motivational sphere of doctors, which contribute to their successful training during continuous professional development in the system of postgraduate medical education. Materials and methods: In the work is used a range of methods: content analysis, bibliosemantic, systematic approach, analysis of products of activity. Review: At the present stage of social and economic transformations in Ukraine, the development of the general abilities of a person, his professional self-awareness, motivation for postgraduate education and obtaining a new specialization (E.О. Klimov, N.S. Glukhanyuk, I.V. Dubrovin, D.N. Zabrodin, T.V. Kudryavtsev, V.D. Shadrikov, etc.) The existing system of professional retraining does not pay enough attention to the study of conscious motives in adult learning activity. The practical relevance of this problem is determined, on the one hand, by the dynamic processes in the system of vocational training and retraining, the requirements for high efficiency of the results of the work of trained specialists. On the other hand, there is need to create conditions in the system of continuing education, the result of which is the effectiveness of adult learning activities. Conclusions: The study of the dynamics of motivation of adult learning activities is, in our opinion, relevant and has great theoretical as well as practical interest. It will allow to expand the idea of dynamics as the most important characteristic of motivation of educational activity. In addition, the knowledge of the features of the dynamics of the motivation of the learning activity of the adult factors that determine it will become in the hands of the practical teachers the lever through which it will be possible to control the motivation of adults during the educational activity with continuous postgraduate education.

  11. Resting State EEG in Children With Learning Disabilities: An Independent Component Analysis Approach.

    PubMed

    Jäncke, Lutz; Alahmadi, Nsreen

    2016-01-01

    In this study, the neurophysiological underpinnings of learning disabilities (LD) in children are examined using resting state EEG. We were particularly interested in the neurophysiological differences between children with learning disabilities not otherwise specified (LD-NOS), learning disabilities with verbal disabilities (LD-Verbal), and healthy control (HC) children. We applied 2 different approaches to examine the differences between the different groups. First, we calculated theta/beta and theta/alpha ratios in order to quantify the relationship between slow and fast EEG oscillations. Second, we used a recently developed method for analyzing spectral EEG, namely the group independent component analysis (gICA) model. Using these measures, we identified substantial differences between LD and HC children and between LD-NOS and LD-Verbal children in terms of their spectral EEG profiles. We obtained the following findings: (a) theta/beta and theta/alpha ratios were substantially larger in LD than in HC children, with no difference between LD-NOS and LD-Verbal children; (b) there was substantial slowing of EEG oscillations, especially for gICs located in frontal scalp positions, with LD-NOS children demonstrating the strongest slowing; (c) the estimated intracortical sources of these gICs were mostly located in brain areas involved in the control of executive functions, attention, planning, and language; and (d) the LD-Verbal children demonstrated substantial differences in EEG oscillations compared with LD-NOS children, and these differences were localized in language-related brain areas. The general pattern of atypical neurophysiological activation found in LD children suggests that they suffer from neurophysiological dysfunction in brain areas involved with the control of attention, executive functions, planning, and language functions. LD-Verbal children also demonstrate atypical activation, especially in language-related brain areas. These atypical neurophysiological activation patterns might provide a helpful guide for rehabilitation strategies to treat the deficiencies in these children with LD. © EEG and Clinical Neuroscience Society (ECNS) 2015.

  12. Implicit learning seems to come naturally for children with autism, but not for children with specific language impairment: Evidence from behavioral and ERP data.

    PubMed

    Zwart, Fenny S; Vissers, Constance Th W M; Kessels, Roy P C; Maes, Joseph H R

    2018-04-20

    Autism spectrum disorder (ASD) and specific language impairment (SLI) are two neurodevelopmental disorders characterized by deficits in verbal and nonverbal communication skills. These skills are thought to develop largely through implicit-or automatic-learning mechanisms. The aim of the current paper was to investigate the role of implicit learning abilities in the atypical development of communication skills in ASD and SLI. In the current study, we investigated Response Times (RTs) and Event Related Potentials (ERPs) during implicit learning on a Serial Reaction Time (SRT) task in a group of typically developing (TD) children (n = 17), a group of autistic children (n = 16), and a group of children with SLI (n = 13). Findings suggest that learning in both ASD and SLI are similar to that in TD. However, electrophysiological findings suggest that autistic children seem to rely mainly on more automatic processes (as reflected by an N2b component), whereas the children with SLI seem to rely on more controlled processes (as reflected by a P3 component). The TD children appear to use a combination of both learning mechanisms. These findings suggest that clinical interventions should aim at compensating for an implicit learning deficit in children with SLI, but not in children with ASD. Future research should focus on developmental differences in implicit learning and related neural correlates in TD, ASD, and SLI. Autism Res 2018. © 2018 The Authors Autism Research published by International Society for Autism Research and Wiley Periodicals, Inc. Autism and Specific Language Impairment (SLI) are two disorders characterized by problems in social communication and language. Social communication and language are believed to be learned in an automatic way. This is called "implicit learning." We have found that implicit learning is intact in autism. However, in SLI there seems different brain activity during implicit learning. Maybe children with SLI learn differently, and maybe this different learning makes it more difficult for them to learn language. © 2018 The Authors Autism Research published by International Society for Autism Research and Wiley Periodicals, Inc.

  13. A Connected History of Health and Education: Learning Together toward a Better City

    ERIC Educational Resources Information Center

    Howard, Joanne; Howard, Diane; Dotson, Ebbin

    2015-01-01

    The infrastructure, financial, and human resource histories of health and education are offered as key components of future strategic planning initiatives in learning cities, and 10 key components of strategic planning initiatives designed to enhance the health and wealth of citizens of learning cities are discussed.

  14. Getting Down to Business: Plumbing Business, Module 35. [Student Guide]. Entrepreneurship Training Components.

    ERIC Educational Resources Information Center

    Sanderson, Barbara

    This module on owning and operating a plumbing business is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided…

  15. Getting Down to Business: Guard Service, Module 27. [Student Guide]. Entrepreneurship Training Components.

    ERIC Educational Resources Information Center

    Colby, Pamela G.

    This module on owning and operating a guard service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided into…

  16. Getting Down to Business: Welding Business, Module 32. [Student Guide]. Entrepreneurship Training Components.

    ERIC Educational Resources Information Center

    Gall, Joyce P.

    This module on owning and operating a welding business is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided…

  17. Getting Down to Business: Bicycle Store, Module 10. [Student Guide]. Entrepreneurship Training Components.

    ERIC Educational Resources Information Center

    Sanderson, Barbara

    This module on owning and operating a bicycle store is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided into…

  18. Getting Down to Business: Pest Control Service, Module 28. [Student Guide]. Entrepreneurship Training Components.

    ERIC Educational Resources Information Center

    Colby, Pamela G.

    This module on owning and operating a pest control service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are…

  19. Getting Down to Business: Answering Service, Module 17. [Student Guide]. Entrepreneurship Training Components.

    ERIC Educational Resources Information Center

    Shapiro, Norma

    This module on owning and operating an answering service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided…

  20. Getting Down to Business: Bookkeeping Service, Module 19. [Student Guide]. Entrepreneurship Training Components.

    ERIC Educational Resources Information Center

    Shapiro, Norma

    This module on owning and operating a bookkeeping service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are…

  1. Getting Down to Business: Housecleaning Service, Module 24. [Student Guide]. Entrepreneurship Training Components.

    ERIC Educational Resources Information Center

    McFarlane, Carolyn

    This module on owning and operating a housecleaning service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are…

  2. Getting Down to Business: Specialty Food Store, Module 8. [Student Guide]. Entrepreneurship Training Components.

    ERIC Educational Resources Information Center

    Rassen, Rachel L.

    This module on owning and operating a specialty food store is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are…

  3. Getting Down to Business: Word Processing Service, Module 21. [Student Guide]. Entrepreneurship Training Components.

    ERIC Educational Resources Information Center

    Shapiro, Norma

    This module on owning and operating a word processing service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are…

  4. Getting Down to Business: Home Attendant Service, Module 26. [Student Guide]. Entrepreneurship Training Components.

    ERIC Educational Resources Information Center

    Sanderson, Barbara

    This module on owning and operating a home attendant service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are…

  5. Getting Down to Business: Garden Center, Module 4. [Student Guide]. Entrepreneurship Training Components.

    ERIC Educational Resources Information Center

    McBain, Susan L.

    This module on owning and operating a garden center is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided into…

  6. Getting Down to Business: Software Design Company, Module 20. [Student Guide]. Entrepreneurship Training Components.

    ERIC Educational Resources Information Center

    Shapiro, Norma

    This module on owning and operating a software design company is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are…

  7. Getting Down to Business: Carpentry Business, Module 34. [Student Guide]. Entrepreneurship Training Components.

    ERIC Educational Resources Information Center

    Gall, Joyce P.

    This module on owning and operating a carpentry business is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided…

  8. Getting Down to Business: Sewing Service, Module 25. [Student Guide]. Entrepreneurship Training Components.

    ERIC Educational Resources Information Center

    Kingi, Marcella

    This module on owning and operating a sewing service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided…

  9. Getting Down to Business: Restaurant Business, Module 22. [Student Guide]. Entrepreneurship Training Components.

    ERIC Educational Resources Information Center

    Kingi, Marcella

    This module on owning and operating a restaurant is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided into…

  10. Getting Down to Business: Energy Specialist Service, Module 29. [Student Guide]. Entrepreneurship Training Components.

