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…

Students' Cognitive Focus during a Chemistry Laboratory Exercise: Effects of a Computer-Simulated Prelab

ERIC Educational Resources Information Center

Winberg, T. Mikael; Berg, C. Anders R.

2007-01-01

To enhance the learning outcomes achieved by students, learners undertook a computer-simulated activity based on an acid-base titration prior to a university-level chemistry laboratory activity. Students were categorized with respect to their attitudes toward learning. During the laboratory exercise, questions that students asked their assistant…

Green Map Exercises as an Avenue for Problem-Based Learning in a Data-Rich Environment

ERIC Educational Resources Information Center

Tulloch, David; Graff, Elizabeth

2007-01-01

This article describes a series of data-based Green Map learning exercises positioned within a problem-based framework and examines the appropriateness of projects like these as a form of geography education. Problem-based learning (PBL) is an educational technique that engages students in learning through activities that require creative problem…

Body painting to promote self-active learning of hand anatomy for preclinical medical students.

PubMed

Jariyapong, Pitchanee; Punsawad, Chuchard; Bunratsami, Suchirat; Kongthong, Paranyu

2016-01-01

Background The purpose of this study was to use the body painting method to teach hand anatomy to a group of preclinical medical students. Methods Students reviewed hand anatomy using the traditional method and body painting exercise. Feedback and retention of the anatomy-related information were examined by a questionnaire and multiple-choice questions, respectively, immediately and 1 month after the painting exercise. Results Students agreed that the exercise was advantageous and helped facilitate self-active learning after in-class anatomy lessons. While there was no significant difference in knowledge retention between the control and experimental groups, the students appreciated the exercise in which they applied body paint to the human body to learn anatomy. Conclusion The body painting was an efficient tool for aiding the interactive learning of medical students and increasing the understanding of gross anatomy.

Everybody Eats: Using Hunger Banquets to Teach about Issues of Global Hunger and Inequality

ERIC Educational Resources Information Center

Harris, Deborah A.; Harris, Whitney M.; Fondren, Kristi M.

2015-01-01

Experiential and active learning exercises can benefit students in sociology courses, particularly, courses in which issues of inequality are central. In this paper, we describe using hunger banquets-an active learning exercise where participants are randomly stratified into three global classes and receive food based upon their class position-to…

Live Scale Active Shooter Exercise: Lessons Learned

ERIC Educational Resources Information Center

Ervin, Randy

2008-01-01

On October 23, 2007, the Lake Land College Public Safety Department conducted a full-scale live exercise that simulated an active shooter and barricaded hostage. In this article, the author will emphasize what they learned, and how they intend to benefit from it. He will list the law enforcement issues and general issues they encountered, and then…

ASPECT: A Survey to Assess Student Perspective of Engagement in an Active-Learning Classroom

ERIC Educational Resources Information Center

Wiggins, Benjamin L.; Eddy, Sarah L.; Wener-Fligner, Leah; Freisem, Karen; Grunspan, Daniel Z.; Theobald, Elli J.; Timbrook, Jerry; Crowe, Alison J.

2017-01-01

The primary measure used to determine relative effectiveness of in-class activities has been student performance on pre/posttests. However, in today's active-learning classrooms, learning is a social activity, requiring students to interact and learn from their peers. To develop effective active-learning exercises that engage students, it is…

Are "Wii" Exercising Correctly? Understanding How Exergames Can Be Used to Increase Knowledge of Exercise Behavior.

PubMed

Limperos, Anthony M

2014-02-01

Many studies have investigated how commercial exergames can be used to increase physical activity and energy expenditure, but relatively few have focused on understanding if these games can impact learning of exercise behavior. The objective of this research is to understand how features of mediated exercise technologies can impact learning of exercise behavior. One hundred thirty college students (mean age, 20.56 years old) participated in a between-subjects experiment where they spent approximately 10 minutes exercising with either the "Biggest Loser" exergame (for the Nintendo(®) [Redmond, WA] Wii™ console) or the Biggest Loser Workout Vol. 2 DVD. Then, participants filled out a questionnaire with items pertaining to interactivity, trainer liking, self-efficacy, and learning. Analysis of covariance tests and meditational analyses were used to answer the questions of interest. Results indicated that participants who interacted with an exergame experienced greater interactivity and learning from playing the game than working out with the nearly identical exercise DVD. Furthermore, the relationship between playing an exergame and learning was mediated by interactivity. This study suggests that exergames may be more beneficial than similar mediated exercise companions in encouraging learning about exercise. Theoretical and practical implications as well as limitations and future research considerations are discussed.

The Design and Evaluation of Class Exercises as Active Learning Tools in Software Verification and Validation

ERIC Educational Resources Information Center

Wu, Peter Y.; Manohar, Priyadarshan A.; Acharya, Sushil

2016-01-01

It is well known that interesting questions can stimulate thinking and invite participation. Class exercises are designed to make use of questions to engage students in active learning. In a project toward building a community skilled in software verification and validation (SV&V), we critically review and further develop course materials in…

Active Learning in a Large Medical Classroom Setting for Teaching Renal Physiology

ERIC Educational Resources Information Center

Dietz, John R.; Stevenson, Frazier T.

2011-01-01

In this article, the authors describe an active learning exercise which has been used to replace some lecture hours in the renal portion of an integrated, organ system-based curriculum for first-year medical students. The exercise takes place in a large auditorium with ~150 students. The authors, who are faculty members, lead the discussions,…

Death of the Talking Heads: Participatory Workshops for Curricular Reform.

ERIC Educational Resources Information Center

McNeal, Ann P.

1998-01-01

Describes active learning activities that can be useful in college faculty development workshops, including three activity types: introductory exercises (personal introductions, goal-setting, warm-ups); problem-solving activities (brainstorming, hands-on exercises, reflection); and closure (consolidating concepts, cognitive mapping,…

Applying Active Learning at the Graduate Level: Merger Issues at Newco.

ERIC Educational Resources Information Center

Berger, Bruce K.