    ERIC Educational Resources Information Center

    Colby, Pamela G.

    This module on owning and operating an energy specialist service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are…

  11. Getting Down to Business: Health Spa, Module 16. [Student Module]. Entrepreneurship Training Components.

    ERIC Educational Resources Information Center

    Wolman, Jean

    This module on owning and operating a health spa is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided into…

  12. Getting Down to Business: Secretarial Service, Module 18. [Student Guide]. Entrepreneurship Training Components.

    ERIC Educational Resources Information Center

    Shapiro, Norma

    This module on owning and operating a secretarial service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are…

  13. Getting Down to Business: Nursing Service, Module 14. [Student Guide]. Entrepreneurship Training Components.

    ERIC Educational Resources Information Center

    Wolman, Jean

    This module on owning and operating a nursing service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided…

  14. Food for fish, food for thought: managing the invisible components of streams.

    Treesearch

    Sally Duncan

    2001-01-01

    Over the years, scientists have published many results from studies about the importance of habitat such as woody debris for supporting fish populations. They also have learned much about the ways in which land management activities can enhance or degrade such habitat. They know much less, however, about the food half of this foo-and-shelter equation.In the...

  15. Getting Down to Business: Dairy Farming, Module 6. [Student Guide]. Entrepreneurship Training Components.

    ERIC Educational Resources Information Center

    McBain, Susan L.

    This module on owning and operating a dairy farm is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided into…

  16. Towards an Innovative Web-Based Lab Delivery System for a Management Information Systems Course

    ERIC Educational Resources Information Center

    Breimer, Eric; Cotler, Jami; Yoder, Robert

    2011-01-01

    While online systems are an essential component of distance learning, they can also play a critical role in improving the delivery of activities in a traditional laboratory setting. The quality and effectiveness of online course delivery is often compared to equivalent face-to-face alternatives. In our approach, we have harnessed what we feel to…

  17. Green Goggles: Designing and Teaching a General Chemistry Course to Nonmajors Using a Green Chemistry Approach

    ERIC Educational Resources Information Center

    Prescott, Sarah

    2013-01-01

    A novel course using green chemistry as the context to teach general chemistry fundamentals was designed, implemented and is described here. The course design included an active learning approach, with major course graded components including a weekly blog entry, exams, and a semester project that was disseminated by wiki and a public symposium.…

  18. Getting Down to Business: Apparel Store, Module 7. [Student Guide]. Entrepreneurship Training Components.

    ERIC Educational Resources Information Center

    Rassen, Rachel L.

    This module on owning and operating an apparel store is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided…

  19. Getting Down to Business: Innkeeping, Module 13. [Student Guide]. Entrepreneurship Training Components.

    ERIC Educational Resources Information Center

    Rassen, Rachel L.

    This module on owning and operating an inn is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided into…

  20. Getting Down to Business: Pest Control Service, Module 28. Teacher Guide. Entrepreneurship Training Components.

    ERIC Educational Resources Information Center

    Colby, Pamela G.

    This is the twenty-eighth in a set of 36 teacher guides to the Entrepreneurship Training modules and accompanies CE 031 084. Following an overview are general notes on use of the module. Suggested steps for module use contain suggestions on introducing the module, a brief discussion of the nine units, responses to learning activities, suggestions…

  1. Training Lessons Learned from Peak Performance Episodes

    DTIC Science & Technology

    1986-06-01

    PEAK PERFORMAN4CE Fina Report- EPSOESOctober 1984-December 1985 % 6. PERFORMING ORG. REPORT NUMBER * 7. AUTHOR(@) 6. CONTRACT OR GRANT NUMBER(s) James...L. Fobes - 9. PERFORMING ORGANIZATION NAME AND) ADDRESS 10. PROGRAM ELEMENT. PROJECT, TASK U.S. Army Research Institute Field UnitAEA OKUINMER...peak performance indicates that three cogni- . tive components enable these episodes: psychological readiness (activating . optimal arousal and emotion

  2. Double Blending: Online Theory with On-Campus Practice in Photography Instruction

    ERIC Educational Resources Information Center

    Abrahmov, Shlomo Lee; Ronen, Miky

    2008-01-01

    This paper presents a blended learning model in which the online component is not used to replace some of the traditional on-campus activities of a course but to "introduce new teaching objectives" that would not have been possible to achieve, because of class time limitations and the nature of the course. The instructional model was aimed at…

  3. Getting Down to Business: Travel Agency, Module 9. [Student Guide]. Entrepreneurship Training Components.

    ERIC Educational Resources Information Center

    Rassen, Rachel L.

    This module on owning and operating a travel agency is one of 36 modules in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are…

  4. Using the Multimedia Strategies of Learner-Generated Drawing and Peer Discussion to Retain Terminology in Secondary Education Science Classrooms

    ERIC Educational Resources Information Center

    Thomas, Drusilla Brewington

    2017-01-01

    Student mastery of the academic vocabulary of course content is an important component of learning that content. This research study investigated the combination of two active multimedia strategies within 10 different high school science classrooms, to test for retention of science terminology. The dual process of learner-generated drawings…

  5. Strategies for Addressing Racism by Communication and Positive Affirmations or Put More Colloquially, "Don't Hate. Communicate!"

    ERIC Educational Resources Information Center

    Donahoe, Susan Srubek

    Mediation or conflict resolution training has been effective in a variety of settings. Using the components of the process (active listening, cooperation, acceptance of differences, creative problem solving, and empathetic responses) students learn to deal with anger and to work with others so as to arrive at solutions peacefully. Some of the…

  6. Machine Learning Helps Identify CHRONO as a Circadian Clock Component

    PubMed Central

    Venkataraman, Anand; Ramanathan, Chidambaram; Kavakli, Ibrahim H.; Hughes, Michael E.; Baggs, Julie E.; Growe, Jacqueline; Liu, Andrew C.; Kim, Junhyong; Hogenesch, John B.

    2014-01-01

    Over the last decades, researchers have characterized a set of “clock genes” that drive daily rhythms in physiology and behavior. This arduous work has yielded results with far-reaching consequences in metabolic, psychiatric, and neoplastic disorders. Recent attempts to expand our understanding of circadian regulation have moved beyond the mutagenesis screens that identified the first clock components, employing higher throughput genomic and proteomic techniques. In order to further accelerate clock gene discovery, we utilized a computer-assisted approach to identify and prioritize candidate clock components. We used a simple form of probabilistic machine learning to integrate biologically relevant, genome-scale data and ranked genes on their similarity to known clock components. We then used a secondary experimental screen to characterize the top candidates. We found that several physically interact with known clock components in a mammalian two-hybrid screen and modulate in vitro cellular rhythms in an immortalized mouse fibroblast line (NIH 3T3). One candidate, Gene Model 129, interacts with BMAL1 and functionally represses the key driver of molecular rhythms, the BMAL1/CLOCK transcriptional complex. Given these results, we have renamed the gene CHRONO (computationally highlighted repressor of the network oscillator). Bi-molecular fluorescence complementation and co-immunoprecipitation demonstrate that CHRONO represses by abrogating the binding of BMAL1 to its transcriptional co-activator CBP. Most importantly, CHRONO knockout mice display a prolonged free-running circadian period similar to, or more drastic than, six other clock components. We conclude that CHRONO is a functional clock component providing a new layer of control on circadian molecular dynamics. PMID:24737000

  7. Health Marketing for the Massachusetts Childhood Obesity Research Demonstration Study: A Case Study.

    PubMed

    Criss, Shaniece; Blaine, Rachel E; Palamé, Megan; Perkins, Meghan; Davison, Kirsten; Kwass, Jo-Ann; Taveras, Elsie M

    2018-03-01

    This case study describes the Massachusetts Childhood Obesity Research Demonstration Study (MA-CORD) health marketing campaign, examines the strategies used in such campaigns, and offers lessons learned to improve health marketing for future interventions. MA-CORD Health Marketing Components and Implementation. The three main components were an outdoor printed advertisement and texting campaign, social media with a focus on Facebook, and the Summer Passport Program, an event-based initiative in parks for children. The advertisements consisted of billboards, bus advertisements, and handouts. The text messaging component, which required families to actively text a keyword to join, had a low opt-in rate. Facebook page "likes" increased from 1,024 to 1,453 in New Bedford and from 175 to 1,091 in Fitchburg. Fitchburg received technical assistance and paid for ads on Facebook. The Summer Passport participation in parks ranged from 120 to 875 children with participation in the free park lunch program doubling in Fitchburg. Key lessons learned are engage communication experts from each community at the beginning of the project, use text messaging components with in-person staff onsite to assist participants in the opt-in process, build momentum for a Facebook presence through purchasing Facebook advertisements, and partner with local park departments for programming.