2002-01-01

Suggests that active learning can benefit students in public relations and integrated communication courses at the graduate level. Describes how three active learning approaches--research and field work, student accountabilities for learning, and student reflection and reflexive exercises--were used in a graduate class project to help a Fortune 50…

Promoting Female Students' Learning Motivation towards Science by Exercising Hands-On Activities

ERIC Educational Resources Information Center

Wen-jin, Kuo; Chia-ju, Liu; Shi-an, Leou

2012-01-01

The purpose of this study is to design different hands-on science activities and investigate which activities could better promote female students' learning motivation towards science. This study conducted three types of science activities which contains nine hands-on activities, an experience scale and a learning motivation scale for data…

Exercise, learned helplessness, and the stress-resistant brain.

PubMed

Greenwood, Benjamin N; Fleshner, Monika

2008-01-01

Exercise can prevent the development of stress-related mood disorders, such as depression and anxiety. The underlying neurobiological mechanisms of this effect, however, remain unknown. Recently, researchers have used animal models to begin to elucidate the potential mechanisms underlying the protective effects of physical activity. Using the behavioral consequences of uncontrollable stress or "learned helplessness" as an animal analog of depression- and anxiety-like behaviors in rats, we are investigating factors that could be important for the antidepressant and anxiolytic properties of exercise (i.e., wheel running). The current review focuses on the following: (1) the effect of exercise on the behavioral consequences of uncontrollable stress and the implications of these effects on the specificity of the "learned helplessness" animal model; (2) the neurocircuitry of learned helplessness and the role of serotonin; and (3) exercise-associated neural adaptations and neural plasticity that may contribute to the stress-resistant brain. Identifying the mechanisms by which exercise prevents learned helplessness could shed light on the complex neurobiology of depression and anxiety and potentially lead to novel strategies for the prevention of stress-related mood disorders.

Exercise: A Good Way to Fight Aging and Smoking | Smokefree 60+

Cancer.gov

Learn how to start an exercise routine that can help you feel and look younger AND stay quit! Health benefits of exercising No matter how old you are, regular physical activity can help you look younger and stay more fit than people who aren't active. Regular exercise can also be good medicine in your fight to stay off cigarettes. You will sleep better, be less likely to gain weight, and have more energy. Physical activity also helps to:

Connecting Consumer Behavior with Marketing Research through Garbology

ERIC Educational Resources Information Center

Damron-Martinez, Datha; Jackson, Katherine L.

2017-01-01

Because of the ever-increasing demand by faculty for realistic, experiential-learning exercises easily incorporated into the marketing curriculum, this article offers a new exercise that is based on Parlin's early work in marketing research with Campbell's soup: garbology. Garbology is an entertaining, experiential learning activity that serves as…

Special nuclear materials cutoff exercise: Issues and lessons learned. Volume 3

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

Libby, R.A.; Segal, J.E.; Stanbro, W.D.

1995-08-01

This document is appendices D-J for the Special Nuclear Materials Cutoff Exercise: Issues and Lessons Learned. Included are discussions of the US IAEA Treaty, safeguard regulations for nuclear materials, issue sheets for the PUREX process, and the LANL follow up activity for reprocessing nuclear materials.

Firefighter Training in Sweden: From Face-to-Face Learning in Training Grounds to Distance Learning--A Challenge for Exercise Instructors?

ERIC Educational Resources Information Center

Holmgren, Robert

2016-01-01

When distance learning supported by digital technologies was introduced in firefighter training in Sweden some years ago, training exercise instructors accustomed to face-to-face teaching in the field had to adapt their professional roles to an electronic landscape with a number of new opportunities and constraints. Based on activity theory and…

An Experiential Exercise in Service Environment Design

ERIC Educational Resources Information Center

Fowler, Kendra; Bridges, Eileen

2012-01-01

A new experiential exercise affords marketing students the opportunity to learn to design service environments. The exercise is appropriate for a variety of marketing courses and is especially beneficial in teaching services marketing because the proposed activity complements two other exercises widely used in this course. Service journal and…

ASPECT: A Survey to Assess Student Perspective of Engagement in an Active-Learning Classroom

PubMed Central

Wiggins, Benjamin L.; Eddy, Sarah L.; Wener-Fligner, Leah; Freisem, Karen; Grunspan, Daniel Z.; Theobald, Elli J.; Timbrook, Jerry; Crowe, Alison J.

2017-01-01

The primary measure used to determine relative effectiveness of in-class activities has been student performance on pre/posttests. However, in today’s active-learning classrooms, learning is a social activity, requiring students to interact and learn from their peers. To develop effective active-learning exercises that engage students, it is important to gain a more holistic view of the student experience in an active-learning classroom. We have taken a mixed-methods approach to iteratively develop and validate a 16-item survey to measure multiple facets of the student experience during active-learning exercises. The instrument, which we call Assessing Student Perspective of Engagement in Class Tool (ASPECT), was administered to a large introductory biology class, and student responses were subjected to exploratory factor analysis. The 16 items loaded onto three factors that cumulatively explained 52% of the variation in student response: 1) value of activity, 2) personal effort, and 3) instructor contribution. ASPECT provides a rapid, easily administered means to measure student perception of engagement in an active-learning classroom. Gaining a better understanding of students’ level of engagement will help inform instructor best practices and provide an additional measure for comprehensively assessing the impact of different active-learning strategies. PMID:28495936

Understanding Fatty Acid Metabolism through an Active Learning Approach

ERIC Educational Resources Information Center

Fardilha, M.; Schrader, M.; da Cruz e Silva, O. A. B.; da Cruz e Silva, E. F.

2010-01-01

A multi-method active learning approach (MALA) was implemented in the Medical Biochemistry teaching unit of the Biomedical Sciences degree at the University of Aveiro, using problem-based learning as the main learning approach. In this type of learning strategy, students are involved beyond the mere exercise of being taught by listening. Less…

'Not Hard to Sway': A Case Study of Student Engagement in Two Large Engineering Classes

ERIC Educational Resources Information Center

Shekhar, Prateek; Borrego, Maura

2018-01-01

Although engineering education research has empirically validated the effectiveness of active learning in improving student learning over traditional lecture-based methods, the adoption of active learning in classrooms has been slow. One of the greatest reported barriers is student resistance towards engagement in active learning exercises. This…

A single exercise bout and locomotor learning after stroke: physiological, behavioural, and computational outcomes.

PubMed

Charalambous, Charalambos C; Alcantara, Carolina C; French, Margaret A; Li, Xin; Matt, Kathleen S; Kim, Hyosub E; Morton, Susanne M; Reisman, Darcy S

2018-05-15

Previous work demonstrated an effect of a single high-intensity exercise bout coupled with motor practice on the retention of a newly acquired skilled arm movement, in both neurologically intact and impaired adults. In the present study, using behavioural and computational analyses we demonstrated that a single exercise bout, regardless of its intensity and timing, did not increase the retention of a novel locomotor task after stroke. Considering both present and previous work, we postulate that the benefits of exercise effect may depend on the type of motor learning (e.g. skill learning, sensorimotor adaptation) and/or task (e.g. arm accuracy-tracking task, walking). Acute high-intensity exercise coupled with motor practice improves the retention of motor learning in neurologically intact adults. However, whether exercise could improve the retention of locomotor learning after stroke is still unknown. Here, we investigated the effect of exercise intensity and timing on the retention of a novel locomotor learning task (i.e. split-belt treadmill walking) after stroke. Thirty-seven people post stroke participated in two sessions, 24 h apart, and were allocated to active control (CON), treadmill walking (TMW), or total body exercise on a cycle ergometer (TBE). In session 1, all groups exercised for a short bout (∼5 min) at low (CON) or high (TMW and TBE) intensity and before (CON and TMW) or after (TBE) the locomotor learning task. In both sessions, the locomotor learning task was to walk on a split-belt treadmill in a 2:1 speed ratio (100% and 50% fast-comfortable walking speed) for 15 min. To test the effect of exercise on 24 h retention, we applied behavioural and computational analyses. Behavioural data showed that neither high-intensity group showed greater 24 h retention compared to CON, and computational data showed that 24 h retention was attributable to a slow learning process for sensorimotor adaptation. Our findings demonstrated that acute exercise coupled with a locomotor adaptation task, regardless of its intensity and timing, does not improve retention of the novel locomotor task after stroke. We postulate that exercise effects on motor learning may be context specific (e.g. type of motor learning and/or task) and interact with the presence of genetic variant (BDNF Val66Met). © 2018 The Authors. The Journal of Physiology © 2018 The Physiological Society.

Determinants of exercise among children. II. A longitudinal analysis.

PubMed

DiLorenzo, T M; Stucky-Ropp, R C; Vander Wal, J S; Gotham, H J

1998-01-01

Research has demonstrated that physical activity serves an important preventive function against the development of cardiovascular disease. The recognition that U.S. children are often sedentary, coupled with the observation that physical activity habits tend to persist into adulthood, has prompted the investigation of exercise determinants consistent with social learning theory. The purposes of the present study were to identify social learning variables relevant to children's exercise and to explore the longitudinal predictive value of the determinants. Data were collected from 111 families (N = 54 girls, N = 57 boys) who were interviewed in both Phase 1 (fifth and sixth grades) and Phase 2 (eight and ninth grades) of this study. Data from mothers (N = 111) were collected during both phases; data from 80 fathers were collected at Phase 2 only. The results of simultaneous stepwise regression analyses indicated that child's enjoyment of physical activity was the only consistent predictor of physical activity during Phase 1. At Phase 2, child's exercise knowledge, mother's physical activity, and child's and mother's friend modeling/support emerged as predictors for girls. For boys, child's self-efficacy for physical activity, exercise knowledge, parental modeling, and interest in sports media were important. Longitudinally, mother's self-efficacy, barriers to exercise, enjoyment of physical activity, and child's self-efficacy for physical activity were important for girls. Only child's exercise knowledge predicted boys' physical activity. The addition of information from fathers nearly doubled the explanatory power of the predictors for both genders. Socialization in the family unit exerts a tremendous influence on health-related behaviors such as exercise. The relative importance of determinants seems to differ for girls and boys and the pattern of these determinants appears to change over time.

Physical exercise improves learning in zebrafish, Danio rerio.

PubMed

Luchiari, Ana Carolina; Chacon, Diana Marques Martins

2013-11-01

Zebrafish is an ideal vertebrate model for neuroscience studies focusing on learning and memory. Although genetic manipulation of zebrafish is available, behavioral protocols are often lacking. In this study we tested whether physical activity can facilitate zebrafish's learning process in an associative conditioning task. Learning was inferred by the approach of the feeding area just after the conditioned stimulus (light). Unexercised zebrafish showed conditioning response from the 5th testing day while fish previously submitted to swim against the water current showed learning by the 3rd day of testing. It seems that physical activity may accelerate associative learning response in zebrafish, indicating the benefits of exercise for cognitive processes. We suggest that this preliminary work could be useful for high throughput screening. Copyright © 2013 Elsevier B.V. All rights reserved.

Using targeted active-learning exercises and diagnostic question clusters to improve students' understanding of carbon cycling in ecosystems.

PubMed

Maskiewicz, April Cordero; Griscom, Heather Peckham; Welch, Nicole Turrill

2012-01-01

In this study, we used targeted active-learning activities to help students improve their ways of reasoning about carbon flow in ecosystems. The results of a validated ecology conceptual inventory (diagnostic question clusters [DQCs]) provided us with information about students' understanding of and reasoning about transformation of inorganic and organic carbon-containing compounds in biological systems. These results helped us identify specific active-learning exercises that would be responsive to students' existing knowledge. The effects of the active-learning interventions were then examined through analysis of students' pre- and postinstruction responses on the DQCs. The biology and non-biology majors participating in this study attended a range of institutions and the instructors varied in their use of active learning; one lecture-only comparison class was included. Changes in pre- to postinstruction scores on the DQCs showed that an instructor's teaching method had a highly significant effect on student reasoning following course instruction, especially for questions pertaining to cellular-level, carbon-transforming processes. We conclude that using targeted in-class activities had a beneficial effect on student learning regardless of major or class size, and argue that using diagnostic questions to identify effective learning activities is a valuable strategy for promoting learning, as gains from lecture-only classes were minimal.