  8. From prediction error to incentive salience: mesolimbic computation of reward motivation.

    PubMed

    Berridge, Kent C

    2012-04-01

    Reward contains separable psychological components of learning, incentive motivation and pleasure. Most computational models have focused only on the learning component of reward, but the motivational component is equally important in reward circuitry, and even more directly controls behavior. Modeling the motivational component requires recognition of additional control factors besides learning. Here I discuss how mesocorticolimbic mechanisms generate the motivation component of incentive salience. Incentive salience takes Pavlovian learning and memory as one input and as an equally important input takes neurobiological state factors (e.g. drug states, appetite states, satiety states) that can vary independently of learning. Neurobiological state changes can produce unlearned fluctuations or even reversals in the ability of a previously learned reward cue to trigger motivation. Such fluctuations in cue-triggered motivation can dramatically depart from all previously learned values about the associated reward outcome. Thus, one consequence of the difference between incentive salience and learning can be to decouple cue-triggered motivation of the moment from previously learned values of how good the associated reward has been in the past. Another consequence can be to produce irrationally strong motivation urges that are not justified by any memories of previous reward values (and without distorting associative predictions of future reward value). Such irrationally strong motivation may be especially problematic in addiction. To understand these phenomena, future models of mesocorticolimbic reward function should address the neurobiological state factors that participate to control generation of incentive salience. © 2012 The Author. European Journal of Neuroscience © 2012 Federation of European Neuroscience Societies and Blackwell Publishing Ltd.

  9. Active integration of glutamatergic input to the inferior olive generates bidirectional postsynaptic potentials

    PubMed Central

    Garden, Derek L. F.; Rinaldi, Arianna

    2016-01-01

    Key points We establish experimental preparations for optogenetic investigation of glutamatergic input to the inferior olive.Neurones in the principal olivary nucleus receive monosynaptic extra‐somatic glutamatergic input from the neocortex.Glutamatergic inputs to neurones in the inferior olive generate bidirectional postsynaptic potentials (PSPs), with a fast excitatory component followed by a slower inhibitory component.Small conductance calcium‐activated potassium (SK) channels are required for the slow inhibitory component of glutamatergic PSPs and oppose temporal summation of inputs at intervals ≤ 20 ms.Active integration of synaptic input within the inferior olive may play a central role in control of olivo‐cerebellar climbing fibre signals. Abstract The inferior olive plays a critical role in motor coordination and learning by integrating diverse afferent signals to generate climbing fibre inputs to the cerebellar cortex. While it is well established that climbing fibre signals are important for motor coordination, the mechanisms by which neurones in the inferior olive integrate synaptic inputs and the roles of particular ion channels are unclear. Here, we test the hypothesis that neurones in the inferior olive actively integrate glutamatergic synaptic inputs. We demonstrate that optogenetically activated long‐range synaptic inputs to the inferior olive, including projections from the motor cortex, generate rapid excitatory potentials followed by slower inhibitory potentials. Synaptic projections from the motor cortex preferentially target the principal olivary nucleus. We show that inhibitory and excitatory components of the bidirectional synaptic potentials are dependent upon AMPA (GluA) receptors, are GABAA independent, and originate from the same presynaptic axons. Consistent with models that predict active integration of synaptic inputs by inferior olive neurones, we find that the inhibitory component is reduced by blocking large conductance calcium‐activated potassium channels with iberiotoxin, and is abolished by blocking small conductance calcium‐activated potassium channels with apamin. Summation of excitatory components of synaptic responses to inputs at intervals ≤ 20 ms is increased by apamin, suggesting a role for the inhibitory component of glutamatergic responses in temporal integration. Our results indicate that neurones in the inferior olive implement novel rules for synaptic integration and suggest new principles for the contribution of inferior olive neurones to coordinated motor behaviours. PMID:27767209

  10. Teachers' perceptions of the benefits and the challenges of integrating educational robots into primary/elementary curricula

    NASA Astrophysics Data System (ADS)

    Khanlari, Ahmad

    2016-05-01

    Twenty-first century education systems should create an environment wherein students encounter critical learning components (such as problem-solving, teamwork, and communication skills) and embrace lifelong learning. A review of literature demonstrates that new technologies, in general, and robotics, in particular, are well suited for this aim. This study aims to contribute to the literature by studying teachers' perceptions of the effects of using robotics on students' lifelong learning skills. This study also seeks to better understand teachers' perceptions of the barriers of using robotics and the support they need. Eleven primary/elementary teachers from Newfoundland and Labrador English Schools District participated in this study. The results of this study revealed that robotics is perceived by teachers to have positive effects on students' lifelong learning skills. Furthermore, the participants indicated a number of barriers to integrate robotics into their teaching activities and expressed the support they need.

  11. Promoting clinical competence: using scaffolded instruction for practice-based learning.

    PubMed

    Tilley, Donna Scott; Allen, Patricia; Collins, Cathie; Bridges, Ruth Ann; Francis, Patricia; Green, Alexia

    2007-01-01

    Competency-based education is essential for bridging the gap between education and practice. The attributes of competency-based education include an outcomes focus, allowance for increasing levels of competency, learner accountability, practice-based learning, self-assessment, and individualized learning experiences. One solution to this challenge is scaffolded instruction, where collaboration and knowledge facilitate learning. Collaboration refers to the role of clinical faculty who model desired clinical skills then gradually shift responsibility for nursing activity to the student. This article describes scaffolded instruction as applied in a Web-based second-degree bachelor of science in nursing (BSN) program. This second-degree BSN program uses innovative approaches to education, including a clinical component that relies on clinical coaches. Students in the program remain in their home community and complete their clinical hours with an assigned coach. The method will be described first, followed by a description of how the method was applied.

  12. Integration of bioinformatics into an undergraduate biology curriculum and the impact on development of mathematical skills.

    PubMed

    Wightman, Bruce; Hark, Amy T

    2012-01-01

    The development of fields such as bioinformatics and genomics has created new challenges and opportunities for undergraduate biology curricula. Students preparing for careers in science, technology, and medicine need more intensive study of bioinformatics and more sophisticated training in the mathematics on which this field is based. In this study, we deliberately integrated bioinformatics instruction at multiple course levels into an existing biology curriculum. Students in an introductory biology course, intermediate lab courses, and advanced project-oriented courses all participated in new course components designed to sequentially introduce bioinformatics skills and knowledge, as well as computational approaches that are common to many bioinformatics applications. In each course, bioinformatics learning was embedded in an existing disciplinary instructional sequence, as opposed to having a single course where all bioinformatics learning occurs. We designed direct and indirect assessment tools to follow student progress through the course sequence. Our data show significant gains in both student confidence and ability in bioinformatics during individual courses and as course level increases. Despite evidence of substantial student learning in both bioinformatics and mathematics, students were skeptical about the link between learning bioinformatics and learning mathematics. While our approach resulted in substantial learning gains, student "buy-in" and engagement might be better in longer project-based activities that demand application of skills to research problems. Nevertheless, in situations where a concentrated focus on project-oriented bioinformatics is not possible or desirable, our approach of integrating multiple smaller components into an existing curriculum provides an alternative. Copyright © 2012 Wiley Periodicals, Inc.

  13. The response of the anterior striatum during adult human vocal learning

    PubMed Central

    Leech, Robert; Iverson, Paul; Wise, Richard J. S.

    2014-01-01

    Research on mammals predicts that the anterior striatum is a central component of human motor learning. However, because vocalizations in most mammals are innate, much of the neurobiology of human vocal learning has been inferred from studies on songbirds. Essential for song learning is a pathway, the homolog of mammalian cortical-basal ganglia “loops,” which includes the avian striatum. The present functional magnetic resonance imaging (fMRI) study investigated adult human vocal learning, a skill that persists throughout life, albeit imperfectly given that late-acquired languages are spoken with an accent. Monolingual adult participants were scanned while repeating novel non-native words. After training on the pronunciation of half the words for 1 wk, participants underwent a second scan. During scanning there was no external feedback on performance. Activity declined sharply in left and right anterior striatum, both within and between scanning sessions, and this change was independent of training and performance. This indicates that adult speakers rapidly adapt to the novel articulatory movements, possibly by using motor sequences from their native speech to approximate those required for the novel speech sounds. Improved accuracy correlated only with activity in motor-sensory perisylvian cortex. We propose that future studies on vocal learning, using different behavioral and pharmacological manipulations, will provide insights into adult striatal plasticity and its potential for modification in both educational and clinical contexts. PMID:24805076

  14. The interrupted learner: How distractions during live and video lectures influence learning outcomes.

    PubMed

    Zureick, Andrew H; Burk-Rafel, Jesse; Purkiss, Joel A; Hortsch, Michael

    2017-11-27

    New instructional technologies have been increasingly incorporated into the medical school learning environment, including lecture video recordings as a substitute for live lecture attendance. The literature presents varying conclusions regarding how this alternative experience impacts students' academic success. Previously, a multi-year study of the first-year medical histology component at the University of Michigan found that live lecture attendance was positively correlated with learning success, while lecture video use was negatively correlated. Here, three cohorts of first-year medical students (N = 439 respondents, 86.6% response rate) were surveyed in greater detail regarding lecture attendance and video usage, focusing on study behaviors that may influence histology learning outcomes. Students who reported always attending lectures or viewing lecture videos had higher average histology scores than students who employed an inconsistent strategy (i.e., mixing live attendance and video lectures). Several behaviors were negatively associated with histology performance. Students who engaged in "non-lecture activities" (e.g., social media use), students who reported being interrupted while watching the lecture video, or feeling sleepy/losing focus had lower scores than their counterparts not engaging in these behaviors. This study suggests that interruptions and distractions during medical learning activities-whether live or recorded-can have an important impact on learning outcomes. Anat Sci Educ 00: 000-000. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