Using Targeted Active-Learning Exercises and Diagnostic Question Clusters to Improve Students' Understanding of Carbon Cycling in Ecosystems

PubMed Central

Maskiewicz, April Cordero; Griscom, Heather Peckham; Welch, Nicole Turrill

2012-01-01

In this study, we used targeted active-learning activities to help students improve their ways of reasoning about carbon flow in ecosystems. The results of a validated ecology conceptual inventory (diagnostic question clusters [DQCs]) provided us with information about students' understanding of and reasoning about transformation of inorganic and organic carbon-containing compounds in biological systems. These results helped us identify specific active-learning exercises that would be responsive to students' existing knowledge. The effects of the active-learning interventions were then examined through analysis of students' pre- and postinstruction responses on the DQCs. The biology and non–biology majors participating in this study attended a range of institutions and the instructors varied in their use of active learning; one lecture-only comparison class was included. Changes in pre- to postinstruction scores on the DQCs showed that an instructor's teaching method had a highly significant effect on student reasoning following course instruction, especially for questions pertaining to cellular-level, carbon-transforming processes. We conclude that using targeted in-class activities had a beneficial effect on student learning regardless of major or class size, and argue that using diagnostic questions to identify effective learning activities is a valuable strategy for promoting learning, as gains from lecture-only classes were minimal. PMID:22383618

Effectiveness of Just in Time Teaching on Student Achievement in an Introductory Thermodynamics Course

ERIC Educational Resources Information Center

Liberatore, Matthew W.; Morrish, Rachel M.; Vestal, Charles R.

2017-01-01

The utility of Just-In-Time-Teaching (JITT) is compared across course topics and groups of students not receiving JITT exercises in class. JITT feedback incorporated various active learning exercises based on students' performance on online homework problems from Sapling Learning. With over 200 students in two sections participating in the…

A Severe Weather Laboratory Exercise for an Introductory Weather and Climate Class Using Active Learning Techniques

ERIC Educational Resources Information Center

Grundstein, Andrew; Durkee, Joshua; Frye, John; Andersen, Theresa; Lieberman, Jordan

2011-01-01

This paper describes a new severe weather laboratory exercise for an Introductory Weather and Climate class, appropriate for first and second year college students (including nonscience majors), that incorporates inquiry-based learning techniques. In the lab, students play the role of meteorologists making forecasts for severe weather. The…

Design and Evaluation of an Interactive Exercise Coaching System for Older Adults: Lessons Learned

PubMed Central

Ofli, Ferda; Kurillo, Gregorij; Obdržálek, Štěpán; Bajcsy, Ruzena; Jimison, Holly; Pavel, Misha

2016-01-01

Although the positive effects of exercise on the well-being and quality of independent living for older adults are well-accepted, many elderly individuals lack access to exercise facilities, or the skills and motivation to perform exercise at home. To provide a more engaging environment that promotes physical activity, various fitness applications have been proposed. Many of the available products, however, are geared toward a younger population and are not appropriate or engaging for an older population. To address these issues, we developed an automated interactive exercise coaching system using the Microsoft Kinect. The coaching system guides users through a series of video exercises, tracks and measures their movements, provides real-time feedback, and records their performance over time. Our system consists of exercises to improve balance, flexibility, strength, and endurance, with the aim of reducing fall risk and improving performance of daily activities. In this paper, we report on the development of the exercise system, discuss the results of our recent field pilot study with six independently-living elderly individuals, and highlight the lessons learned relating to the in-home system setup, user tracking, feedback, and exercise performance evaluation. PMID:25594988

Competency Based Business Education: Business Math/Related Rules.

ERIC Educational Resources Information Center

Wisconsin Univ., Madison. Wisconsin Vocational Studies Center.

Modules on fractions, decimals, percentages, discounts, interest, the adding machine, and the calculation of a depreciation are included. Each module contains objectives, learning activities, pre-practice exercises, practice exercises, and post-practice exercises. At the beginning of each module, the importance of the module is explained. (MK)

Learning about Energy. Superific Science Book XI. A Good Apple Science Activity Book for Grades 5-8+.

ERIC Educational Resources Information Center

Conway, Lorraine

Based on the idea that active participation stimulates the processes by which learning takes place, this document provides teachers and students with a variety of information and learning activities dealing with energy. Concepts about energy are presented through the use of laboratory experiments, demonstrations, worksheet exercises and individual…

The Prisoner's Dilemma and Economics 101: Do Active Learning Exercises Correlate with Student Performance?

ERIC Educational Resources Information Center

Byun, Chong Hyun Christie

2014-01-01

The importance of active learning in the classroom has been well established in the field of Economic education. This paper examines the connection between active learning and performance outcomes in an Economics 101 course. Students participated in single play simultaneous move game with a clear dominant strategy, modeled after the Prisoner's…

A Comparison of Professional-Level Faculty and Student Perceptions of Active Learning: Its Current Use, Effectiveness, and Barriers

ERIC Educational Resources Information Center

Miller, Cynthia J.; Metz, Michael J.

2014-01-01

Active learning is an instructional method in which students become engaged participants in the classroom through the use of in-class written exercises, games, problem sets, audience-response systems, debates, class discussions, etc. Despite evidence supporting the effectiveness of active learning strategies, minimal adoption of the technique has…

Business and Office Education: Accounting, Clerk. Instructor's Manual [and] Student Learning Activity Guide. Kit No. 204.

ERIC Educational Resources Information Center

Cliatt, Katherine H.

This learning activity guide and instructor's manual provide information and exercises for an exploratory activity in accounting. Instructional objectives covered in the guide are for the students to learn (1) reasons for studying accounting and related job descriptions, (2) definitions for accounting terms, (3) the accounting equation, (4) how to…

Is Active Learning Like Broccoli? Student Perceptions of Active Learning in Large Lecture Classes

ERIC Educational Resources Information Center

Smith, C. Veronica; Cardaciotto, LeeAnn

2011-01-01

Although research suggests that active learning is associated with positive outcomes (e.g., memory, test performance), use of such techniques can be difficult to implement in large lecture-based classes. In the current study, 1,091 students completed out-of-class group exercises to complement course material in an Introductory Psychology class.…

Learning by Doing: Twenty Successful Active Learning Exercises for Information Systems Courses

ERIC Educational Resources Information Center

Mitchell, Alanah; Petter, Stacie; Harris, Albert L.