  15. Student performance in and perceptions of a high structure undergraduate human anatomy course.

    PubMed

    Shaffer, Justin F

    2016-11-01

    Human anatomy has usually been taught in a didactic fashion in colleges and universities. However, recent calls from United States governmental agencies have called for the transformation of undergraduate life sciences education to include active learning in the classroom. In addition, high structure courses have been shown to increase student engagement both in and out of the classroom and to improve student performance. Due to these reform efforts and the evidence on the benefits of these student-centered pedagogies, the goal of this study was to develop and assess a high structure college undergraduate human anatomy course with a lecture and laboratory component. The course was taught using a systems anatomy approach that required students to read the textbook and complete assignments before class, actively participate in class, and complete review quizzes after class. Results showed that teaching with high structure methods did not negatively affect any student groups (based on gender, ethnicity, or major) as measured by performance on lecture examinations and laboratory practical examinations. Students reported that reading the textbook and working with anatomical models were the most important towards helping them learn the course material and students' confidence in achieving the course goals significantly increased at the end of the course. The successful development and implementation of this course suggests that it is possible to teach human anatomy using active learning and high structure. Future studies can now be conducted to determine the contributions of specific course components to student success in high structure human anatomy courses. Anat Sci Educ 9: 516-528. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

  16. Hands-On Surgical Training Workshop: an Active Role-Playing Patient Education for Adolescents.

    PubMed

    Wongkietkachorn, Apinut; Boonyawong, Pangpoom; Rhunsiri, Peera; Tantiphlachiva, Kasaya

    2017-09-01

    Most patient education involves passive learning. To improve patient education regarding surgery, an active learning workshop-based teaching method is proposed. The objective of this study was to assess level of patient surgical knowledge, achievement of workshop learning objectives, patient apprehension about future surgery, and participant workshop satisfaction after completing a surgical training workshop. A four-station workshop (surgical scrub, surgical suture, laparoscopic surgery, and robotic surgery) was developed to teach four important components of the surgical process. Healthy, surgery-naive adolescents were enrolled to attend this 1-h workshop-based training program. Training received by participants was technically and procedurally identical to training received by actual surgeons. Pre- and post-workshop questionnaires were used to assess learning outcomes. There were 1312 participants, with a mean age 15.9 ± 1.1 years and a gender breakdown of 303 males and 1009 females. For surgical knowledge, mean pre-workshop and post-workshop scores were 6.1 ± 1.5 and 7.5 ± 1.5 (out of 10 points), respectively (p < 0.001). Out of 5 possible points, achievement of learning objectives, decreased apprehension about future surgery, and overall workshop satisfaction scores were all higher than 4.5. Active, hands-on patient education is an effective way to improve understanding of surgery-related processes. This teaching method may also decrease apprehension that patients or potential patients harbor regarding a future surgical procedure.

  17. Sustained increase in hippocampal sharp-wave ripple activity during slow-wave sleep after learning

    PubMed Central

    Eschenko, Oxana; Ramadan, Wiâm; Mölle, Matthias; Born, Jan; Sara, Susan J.

    2008-01-01

    High-frequency oscillations, known as sharp-wave/ripple (SPW-R) complexes occurring in hippocampus during slow-wave sleep (SWS), have been proposed to promote synaptic plasticity necessary for memory consolidation. We recorded sleep for 3 h after rats were trained on an odor-reward association task. Learning resulted in an increased number SPW-Rs during the first hour of post-learning SWS. The magnitude of ripple events and their duration were also elevated for up to 2 h after the newly formed memory. Rats that did not learn the discrimination during the training session did not show any change in SPW-Rs. Successful retrieval from remote memory was likewise accompanied by an increase in SPW-R density and magnitude, relative to the previously recorded baseline, but the effects were much shorter lasting and did not include increases in ripple duration and amplitude. A short-lasting increase of ripple activity was also observed when rats were rewarded for performing a motor component of the task only. There were no increases in ripple activity after habituation to the experimental environment. These experiments show that the characteristics of hippocampal high-frequency oscillations during SWS are affected by prior behavioral experience. Associative learning induces robust and sustained (up to 2 h) changes in several SPW-R characteristics, while after retrieval from remote memory or performance of a well-trained procedural aspect of the task, only transient changes in ripple density were induced. PMID:18385477

  18. Impact of social media as an instructional component on content knowledge, attitudes, and public engagement related to global climate change

    NASA Astrophysics Data System (ADS)

    Greenberg, Sallie E.

    Social media (SM) are considered important avenues to reach citizens and engage them in social change. Given the widespread use of SM and their potential to enhance communication, they could also have significant influence when used as an educational tool. Educators are exploring whether classroom SM use has instructional benefits, such as enhancing interactivity and engagement. It is critical to understand the potential of SM for creating meaningful learning environments and public engagement pathways. Much work remains to understand the use of SM in this context and how to use them effectively. This study draws on active learning theory to examine the impact of SM as an instructional component with community college students learning to make connections among science, social responsibility, and global understanding in an environmental biology course (the Course). Using global climate change as a theme, the Course included a Facebook instructional component. A pretest--posttest, nonrandomized comparison group design was used to measure the impact of Facebook as an integrated component of the Course. The treatment and comparison groups were determined to be comparable based on demographics, access and ownership of digital devices, and SM use despite non-random assignment. No statistically significant differences were found between groups on these factors. The intervention consisted of semester-long required use of Facebook for the treatment group. The impact of the SM intervention was measured in three areas: (a) content knowledge, (b) attitudes toward climate change, and (c) public engagement actions and intentions to act. At the conclusion of the Course, no discernable difference was measured in content knowledge gains between the two groups. However, students who used Facebook experienced statistically significant differences in attitude, becoming increasingly concerned about global climate change. The comparison group demonstrated statistically significant differences in attitudes shifting toward more disengaged. Students who used Facebook showed considerably greater tendency toward action and expressed more intention to act than those who did not. Treatment group participants self-reported in interviews that the learning environment was enhanced in four areas: (a) convenience and logistics, (b) community and communication, (c) engaging learning environment, and (d) alternative participation pathways. Comments classified under the theme convenience and logistics provided insight into how the instructor and participants used Facebook in the intervention, such as to post maps and discuss assignment details. Comments categorized under the theme community and communication were those that made explicit who used Facebook and the impact of the intervention on communication and classroom community in areas such as creating dialog, carrying the discussion beyond the classroom, and having access to the instructor. Responses categorized under the theme engaging learning environment provided specific details about how Facebook use affected participants' engagement in the learning environment, such as their contribution to the course content and increased interaction with the course content. Comments within the alternative participation pathways theme showed ways in which Facebook use facilitated the other three themes, including removing barriers for shy students, providing additional time for issues that arose during class discussions, and through passive participation by reading the posts of classmates. This empirical study demonstrated that the use of Facebook in an educational setting had an impact on student attitudes and engagement actions. Additionally, Facebook use enhanced the learning environment in meaningful ways showing that SM, when used intentionally, benefits active learning environments and provides an opportunity to enhance a sense of public engagement among college students.

  19. A Dynamic Connectome Supports the Emergence of Stable Computational Function of Neural Circuits through Reward-Based Learning.

    PubMed

    Kappel, David; Legenstein, Robert; Habenschuss, Stefan; Hsieh, Michael; Maass, Wolfgang

    2018-01-01

    Synaptic connections between neurons in the brain are dynamic because of continuously ongoing spine dynamics, axonal sprouting, and other processes. In fact, it was recently shown that the spontaneous synapse-autonomous component of spine dynamics is at least as large as the component that depends on the history of pre- and postsynaptic neural activity. These data are inconsistent with common models for network plasticity and raise the following questions: how can neural circuits maintain a stable computational function in spite of these continuously ongoing processes, and what could be functional uses of these ongoing processes? Here, we present a rigorous theoretical framework for these seemingly stochastic spine dynamics and rewiring processes in the context of reward-based learning tasks. We show that spontaneous synapse-autonomous processes, in combination with reward signals such as dopamine, can explain the capability of networks of neurons in the brain to configure themselves for specific computational tasks, and to compensate automatically for later changes in the network or task. Furthermore, we show theoretically and through computer simulations that stable computational performance is compatible with continuously ongoing synapse-autonomous changes. After reaching good computational performance it causes primarily a slow drift of network architecture and dynamics in task-irrelevant dimensions, as observed for neural activity in motor cortex and other areas. On the more abstract level of reinforcement learning the resulting model gives rise to an understanding of reward-driven network plasticity as continuous sampling of network configurations.

  20. A Dynamic Connectome Supports the Emergence of Stable Computational Function of Neural Circuits through Reward-Based Learning

    PubMed Central

    Habenschuss, Stefan; Hsieh, Michael

    2018-01-01

    Synaptic connections between neurons in the brain are dynamic because of continuously ongoing spine dynamics, axonal sprouting, and other processes. In fact, it was recently shown that the spontaneous synapse-autonomous component of spine dynamics is at least as large as the component that depends on the history of pre- and postsynaptic neural activity. These data are inconsistent with common models for network plasticity and raise the following questions: how can neural circuits maintain a stable computational function in spite of these continuously ongoing processes, and what could be functional uses of these ongoing processes? Here, we present a rigorous theoretical framework for these seemingly stochastic spine dynamics and rewiring processes in the context of reward-based learning tasks. We show that spontaneous synapse-autonomous processes, in combination with reward signals such as dopamine, can explain the capability of networks of neurons in the brain to configure themselves for specific computational tasks, and to compensate automatically for later changes in the network or task. Furthermore, we show theoretically and through computer simulations that stable computational performance is compatible with continuously ongoing synapse-autonomous changes. After reaching good computational performance it causes primarily a slow drift of network architecture and dynamics in task-irrelevant dimensions, as observed for neural activity in motor cortex and other areas. On the more abstract level of reinforcement learning the resulting model gives rise to an understanding of reward-driven network plasticity as continuous sampling of network configurations. PMID:29696150

  1. Human Activity Recognition from Body Sensor Data using Deep Learning.

    PubMed

    Hassan, Mohammad Mehedi; Huda, Shamsul; Uddin, Md Zia; Almogren, Ahmad; Alrubaian, Majed

    2018-04-16

    In recent years, human activity recognition from body sensor data or wearable sensor data has become a considerable research attention from academia and health industry. This research can be useful for various e-health applications such as monitoring elderly and physical impaired people at Smart home to improve their rehabilitation processes. However, it is not easy to accurately and automatically recognize physical human activity through wearable sensors due to the complexity and variety of body activities. In this paper, we address the human activity recognition problem as a classification problem using wearable body sensor data. In particular, we propose to utilize a Deep Belief Network (DBN) model for successful human activity recognition. First, we extract the important initial features from the raw body sensor data. Then, a kernel principal component analysis (KPCA) and linear discriminant analysis (LDA) are performed to further process the features and make them more robust to be useful for fast activity recognition. Finally, the DBN is trained by these features. Various experiments were performed on a real-world wearable sensor dataset to verify the effectiveness of the deep learning algorithm. The results show that the proposed DBN outperformed other algorithms and achieves satisfactory activity recognition performance.

  2. Understanding the Components of Quality Improvement Collaboratives: A Systematic Literature Review

    PubMed Central

    Nadeem, Erum; Olin, S Serene; Hill, Laura Campbell; Hoagwood, Kimberly Eaton; Horwitz, Sarah McCue

    2013-01-01

    Context In response to national efforts to improve quality of care, policymakers and health care leaders have increasingly turned to quality improvement collaboratives (QICs) as an efficient approach to improving provider practices and patient outcomes through the dissemination of evidence-based practices. This article presents findings from a systematic review of the literature on QICs, focusing on the identification of common components of QICs in health care and exploring, when possible, relations between QIC components and outcomes at the patient or provider level. Methods A systematic search of five major health care databases generated 294 unique articles, twenty-four of which met our criteria for inclusion in our final analysis. These articles pertained to either randomized controlled trials or quasi-experimental studies with comparison groups, and they reported the findings from twenty different studies of QICs in health care. We coded the articles to identify the components reported for each collaborative. Findings We found fourteen crosscutting components as common ingredients in health care QICs (e.g., in-person learning sessions, phone meetings, data reporting, leadership involvement, and training in QI methods). The collaboratives reported included, on average, six to seven of these components. The most common were in-person learning sessions, plan-do-study-act (PDSA) cycles, multidisciplinary QI teams, and data collection for QI. The outcomes data from these studies indicate the greatest impact of QICs at the provider level; patient-level findings were less robust. Conclusions Reporting on specific components of the collaborative was imprecise across articles, rendering it impossible to identify active QIC ingredients linked to improved care. Although QICs appear to have some promise in improving the process of care, there is great need for further controlled research examining the core components of these collaboratives related to patient- and provider-level outcomes. PMID:23758514

  3. Motor learning.

    PubMed

    Wolpert, Daniel M; Flanagan, J Randall

    2010-06-08

    Although learning a motor skill, such as a tennis stroke, feels like a unitary experience, researchers who study motor control and learning break the processes involved into a number of interacting components. These components can be organized into four main groups. First, skilled performance requires the effective and efficient gathering of sensory information, such as deciding where and when to direct one's gaze around the court, and thus an important component of skill acquisition involves learning how best to extract task-relevant information. Second, the performer must learn key features of the task such as the geometry and mechanics of the tennis racket and ball, the properties of the court surface, and how the wind affects the ball's flight. Third, the player needs to set up different classes of control that include predictive and reactive control mechanisms that generate appropriate motor commands to achieve the task goals, as well as compliance control that specifies, for example, the stiffness with which the arm holds the racket. Finally, the successful performer can learn higher-level skills such as anticipating and countering the opponent's strategy and making effective decisions about shot selection. In this Primer we shall consider these components of motor learning using as an example how we learn to play tennis. 2010 Elsevier Ltd. All rights reserved.

  4. Humor as a facilitative style in problem-based learning environments for nursing students.

    PubMed

    Chauvet, Seanna; Hofmeyer, Anne

    2007-05-01

    Although the nursing and education literature confirm that humor has a role to play in the learning experience, there is little evidence available about the impact and the challenges of using humor to facilitate group process and learning in problem-based learning environments for nursing students. In this paper, we explore humor as a style of communication in PBL environments using examples from the classroom. We then propose a range of strategies to build capacity in PBL tutors and to infuse humor into the PBL classroom such as: acceptance that fun and humor are components of the ground rules in the group; appropriate humor and boundaries; mutual story sharing; and creative activities to moderate stress and build coping strategies to thrive in clinical practice. It is timely for nurse academics and researchers to examine the contribution of humor as a facilitative communication style in the PBL environment. Findings could inform evidence-based teaching of nursing students and foster life-long learning and communication skills.

  5. Developing Wave Encyclopaedia based on Scientific Approach

    NASA Astrophysics Data System (ADS)

    Nurafifah, A.; Budi, A. S.; Siahaan, B. Z.

    2017-09-01

    Students have many difficulties in understanding to wave propagation. Such difficulties lead to misconceptions also in understanding sound, light, and electromagnetic wave. Meanwhile, students only use the text book as the learning resources. Whereas students need a more varied and interesting learning resources. This study aims to develop a wave encyclopaedia based on scientific approach as the learning resources that tested the feasibility and superiority. The method used is research by design. The steps are (1) analysing learner characteristic, (2) state objective, (3) select media and materials, (4) utilize materials, (5) requires learner participation, (6) evaluation and revision. The wave encyclopaedia is developed by applying the 5 components of a scientific approach that is, observing, questioning, experimenting, associating, and communicating. In this encyclopaedia also includes fun science activities and exciting recommended websites. The encyclopaedia has been validated by material experts, media experts, and learning experts. And then field trials are conducted to assess an impact on use. Overall the development of encyclopaedia based on scientific approach can enhance learning outcomes of students in high school.

  6. Technological Alternatives to Paper-Based Components of Team-Based Learning

    ERIC Educational Resources Information Center

    Robinson, Daniel H.; Walker, Joshua D.

    2008-01-01

    The authors have been using components of team-based learning (TBL) in two undergraduate courses at the University of Texas for several years: an educational psychology survey course--Cognition, Human Learning and Motivation--and Introduction to Statistics. In this chapter, they describe how they used technology in classes of fifty to seventy…

  7. Schema-based learning of adaptable and flexible prey-catching in anurans I. The basic architecture.

    PubMed

    Corbacho, Fernando; Nishikawa, Kiisa C; Weerasuriya, Ananda; Liaw, Jim-Shih; Arbib, Michael A

    2005-12-01

    A motor action often involves the coordination of several motor synergies and requires flexible adjustment of the ongoing execution based on feedback signals. To elucidate the neural mechanisms underlying the construction and selection of motor synergies, we study prey-capture in anurans. Experimental data demonstrate the intricate interaction between different motor synergies, including the interplay of their afferent feedback signals (Weerasuriya 1991; Anderson and Nishikawa 1996). Such data provide insights for the general issues concerning two-way information flow between sensory centers, motor circuits and periphery in motor coordination. We show how different afferent feedback signals about the status of the different components of the motor apparatus play a critical role in motor control as well as in learning. This paper, along with its companion paper, extend the model by Liaw et al. (1994) by integrating a number of different motor pattern generators, different types of afferent feedback, as well as the corresponding control structure within an adaptive framework we call Schema-Based Learning. We develop a model of the different MPGs involved in prey-catching as a vehicle to investigate the following questions: What are the characteristic features of the activity of a single muscle? How can these features be controlled by the premotor circuit? What are the strategies employed to generate and synchronize motor synergies? What is the role of afferent feedback in shaping the activity of a MPG? How can several MPGs share the same underlying circuitry and yet give rise to different motor patterns under different input conditions? In the companion paper we also extend the model by incorporating learning components that give rise to more flexible, adaptable and robust behaviors. To show these aspects we incorporate studies on experiments on lesions and the learning processes that allow the animal to recover its proper functioning.