2017-01-01

Aim/Purpose: This paper provides a review of previously published work related to active learning in information systems (IS) courses. Background: There are a rising number of strategies in higher education that offer promise in regards to getting students' attention and helping them learn, such as flipped classrooms and offering courses online.…

Team-Based Learning in a Pipeline Course in Medical Microbiology for Under-Represented Student Populations in Medicine Improves Learning of Microbiology Concepts.

PubMed

Behling, K C; Murphy, M M; Mitchell-Williams, J; Rogers-McQuade, H; Lopez, O J

2016-12-01

As part of an undergraduate pipeline program at our institution for students from underrepresented minorities in medicine backgrounds, we created an intensive four-week medical microbiology course. Team-based learning (TBL) was implemented in this course to enhance student learning of course content. Three different student cohorts participated in the study, and there were no significant differences in their prior academic achievement based on their undergraduate grade point average (GPA) and pre-course examination scores. Teaching techniques included engaged lectures using an audience response system, TBL, and guided self-directed learning. We hypothesized that more active learning exercises, irrespective of the amount of lecture time, would help students master course content. In year 2 as compared with year 1, TBL exercises were decreased from six to three with a concomitant increase in lecture time, while in year 3, TBL exercises were increased from three to six while maintaining the same amount of lecture time as in year 2. As we hypothesized, there was significant ( p < 0.01) improvement in performance on the post-course examination in years 1 and 3 compared with year 2, when only three TBL exercises were used. In contrast to the students' perceptions that more lecture time enhances learning of course content, our findings suggest that active learning strategies, such as TBL, are more effective than engaged lectures in improving student understanding of course content, as measured by post-course examination performance. Introduction of TBL in pipeline program courses may help achieve better student learning outcomes.

Soil Testing as a Classroom Exercise to Determine Soil-forming Processes and Soil Classification.

ERIC Educational Resources Information Center

Bencloski, Joseph W.

1980-01-01

Describes a learning activity involving correctly matching soils with environments. The activity is intended for use in college level physical geography courses. Information is presented on instructional objectives, outline of preparatory lectures, soil test exercise worksheets, procedures, laboratory setting, testing procedures, collecting and…

Teaching Case: A Systems Analysis Role-Play Exercise and Assignment

ERIC Educational Resources Information Center

Mitri, Michel; Cole, Carey; Atkins, Laura

2017-01-01

This paper presents a role-play exercise and assignment that provides an active learning experience related to the system investigation phase of an SDLC. Whether using waterfall or agile approaches, the first SDLC step usually involves system investigation activities, including problem identification, feasibility study, cost-benefit analysis, and…

DASL-Data and Activities for Solar Learning

NASA Technical Reports Server (NTRS)

Jones, Harrison P.; Henney, Carl; Hill, Frank; Gearen, Michael; Pompca, Stephen; Stagg, Travis; Stefaniak, Linda; Walker, Connie

2004-01-01

DASL-Data and Activities for Solar Learning Data and Activities for Solar Learning (DASL) provides a classroom learning environment based on a twenty-five year record of solar magnetograms from the National Solar Observatory (NSO) at Kitt Peak, AZ. The data, together with image processing software for Macs or PCs, can be used to learn basic facts about the Sun and astronomy at the middle school level. At the high school level, students can study properties of the Sun's magnetic cycle with classroom exercises emphasizing data and error analysis and can participate in a new scientific study, Research in Active Solar Longitudes (RASL), in collaboration with classrooms throughout the country and scientists at NSO and NASA. We present a half-day course to train teachers in the scientific content of the project and its classroom use. We will provide a compact disc with the data and software and will demonstrate software installation and use, classroom exercises, and participation in RASL with computer projection.

Evaluation of the role of incentive structure on student participation and performance in active learning strategies: A comparison of case-based and team-based learning.

PubMed

Carrasco, Gonzalo A; Behling, Kathryn C; Lopez, Osvaldo J

2018-04-01

Student participation is important for the success of active learning strategies, but participation is often linked to the level of preparation. At our institution, we use two types of active learning activities, a modified case-based learning exercise called active learning groups (ALG) and team-based learning (TBL). These strategies have different assessment and incentive structures for participation. Non-cognitive skills are assessed in ALG using a subjective five-point Likert scale. In TBL, assessment of individual student preparation is based on a multiple choice quiz conducted at the beginning of each session. We studied first-year medical student participation and performance in ALG and TBL as well as performance on course final examinations. Student performance in TBL, but not in ALG, was strongly correlated with final examination scores. Additionally, in students who performed in the upper 33rd percentile on the final examination, there was a positive correlation between final examination performance and participation in TBL and ALG. This correlation was not seen in students who performed in the lower 33rd percentile on the final examinations. Our results suggest that assessments of medical knowledge during active learning exercises could supplement non-cognitive assessments and could be good predictors of performance on summative examinations.

Intense Exercise Promotes Adult Hippocampal Neurogenesis But Not Spatial Discrimination

PubMed Central

So, Ji H.; Huang, Chao; Ge, Minyan; Cai, Guangyao; Zhang, Lanqiu; Lu, Yisheng; Mu, Yangling

2017-01-01

Hippocampal neurogenesis persists throughout adult life and plays an important role in learning and memory. Although the influence of physical exercise on neurogenesis has been intensively studied, there is controversy in regard to how the impact of exercise may vary with its regime. Less is known about how distinct exercise paradigms may differentially affect the learning behavior. Here we found that, chronic moderate treadmill running led to an increase of cell proliferation, survival, neuronal differentiation, and migration. In contrast, intense running only promoted neuronal differentiation and migration, which was accompanied with lower expressions of vascular endothelial growth factor, brain-derived neurotrophic factor, insulin-like growth factor 1, and erythropoietin. In addition, the intensely but not mildly exercised animals exhibited a lower mitochondrial activity in the dentate gyrus. Correspondingly, neurogenesis induced by moderate but not intense exercise was sufficient to improve the animal’s ability in spatial pattern separation. Our data indicate that the effect of exercise on spatial learning is intensity-dependent and may involve mechanisms other than a simple increase in the number of new neurons. PMID:28197080

Effects of long-term voluntary exercise on learning and memory processes: dependency of the task and level of exercise.

PubMed

García-Capdevila, Sílvia; Portell-Cortés, Isabel; Torras-Garcia, Meritxell; Coll-Andreu, Margalida; Costa-Miserachs, David

2009-09-14

The effect of long-term voluntary exercise (running wheel) on anxiety-like behaviour (plus maze and open field) and learning and memory processes (object recognition and two-way active avoidance) was examined on Wistar rats. Because major individual differences in running wheel behaviour were observed, the data were analysed considering the exercising animals both as a whole and grouped according to the time spent in the running wheel (low, high, and very-high running). Although some variables related to anxiety-like behaviour seem to reflect an anxiogenic compatible effect, the view of the complete set of variables could be interpreted as an enhancement of defensive and risk assessment behaviours in exercised animals, without major differences depending on the exercise level. Effects on learning and memory processes were dependent on task and level of exercise. Two-way avoidance was not affected either in the acquisition or in the retention session, while the retention of object recognition task was affected. In this latter task, an enhancement in low running subjects and impairment in high and very-high running animals were observed.

"Group Intelligence": An Active Learning Exploration of Diversity in Evolution

ERIC Educational Resources Information Center

Parsons, Christopher J.; Salaita, Meisa K.; Hughes, Catherine H.; Lynn, David G.; Fristoe, Adam; Fristoe, Ariel; Grover, Martha A.

2017-01-01

"Group Intelligence" is an active learning, inquiry-based activity that introduces prebiotic chemistry, emergent complexity, and diversity's importance to adaptability across scales. Students explore the molecular emergence of order and function through theatrical exercises and games. Through 20 min of audio instruction and a discussion…

Active Learning Works! Until It Doesn't: Measuring the Effectiveness of Activity-Based Learning Exercises on Information Anxiety

ERIC Educational Resources Information Center

Halpern, Rebecca

2016-01-01

This study served to investigate how information literacy instruction can alleviate information anxiety in online learners. While there has been much research to demonstrate that hands-on or activity-based learning is beneficial in reducing library anxiety, those studies have not been conducted for the online classroom. Using a required,…

Analyzing the Impact of Using Optional Activities in Self-Regulated Learning

ERIC Educational Resources Information Center

Ruipérez-Valiente, Jose A.; Muñoz-Merino, Pedro J.; Kloos, Carlos Delgado; Niemann, Katja; Scheffel, Maren; Wolpers, Martin

2016-01-01

Self-regulated learning (SRL) environments provide students with activities to improve their learning (e.g., by solving exercises), but they might also provide optional activities (e.g., changing an avatar image or setting goals) where students can decide whether they would like to use or do them and how. Few works have dealt with the use of…

Influence of Chronic Moderate Sleep Restriction and Exercise Training on Anxiety, Spatial Memory, and Associated Neurobiological Measures in Mice

PubMed Central

Zielinski, Mark R.; Davis, J. Mark; Fadel, James R.; Youngstedt, Shawn D.

2013-01-01

Sleep deprivation can have deleterious effects on cognitive function and mental health. Moderate exercise training has myriad beneficial effects on cognition and mental health. However, physiological and behavioral effects of chronic moderate sleep restriction and its interaction with common activities, such as moderate exercise training, have received little investigation. The aims of this study were to examine the effects of chronic moderate sleep restriction and moderate exercise training on anxiety-related behavior, spatial memory, and neurobiological correlates in mice. Male mice were randomized to one of four 11-week treatments in a 2 [sleep restriction (~4 h loss/day) vs. ad libitum sleep] × 2 [exercise (1 h/day/6 d/wk) vs. sedentary activity] experimental design. Anxiety-related behavior was assessed with the elevated-plus maze, and spatial learning and memory were assessed with the Morris water maze. Chronic moderate sleep restriction did not alter anxiety-related behavior, but exercise training significantly attenuated anxiety-related behavior. Spatial learning and recall, hippocampal cell activity (i.e., number of c-Fos positive cells), and brain derived neurotrophic factor were significantly lower after chronic moderate sleep restriction, but higher after exercise training. Further, the benefit of exercise training for some memory variables was evident under normal sleep, but not chronic moderate sleep restriction conditions. These data indicate clear detrimental effects of chronic moderate sleep restriction on spatial memory and that the benefits of exercise training were impaired after chronic moderate sleep restriction. PMID:23644185

Building the body: active learning laboratories that emphasize practical aspects of anatomy and integration with radiology.

PubMed

Zumwalt, Ann C; Lufler, Rebecca S; Monteiro, Joseph; Shaffer, Kitt

2010-01-01

Active learning exercises were developed to allow advanced medical students to revisit and review anatomy in a clinically meaningful context. In our curriculum, students learn anatomy two to three years before they participate in the radiology clerkship. These educational exercises are designed to review anatomy content while highlighting its relevance to the study of radiology. Laboratory exercises were developed using inexpensive materials in the form of hands-on stations designed for use by students working together in small groups. Station exercises include model building, exploring relevant radiological imaging, and practicing clinical techniques. Students are encouraged to move from abstract conceptualization of the anatomy using models to applying knowledge to living tissues by using a portable ultrasound to explore superficial anatomy on each other. Stations are designed to integrate knowledge and reemphasize concepts in different contexts, so that upon completion students have a reinforced understanding of the three-dimensional anatomy of the region in question, the appearance of the anatomy on radiological images, and an appreciation of the relevance of the anatomy to radiological procedures. (c) 2010 American Association of Anatomists.