  8. Interactive simulations as teaching tools for engineering mechanics courses

    NASA Astrophysics Data System (ADS)

    Carbonell, Victoria; Romero, Carlos; Martínez, Elvira; Flórez, Mercedes

    2013-07-01

    This study aimed to gauge the effect of interactive simulations in class as an active teaching strategy for a mechanics course. Engineering analysis and design often use the properties of planar sections in calculations. In the stress analysis of a beam under bending and torsional loads, cross-sectional properties are used to determine stress and displacement distributions in the beam cross section. The centroid, moments and products of inertia of an area made up of several common shapes (rectangles usually) may thus be obtained by adding the moments of inertia of the component areas (U-shape, L-shape, C-shape, etc). This procedure is used to calculate the second moments of structural shapes in engineering practice because the determination of their moments of inertia is necessary for the design of structural components. This paper presents examples of interactive simulations developed for teaching the ‘Mechanics and mechanisms’ course at the Universidad Politecnica de Madrid, Spain. The simulations focus on fundamental topics such as centroids, the properties of the moment of inertia, second moments of inertia with respect to two axes, principal moments of inertia and Mohr's Circle for plane stress, and were composed using Geogebra software. These learning tools feature animations, graphics and interactivity and were designed to encourage student participation and engagement in active learning activities, to effectively explain and illustrate course topics, and to build student problem-solving skills.

  9. Objectified body consciousness in relation to recovery from an eating disorder.

    PubMed

    Fitzsimmons-Craft, Ellen E; Bardone-Cone, Anna M; Kelly, Kathleen A

    2011-12-01

    In Western society, the feminine body has been positioned as an object to be looked at and sexually gazed upon; thus, females often learn to view themselves as objects to be observed (i.e., objectified body consciousness (OBC)). This study examined the relation between OBC and eating disorder recovery by comparing its components across non-eating disorder controls, fully recovered, partially recovered, and active eating disorder cases. Results revealed that non-eating disorder controls and fully recovered individuals had similarly low levels of two components of OBC, body surveillance and body shame. Partially recovered individuals looked more similar to those with an active eating disorder on these constructs. The third component of OBC, control beliefs, and a conceptually similar construct, weight/shape self-efficacy, did not differ across groups. Results provide support for the importance of measuring aspects of self-objectification, particularly body surveillance and body shame, across the course of an eating disorder. Copyright © 2011 Elsevier Ltd. All rights reserved.

  10. Dissociated roles of the anterior cingulate cortex in reward and conflict processing as revealed by the feedback error-related negativity and N200.

    PubMed

    Baker, Travis E; Holroyd, Clay B

    2011-04-01

    The reinforcement learning theory of the error-related negativity (ERN) holds that the impact of reward signals carried by the midbrain dopamine system modulates activity of the anterior cingulate cortex (ACC), alternatively disinhibiting and inhibiting the ACC following unpredicted error and reward events, respectively. According to a recent formulation of the theory, activity that is intrinsic to the ACC produces a component of the event-related brain potential (ERP) called the N200, and following unpredicted rewards, the N200 is suppressed by extrinsically applied positive dopamine reward signals, resulting in an ERP component called the feedback-ERN (fERN). Here we demonstrate that, despite extensive spatial and temporal overlap between the two ERP components, the functional processes indexed by the N200 (conflict) and the fERN (reward) are dissociable. These results point toward avenues for future investigation. Copyright © 2011 Elsevier B.V. All rights reserved.

  11. Designing flexible instructional space for teaching introductory physics with emphasis on inquiry and collaborative active learning

    NASA Astrophysics Data System (ADS)

    Bykov, Tikhon

    2010-03-01

    In recent years McMurry University's introductory physics curriculum has gone through a series of significant changes to achieve better integration of traditional course components (lecture/lab/discussion) by means of instructional design and technology. A system of flexible curriculum modules with emphasis on inquiry-based teaching and collaborative active learning has been introduced. To unify module elements, a technology suite has been used that consists of Tablet PC's and software applications including Physlets, tablet-adapted personal response system, PASCO data acquisition systems, and MS One-note collaborative writing software. Adoption of the new teaching model resulted in reevaluation of existing instructional spaces. The new teaching space will be created during the renovation of the McMurry Science Building. This space will allow for easy transitions between lecture and laboratory modes. Movable partitions will be used to accommodate student groups of different sizes. The space will be supportive of small peer-group activities with easy-to-reconfigure furniture, multiple white and black board surfaces and multiple projection screens. The new space will be highly flexible to account for different teaching functions, different teaching modes and learning styles.

  12. Neurodevelopmental perspectives on dance learning: Insights from early adolescence and young adulthood.

    PubMed

    Sumanapala, Dilini K; Walbrin, Jon; Kirsch, Louise P; Cross, Emily S

    2018-01-01

    Studies investigating human motor learning and movement perception have shown that similar sensorimotor brain regions are engaged when we observe or perform action sequences. However, the way these networks enable translation of complex observed actions into motor commands-such as in the context of dance-remains poorly understood. Emerging evidence suggests that the ability to encode specific visuospatial and kinematic movement properties encountered via different routes of sensorimotor experience may be an integral component of action learning throughout development. Using a video game-based dance training paradigm, we demonstrate that patterns of voxel activity in visual and sensorimotor brain regions when perceiving movements following training are related to the sensory modalities through which these movements were encountered during whole-body dance training. Compared to adolescents, young adults in this study demonstrated more distinctive patterns of voxel activity in visual cortices in relation to different types of sensorimotor experience. This finding suggests that cortical maturity might influence the extent to which prior sensorimotor experiences shape brain activity when watching others in action, and potentially impact how we acquire new motor skills. © 2018 Elsevier B.V. All rights reserved.

  13. Telencephalic neural activation following passive avoidance learning in a terrestrial toad.

    PubMed

    Puddington, Martín M; Daneri, M Florencia; Papini, Mauricio R; Muzio, Rubén N

    2016-12-15

    The present study explores passive avoidance learning and its neural basis in toads (Rhinella arenarum). In Experiment 1, two groups of toads learned to move from a lighted compartment into a dark compartment. After responding, animals in the experimental condition were exposed to an 800-mM strongly hypertonic NaCl solution that leads to weight loss. Control animals received exposure to a 300-mM slightly hypertonic NaCl solution that leads to neither weight gain nor loss. After 10 daily acquisition trials, animals in the experimental group showed significantly longer latency to enter the dark compartment. Additionally, 10 daily trials in which both groups received the 300-mM NaCl solution after responding eliminated this group effect. Thus, experimental animals showed gradual acquisition and extinction of a passive avoidance respond. Experiment 2 replicated the gradual acquisition effect, but, after the last trial, animals were sacrificed and neural activation was assessed in five brain regions using AgNOR staining for nucleoli-an index of brain activity. Higher activation in the experimental animals, relative to controls, was observed in the amygdala and striatum. Group differences in two other regions, lateral pallium and septum, were borderline, but nonsignificant, whereas group differences in the medial pallium were nonsignificant. These preliminary results suggest that a striatal-amygdala activation could be a key component of the brain circuit controlling passive avoidance learning in amphibians. The results are discussed in relation to the results of analogous experiments with other vertebrates. Copyright © 2016 Elsevier B.V. All rights reserved.

  14. Impact of Learning Model Based on Cognitive Conflict toward Student’s Conceptual Understanding

    NASA Astrophysics Data System (ADS)

    Mufit, F.; Festiyed, F.; Fauzan, A.; Lufri, L.

    2018-04-01

    The problems that often occur in the learning of physics is a matter of misconception and low understanding of the concept. Misconceptions do not only happen to students, but also happen to college students and teachers. The existing learning model has not had much impact on improving conceptual understanding and remedial efforts of student misconception. This study aims to see the impact of cognitive-based learning model in improving conceptual understanding and remediating student misconceptions. The research method used is Design / Develop Research. The product developed is a cognitive conflict-based learning model along with its components. This article reports on product design results, validity tests, and practicality test. The study resulted in the design of cognitive conflict-based learning model with 4 learning syntaxes, namely (1) preconception activation, (2) presentation of cognitive conflict, (3) discovery of concepts & equations, (4) Reflection. The results of validity tests by some experts on aspects of content, didactic, appearance or language, indicate very valid criteria. Product trial results also show a very practical product to use. Based on pretest and posttest results, cognitive conflict-based learning models have a good impact on improving conceptual understanding and remediating misconceptions, especially in high-ability students.

  15. The relationship of neurogenesis and growth of brain regions to song learning

    PubMed Central

    Kirn, John R.