A Heuristic Tool for Teaching Business Writing: Self-Assessment, Knowledge Transfer, and Writing Exercises

ERIC Educational Resources Information Center

Ortiz, Lorelei A.

2013-01-01

To teach effective business communication, instructors must target students’ current weaknesses in writing. One method for doing so is by assigning writing exercises. When used heuristically, writing exercises encourage students to practice self-assessment, self-evaluation, active learning, and knowledge transfer, all while reinforcing the basics…

All about running: synaptic plasticity, growth factors and adult hippocampal neurogenesis.

PubMed

Vivar, Carmen; Potter, Michelle C; van Praag, Henriette

2013-01-01

Accumulating evidence from animal and human research shows exercise benefits learning and memory, which may reduce the risk of neurodegenerative diseases, and could delay age-related cognitive decline. Exercise-induced improvements in learning and memory are correlated with enhanced adult hippocampal neurogenesis and increased activity-dependent synaptic plasticity. In this present chapter we will highlight the effects of physical activity on cognition in rodents, as well as on dentate gyrus (DG) neurogenesis, synaptic plasticity, spine density, neurotransmission and growth factors, in particular brain-derived nerve growth factor (BDNF).

Active Learning Techniques Applied to an Interdisciplinary Mineral Resources Course.

NASA Astrophysics Data System (ADS)

Aird, H. M.

2015-12-01

An interdisciplinary active learning course was introduced at the University of Puget Sound entitled 'Mineral Resources and the Environment'. Various formative assessment and active learning techniques that have been effective in other courses were adapted and implemented to improve student learning, increase retention and broaden knowledge and understanding of course material. This was an elective course targeted towards upper-level undergraduate geology and environmental majors. The course provided an introduction to the mineral resources industry, discussing geological, environmental, societal and economic aspects, legislation and the processes involved in exploration, extraction, processing, reclamation/remediation and recycling of products. Lectures and associated weekly labs were linked in subject matter; relevant readings from the recent scientific literature were assigned and discussed in the second lecture of the week. Peer-based learning was facilitated through weekly reading assignments with peer-led discussions and through group research projects, in addition to in-class exercises such as debates. Writing and research skills were developed through student groups designing, carrying out and reporting on their own semester-long research projects around the lasting effects of the historical Ruston Smelter on the biology and water systems of Tacoma. The writing of their mini grant proposals and final project reports was carried out in stages to allow for feedback before the deadline. Speakers from industry were invited to share their specialist knowledge as guest lecturers, and students were encouraged to interact with them, with a view to employment opportunities. Formative assessment techniques included jigsaw exercises, gallery walks, placemat surveys, think pair share and take-home point summaries. Summative assessment included discussion leadership, exams, homeworks, group projects, in-class exercises, field trips, and pre-discussion reading exercises.An interdisciplinary active learning course was introduced at the University of Puget Sound entitled 'Mineral Resources and the Environment'. Various formative assessment and active learning techniques that have been effective in other courses were adapted and implemented to improve student learning, increase retention and broaden knowledge and understanding of course material. This was an elective course targeted towards upper-level undergraduate geology and environmental majors. The course provided an introduction to the mineral resources industry, discussing geological, environmental, societal and economic aspects, legislation and the processes involved in exploration, extraction, processing, reclamation/remediation and recycling of products. Lectures and associated weekly labs were linked in subject matter; relevant readings from the recent scientific literature were assigned and discussed in the second lecture of the week. Peer-based learning was facilitated through weekly reading assignments with peer-led discussions and through group research projects, in addition to in-class exercises such as debates. Writing and research skills were developed through student groups designing, carrying out and reporting on their own semester-long research projects around the lasting effects of the historical Ruston Smelter on the biology and water systems of Tacoma. The writing of their mini grant proposals and final project reports was carried out in stages to allow for feedback before the deadline. Speakers from industry were invited to share their specialist knowledge as guest lecturers, and students were encouraged to interact with them, with a view to employment opportunities. Formative assessment techniques included jigsaw exercises, gallery walks, placemat surveys, think pair share and take-home point summaries. Summative assessment included discussion leadership, exams, homeworks, group projects, in-class exercises, field trips, and pre-discussion reading exercises.

Application of machine learning techniques to analyse the effects of physical exercise in ventricular fibrillation.

PubMed

Caravaca, Juan; Soria-Olivas, Emilio; Bataller, Manuel; Serrano, Antonio J; Such-Miquel, Luis; Vila-Francés, Joan; Guerrero, Juan F

2014-02-01

This work presents the application of machine learning techniques to analyse the influence of physical exercise in the physiological properties of the heart, during ventricular fibrillation. To this end, different kinds of classifiers (linear and neural models) are used to classify between trained and sedentary rabbit hearts. The use of those classifiers in combination with a wrapper feature selection algorithm allows to extract knowledge about the most relevant features in the problem. The obtained results show that neural models outperform linear classifiers (better performance indices and a better dimensionality reduction). The most relevant features to describe the benefits of physical exercise are those related to myocardial heterogeneity, mean activation rate and activation complexity. © 2013 Published by Elsevier Ltd.

Mixed Methods: Incorporating multiple learning styles into a measurements course

NASA Astrophysics Data System (ADS)

Pallone, Arthur

2010-03-01

The best scientists and engineers regularly combine creative and critical skill sets. As faculty, we are responsible to provide future scientists and engineers with those skills sets. EGR 390: Engineering Measurements at Murray State University is structured to actively engage students in the processes that develop and enhance those skills. Students learn through a mix of traditional lecture and homework, active discussion of open-ended questions, small group activities, structured laboratory exercises, oral and written communications exercises, student chosen team projects, and peer evaluations. Examples of each of these activities, the skill set addressed by each activity, outcomes from and effectiveness of each activity and recommendations for future directions in the EGR 390 course as designed will be presented.

Learning about Cellular Respiration: An Active Approach Illustrating the Process of Scientific Inquiry.

ERIC Educational Resources Information Center

Johnson, Margaret (Peg)

1998-01-01

Details the active-learning approach to teaching cellular respiration in an introductory, one-semester course for nonmajors. Focuses on a laboratory exercise designed to answer the question of what happens to food when eaten. Contains 19 references. (DDR)

Educating Young Children: Active Learning Practices for Preschool and Child Care Programs [and] A Study Guide to Educating Young Children: Exercises for Adult Learners. Second Edition.