    2009-01-01

    Song learning, maintenance and production require coordinated activity across multiple auditory, sensory-motor, and neuromuscular structures. Telencephalic components of the sensory-motor circuitry are unique to avian species that engage in song learning. The song system shows protracted development that begins prior to hatching but continues well into adulthood. The staggered developmental timetable for construction of the song system provides clues of subsystems involved in specific stages of song learning and maintenance. Progressive events, including neurogenesis and song system growth, as well as regressive events such as apoptosis and synapse elimination, occur during periods of song learning and the transitions between stereotyped and variable song during both development and adulthood. There is clear evidence that gonadal steroids influence the development of song attributes and shape the underlying neural circuitry. Some aspects of song system development are influenced by sensory, motor and social experience, while other aspects of neural development appear to be experience-independent. Although there are species differences in the extent to which song learning continues into adulthood, growing evidence suggests that despite differences in learning trajectories, adult refinement of song motor control and song maintenance can require remarkable behavioral and neural flexibility reminiscent of sensory-motor learning. PMID:19853905

  16. Beliefs on Learning and Teaching Language Components: The Case of Iranian EAP and EFL Learners

    ERIC Educational Resources Information Center

    Parsi, Gholamreza

    2017-01-01

    The present study intended to investigate the possible difference between EAP and EFL learners' beliefs concerning learning and teaching of language components, namely, vocabulary, pronunciation and grammar. Furthermore, this study examined the association between EAP and EFL learners' beliefs and their language components' development. To this…

  17. Multiplicative Multitask Feature Learning

    PubMed Central

    Wang, Xin; Bi, Jinbo; Yu, Shipeng; Sun, Jiangwen; Song, Minghu

    2016-01-01

    We investigate a general framework of multiplicative multitask feature learning which decomposes individual task’s model parameters into a multiplication of two components. One of the components is used across all tasks and the other component is task-specific. Several previous methods can be proved to be special cases of our framework. We study the theoretical properties of this framework when different regularization conditions are applied to the two decomposed components. We prove that this framework is mathematically equivalent to the widely used multitask feature learning methods that are based on a joint regularization of all model parameters, but with a more general form of regularizers. Further, an analytical formula is derived for the across-task component as related to the task-specific component for all these regularizers, leading to a better understanding of the shrinkage effects of different regularizers. Study of this framework motivates new multitask learning algorithms. We propose two new learning formulations by varying the parameters in the proposed framework. An efficient blockwise coordinate descent algorithm is developed suitable for solving the entire family of formulations with rigorous convergence analysis. Simulation studies have identified the statistical properties of data that would be in favor of the new formulations. Extensive empirical studies on various classification and regression benchmark data sets have revealed the relative advantages of the two new formulations by comparing with the state of the art, which provides instructive insights into the feature learning problem with multiple tasks. PMID:28428735

  18. Lifelong Learning for the Hand Surgeon.

    PubMed

    Adkinson, Joshua M; Chung, Kevin C

    2015-09-01

    Hand surgeons are faced with the impossible task of mastering a rapidly expanding pool of knowledge and surgical techniques. Dedication to lifelong learning is, therefore, an essential component of delivering the best, most up-to-date care for patients. Board certification, participation in continuing medical education and maintenance of certification activities, and attendance at national meetings are essential mechanisms by which hand surgeons may foster the acquisition of essential knowledge and clinical skills, This article highlights the history, current status, and emerging needs in continuing medical education for the hand surgeon. Copyright © 2015 American Society for Surgery of the Hand. Published by Elsevier Inc. All rights reserved.

  19. Utilizing media arts principles for developing effective interactive neurorehabilitation systems.

    PubMed

    Rikakis, Thanassis

    2011-01-01

    This paper discusses how interactive neurorehabilitation systems can increase their effectiveness through systematic integration of media arts principles and practice. Media arts expertise can foster the development of complex yet intuitive extrinsic feedback displays that match the inherent complexity and intuitive nature of motor learning. Abstract, arts-based feedback displays can be powerful metaphors that provide re-contextualization, engagement and appropriate reward mechanisms for mature adults. Such virtual feedback displays must be seamlessly integrated with physical components to produce mixed reality training environments that promote active, generalizable learning. The proposed approaches are illustrated through examples from mixed reality rehabilitation systems developed by our team.

  20. Strategies for Improving Learner Metacognition in Health Professional Education

    PubMed Central

    Medina, Melissa S.; Castleberry, Ashley N.

    2017-01-01

    Metacognition is an essential skill in critical thinking and self-regulated, lifelong learning. It is important for learners to have skills in metacognition because they are used to monitor and regulate reasoning, comprehension, and problem-solving, which are fundamental components/outcomes of pharmacy curricula. Instructors can help learners develop metacognitive skills within the classroom and experiential setting by carefully designing learning activities within courses and the curriculum. These skills are developed through intentional questioning, modeling techniques, and reflection. This article discusses key background literature on metacognition and identifies specific methods and strategies to develop learners’ metacognitive skills in both the classroom and experiential settings. PMID:28630519

  1. Face learning and the emergence of view-independent face recognition: an event-related brain potential study.

    PubMed

    Zimmermann, Friederike G S; Eimer, Martin

    2013-06-01

    Recognizing unfamiliar faces is more difficult than familiar face recognition, and this has been attributed to qualitative differences in the processing of familiar and unfamiliar faces. Familiar faces are assumed to be represented by view-independent codes, whereas unfamiliar face recognition depends mainly on view-dependent low-level pictorial representations. We employed an electrophysiological marker of visual face recognition processes in order to track the emergence of view-independence during the learning of previously unfamiliar faces. Two face images showing either the same or two different individuals in the same or two different views were presented in rapid succession, and participants had to perform an identity-matching task. On trials where both faces showed the same view, repeating the face of the same individual triggered an N250r component at occipito-temporal electrodes, reflecting the rapid activation of visual face memory. A reliable N250r component was also observed on view-change trials. Crucially, this view-independence emerged as a result of face learning. In the first half of the experiment, N250r components were present only on view-repetition trials but were absent on view-change trials, demonstrating that matching unfamiliar faces was initially based on strictly view-dependent codes. In the second half, the N250r was triggered not only on view-repetition trials but also on view-change trials, indicating that face recognition had now become more view-independent. This transition may be due to the acquisition of abstract structural codes of individual faces during face learning, but could also reflect the formation of associative links between sets of view-specific pictorial representations of individual faces. Copyright © 2013 Elsevier Ltd. All rights reserved.

  2. A Cognitive Neural Architecture Able to Learn and Communicate through Natural Language.

    PubMed

    Golosio, Bruno; Cangelosi, Angelo; Gamotina, Olesya; Masala, Giovanni Luca

    2015-01-01

    Communicative interactions involve a kind of procedural knowledge that is used by the human brain for processing verbal and nonverbal inputs and for language production. Although considerable work has been done on modeling human language abilities, it has been difficult to bring them together to a comprehensive tabula rasa system compatible with current knowledge of how verbal information is processed in the brain. This work presents a cognitive system, entirely based on a large-scale neural architecture, which was developed to shed light on the procedural knowledge involved in language elaboration. The main component of this system is the central executive, which is a supervising system that coordinates the other components of the working memory. In our model, the central executive is a neural network that takes as input the neural activation states of the short-term memory and yields as output mental actions, which control the flow of information among the working memory components through neural gating mechanisms. The proposed system is capable of learning to communicate through natural language starting from tabula rasa, without any a priori knowledge of the structure of phrases, meaning of words, role of the different classes of words, only by interacting with a human through a text-based interface, using an open-ended incremental learning process. It is able to learn nouns, verbs, adjectives, pronouns and other word classes, and to use them in expressive language. The model was validated on a corpus of 1587 input sentences, based on literature on early language assessment, at the level of about 4-years old child, and produced 521 output sentences, expressing a broad range of language processing functionalities.

  3. Motivational component profiles in university students learning histology: a comparative study between genders and different health science curricula.

    PubMed

    Campos-Sánchez, Antonio; López-Núñez, Juan Antonio; Carriel, Víctor; Martín-Piedra, Miguel-Ángel; Sola, Tomás; Alaminos, Miguel

    2014-03-10

    The students' motivation to learn basic sciences in health science curricula is poorly understood. The purpose of this study was to investigate the influence of different components of motivation (intrinsic motivation, self-determination, self-efficacy and extrinsic -career and grade- motivation) on learning human histology in health science curricula and their relationship with the final performance of the students in histology. Glynn Science Motivation Questionnaire II was used to compare students' motivation components to learn histology in 367 first-year male and female undergraduate students enrolled in medical, dentistry and pharmacy degree programs. For intrinsic motivation, career motivation and self-efficacy, the highest values corresponded to medical students, whereas dentistry students showed the highest values for self-determination and grade motivation. Genders differences were found for career motivation in medicine, self-efficacy in dentistry, and intrinsic motivation, self-determination and grade motivation in pharmacy. Career motivation and self-efficacy components correlated with final performance in histology of the students corresponding to the three curricula. Our results show that the overall motivational profile for learning histology differs among medical, dentistry and pharmacy students. This finding is potentially useful to foster their learning process, because if they are metacognitively aware of their motivation they will be better equipped to self-regulate their science-learning behavior in histology. This information could be useful for instructors and education policy makers to enhance curricula not only on the cognitive component of learning but also to integrate students' levels and types of motivation into the processes of planning, delivery and evaluation of medical education.

  4. Getting Down to Business: Flower and Plant Store, Module 11. [Student Guide]. Entrepreneurship Training Components.

    ERIC Educational Resources Information Center

    Rassen, Rachel L.

    This module on owning and operating a flower and plant store is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are…

  5. Getting Down to Business: Auto Body Shop, Module 31. [Student Guide]. Entrepreneurship Training Components.

    ERIC Educational Resources Information Center

    McFarlane, Carolyn

    This module on owning and operating an auto repair shop is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided…

  6. Analyze the Role of a Teacher. Module. A Pre-Student Teaching Field Experience for Pre-Service Teachers.

    ERIC Educational Resources Information Center

    Browning, Ruth A.

    This module is designed to aid preservice teachers in their first student teaching experience. The module is composed of five learning experiences which enable participants to assess their feelings toward teaching by focusing on three module components: (1) getting to know the students; (2) analyzing the role and activities of a teacher; and (3)…

  7. Getting Down to Business: Day Care Center, Module 23. [Student Manual]. Entrepreneurship Training Components.

    ERIC Educational Resources Information Center

    Kingi, Marcella

    This module on owning and operating a day care center is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided…

  8. Effects of the Science Writing Heuristic Approach on the Quality of Prospective Science Teachers' Argumentative Writing and Their Understanding of Scientific Argumentation

    ERIC Educational Resources Information Center

    Yaman, Fatma

    2018-01-01

    This study investigates the effect of the science writing heuristic (SWH) approach on the quality of prospective science teachers' (PSTs) argumentative writing and their understanding of the components of argumentation in the SWH approach and their own learning. Ten SWH approach activities were implemented during the semester. The study was…

  9. Learning at a Distance in South Dakota: Description and Evaluation of the Diffusion of a Distance Education.

    ERIC Educational Resources Information Center

    Simonson, Michael; Bauck, Tamara

    One major component of the efforts to promote the use of technology and distance education in South Dakota and specifically of Phase III of the Connecting the Schools Project-an initiative announced in the spring of 1999 by Governor Janklow that built a statewide intranet among all 176 school districts--was a comprehensive evaluation activity. The…

  10. Understanding the Use and Impact of Social Media Features on the Educational Experiences of Higher-Education Students in Blended and Distance-Learning Environments

    ERIC Educational Resources Information Center

    Scialdone, Michael John

    2014-01-01

    Students are increasingly expecting social media to be a component of their educational experiences both outside and inside of the classroom. The phenomenon of interest in this dissertation is understanding how the educational experiences of students are affected when social media are incorporated into online and blended course activities.…

  11. Getting Down to Business: Hair Styling Shop, Module 30. [Student Guide]. Entrepreneurship Training Components.

    ERIC Educational Resources Information Center

    Gall, Joyce P.

    This module on owning and operating a hair styling shop is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided…

  12. Toward Better Goal Clarity in Instruction: How Focus on Content, Social Exchange and Active Learning Supports Teachers in Improving Dialogic Teaching Practices

    ERIC Educational Resources Information Center

    Alles, Martina; Seidel, Tina; Gröschner, Alexander

    2018-01-01

    Goal clarity is an essential element of classroom dialogue and a component of effective instruction. Until now, teachers have been struggling to implement goal clarity in the classroom dialogue. In the present study, we investigated the classroom practice of teachers in a video-based intervention called the Dialogic Video Cycle (DVC) and compared…

  13. The re-socialisation of migrants in a local community in Shanghai, China

    NASA Astrophysics Data System (ADS)

    Chang, Bo

    2015-04-01

    Following China's economic reforms in the early 1990s, the wave of internal North-to-South, West-to-East and rural-to-urban migration has still not subsided. The purpose of this study was to investigate how a local community in Shanghai supported migrants from other provinces in China in the process of their re-socialisation. By examining the component parts of re-socialisation (integration, assimilation and culturalisation), this paper analyses how the learning programmes and services provided in Shanghai's Zhabei District played a role in migrants' adaptation to their new community environment. The author conducted interviews with migrants of both rural and urban origin at two migrant clubs, and complemented her respondents' statements with formal and informal background research. Her findings indicate that participation in educational activity is only one aspect of migrants' re-socialisation. She demonstrates how educational activities merge into a larger community context and are mingled simultaneously with other activities which relate to employment, healthcare, setting up a business, etc. She argues that educational activity loses its backbone if the initial entry-level support given to migrants is not followed up with advanced development activities, such as providing migrants with lifelong learning opportunities tailored to their aptitudes and needs, motivating them to engage in learning which can serve as a pathway towards their career goals, and helping them improve their life circumstances.

  14. Beyond the Didactic Classroom: Educational Models to Encourage Active Student Involvement in Learning

    PubMed Central

    Shreeve, Michael W.

    2008-01-01

    In a chiropractic college that utilizes a hybrid curriculum model composed of adult-based learning strategies along with traditional lecture-based course delivery, a literature search for educational delivery methods that would integrate the affective domain and the cognitive domain of learning provided some insights into the use of problem-based learning (PBL), experiential learning theory (ELT), and the emerging use of appreciative inquiry (AI) to enhance the learning experience. The purpose of this literature review is to provide a brief overview of key components of PBL, ELT, and AI in educational methodology and to discuss how these might be used within the chiropractic curriculum to supplement traditional didactic lecture courses. A growing body of literature describes the use of PBL and ELT in educational settings across many disciplines, both at the undergraduate and graduate levels. The use of appreciative inquiry as an instructional methodology presents a new area for exploration and study in the academic environment. Educational research in the chiropractic classroom incorporating ELT and appreciative inquiry might provide some valuable insights for future curriculum development. PMID:18483586

  15. Beyond the didactic classroom: educational models to encourage active student involvement in learning.

    PubMed

    Shreeve, Michael W

    2008-01-01

    In a chiropractic college that utilizes a hybrid curriculum model composed of adult-based learning strategies along with traditional lecture-based course delivery, a literature search for educational delivery methods that would integrate the affective domain and the cognitive domain of learning provided some insights into the use of problem-based learning (PBL), experiential learning theory (ELT), and the emerging use of appreciative inquiry (AI) to enhance the learning experience. The purpose of this literature review is to provide a brief overview of key components of PBL, ELT, and AI in educational methodology and to discuss how these might be used within the chiropractic curriculum to supplement traditional didactic lecture courses. A growing body of literature describes the use of PBL and ELT in educational settings across many disciplines, both at the undergraduate and graduate levels. The use of appreciative inquiry as an instructional methodology presents a new area for exploration and study in the academic environment. Educational research in the chiropractic classroom incorporating ELT and appreciative inquiry might provide some valuable insights for future curriculum development.

  16. Using Technology to Facilitate and Enhance Project-based Learning in Mathematical Physics

    NASA Astrophysics Data System (ADS)

    Duda, Gintaras

    2011-04-01

    Problem-based and project-based learning are two pedagogical techniques that have several clear advantages over traditional instructional methods: 1) both techniques are active and student centered, 2) students confront real-world and/or highly complex problems, and 3) such exercises model the way science and engineering are done professionally. This talk will present an experiment in project/problem-based learning in a mathematical physics course. The group project in the course involved modeling a zombie outbreak of the type seen in AMC's ``The Walking Dead.'' Students researched, devised, and solved their mathematical models for the spread of zombie-like infection. Students used technology in all stages; in fact, since analytical solutions to the models were often impossible, technology was a necessary and critical component of the challenge. This talk will explore the use of technology in general in problem and project-based learning and will detail some specific examples of how technology was used to enhance student learning in this course. A larger issue of how students use the Internet to learn will also be explored.

  17. Flies cope with uncontrollable stress by learned helplessness.

    PubMed

    Yang, Zhenghong; Bertolucci, Franco; Wolf, Reinhard; Heisenberg, Martin

    2013-05-06

    In a wide range of animals, uncontrollable stressful events can induce a condition called "learned helplessness." In mammals it is associated with low general activity, poor learning, disorders of sleep and feeding, ulcers, and reduced immune status, as well as with increased serotonin in parts of the brain. It is considered an animal model of depression in humans. Here we investigate learned helplessness in Drosophila, showing that this behavioral state consists of a cognitive and a modulatory, possibly mood-like, component. A fly, getting heated as soon as it stops walking, reliably resumes walking to escape the heat. If, in contrast, the fly is not in control of the heat, it learns that its behavior has no effect and quits responding. In this state, the fly walks slowly and takes longer and more frequent rests, as if it were "depressed." This downregulation of walking behavior is more pronounced in females than in males. Learned helplessness in Drosophila is an example of how, in a certain situation, behavior is organized according to its expected consequences. Copyright © 2013 Elsevier Ltd. All rights reserved.

  18. A SCORM Thin Client Architecture for E-Learning Systems Based on Web Services

    ERIC Educational Resources Information Center

    Casella, Giovanni; Costagliola, Gennaro; Ferrucci, Filomena; Polese, Giuseppe; Scanniello, Giuseppe

    2007-01-01

    In this paper we propose an architecture of e-learning systems characterized by the use of Web services and a suitable middleware component. These technical infrastructures allow us to extend the system with new services as well as to integrate and reuse heterogeneous software e-learning components. Moreover, they let us better support the…

  19. Cooperative Education Guidelines for Administration: How to Comply with Federal and State Laws and Regulations

    ERIC Educational Resources Information Center

    Pennsylvania Department of Education, 2007

    2007-01-01

    Cooperative education is a method of instruction that enables students to combine academic classroom instruction (school-based learning component) with occupational instruction through learning on the job (work-based learning component) in a career area of choice. Emphasis is placed on the students' education and employability skills. Co-op is a…

  20. Evaluation of Massachusetts Expanded Learning Time (ELT) Initiative: Implementation and Outcomes after Four Years

    ERIC Educational Resources Information Center

    Boulay, Beth; Gamse, Beth; Checkoway, Amy; Maree, Kenyon; Fox, Lindsay

    2011-01-01

    The Massachusetts Department of Elementary and Secondary Education (ESE) has supported a multi-year study of the Expanded Learning Time (ELT) initiative to learn about the process and impact of ELT. Abt Associates Inc. is conducting this research. The study has two components: 1) a planning and implementation component that explores the…

Some links on this page may take you to non-federal websites. Their policies may differ from this site.
Top