ERIC Educational Resources Information Center

Hohmann, Mary; Weikart, David P.

High/Scope preschool curriculum is a model for developing high-quality early childhood programs that encourage and support children's initiatives and active learning experiences. This revised manual for early childhood practitioners and students presents essential strategies adults can use to make active learning a reality in their programs. The…

Learning about Plants and Animals in Nature. Superific Science Book XII. A Good Apple Science Activity Book for Grades 5-8+.

ERIC Educational Resources Information Center

Conway, Lorraine

Based on the idea that active participation stimulates the processes by which learning takes place, this document provides teachers and students with a variety of information and learning activities that deal with plants and animals in nature. Basic concepts are presented through the use of laboratory experiments, worksheet exercises, diagrams,…

Exercise and the brain: something to chew on

PubMed Central

van Praag, Henriette

2009-01-01

Evidence is accumulating that exercise has profound benefits for brain function. Physical activity improves learning and memory in humans and animals. Moreover, an active lifestyle might prevent or delay loss of cognitive function with aging or neurodegenerative disease. Recent research indicates that the effects of exercise on the brain can be enhanced by concurrent consumption of natural products such as omega fatty acids or plant polyphenols. The potential synergy between diet and exercise could involve common cellular pathways important for neurogenesis, cell survival, synaptic plasticity and vascular function. Optimal maintenance of brain health might depend on exercise and intake of natural products. PMID:19349082

Applying HOPSCOTCH as an Exer-Learning Game in English Lessons: Two Exploratory Studies

ERIC Educational Resources Information Center

Lucht, Martina; Heidig, Steffi

2013-01-01

This article describes HOPSCOTCH, a design concept for an "exer-learning game" to engage elementary school children in learning. Exer-learning is a new genre of digital learning games that combines playing and learning with physical activity (exercise). HOPSCOTCH is a first design concept for exer-learning games that can be applied to…

Facilitating Active Engagement of the University Student in a Large-Group Setting Using Group Work Activities

ERIC Educational Resources Information Center

Kinsella, Gemma K.; Mahon, Catherine; Lillis, Seamus

2017-01-01

It is envisaged that small-group exercises as part of a large-group session would facilitate not only group work exercises (a valuable employability skill), but also peer learning. In this article, such a strategy to facilitate the active engagement of the student in a large-group setting was explored. The production of student-led resources was…

Active versus Passive Teaching Styles: An Empirical Study of Student Learning Outcomes

ERIC Educational Resources Information Center

Michel, Norbert; Cater, John James, III; Varela, Otmar

2009-01-01

This study compares the impact of an active teaching approach and a traditional (or passive) teaching style on student cognitive outcomes. Across two sections of an introductory business course, one class was taught in an active or nontraditional manner, with a variety of active learning exercises. The second class was taught in a passive or…

Exercise, Nutrition and You: An Off-Campus Course for Grades 2?12

ERIC Educational Resources Information Center

Snyder, Ann C.; Mauzy-Melitz, Debra K.

2005-01-01

Since interest in science classes has declined recently and obesity, especially in youth, continues to increase, an exercise physiology-based course was taught in public parks to promote active-learning science and healthy living. The course emphasized and integrated exercise, nutrition, and health during a 3-h session. Following an introduction,…

Aligning Goals, Assessments, and Activities: An Approach to Teaching PCR and Gel Electrophoresis

PubMed Central

Robertson, Amber L.; Batzli, Janet; Harris, Michelle; Miller, Sarah

2008-01-01

Polymerase chain reaction (PCR) and gel electrophoresis have become common techniques used in undergraduate molecular and cell biology labs. Although students enjoy learning these techniques, they often cannot fully comprehend and analyze the outcomes of their experiments because of a disconnect between concepts taught in lecture and experiments done in lab. Here we report the development and implementation of novel exercises that integrate the biological concepts of DNA structure and replication with the techniques of PCR and gel electrophoresis. Learning goals were defined based on concepts taught throughout the cell biology lab course and learning objectives specific to the PCR and gel electrophoresis lab. Exercises developed to promote critical thinking and target the underlying concepts of PCR, primer design, gel analysis, and troubleshooting were incorporated into an existing lab unit based on the detection of genetically modified organisms. Evaluative assessments for each exercise were aligned with the learning goals and used to measure student learning achievements. Our analysis found that the exercises were effective in enhancing student understanding of these concepts as shown by student performance across all learning goals. The new materials were particularly helpful in acquiring relevant knowledge, fostering critical-thinking skills, and uncovering prevalent misconceptions. PMID:18316813

Just-in-Time Teaching Exercises to Engage Students in an Introductory-Level Dinosaur Course

NASA Astrophysics Data System (ADS)

Guertin, Laura A.; Zappe, Sarah E.; Kim, Heeyoung

2007-12-01

The Just-in-Time Teaching (JiTT) technique allows students to be engaged in course material outside of the classroom by answering web-based questions. The responses are summarized and presented to students in class with a follow-up active learning exercise. College students enrolled in an introductory-level general education geoscience course were surveyed over a two-semester period on their engagement level during lecture and perceived learning of course content. Data show that students are able to reflect on their prior knowledge and construct new knowledge with weekly graded JiTT exercises. Despite increasing and competing pressures outside of the classroom, students reported increased learning and engagement in a course with required weekly assignments.

Army Status of Recommendations on Officers’ Professional Military Education

DTIC Science & Technology

1991-03-21

give oral reports, and prepare and participate in case studies, exercises, reviews, analyses, and other forms of active learning . Student performance is...officials intend to retain a small group/ active learning mode of instruction. enior School Implemented. ,haracterization This school’s ratio remains at 3.7...p. 169.) ermediate School Implemented. iaracterization The school defines active learning as time spent by students primarily in the classroom

Influence of chronic moderate sleep restriction and exercise training on anxiety, spatial memory, and associated neurobiological measures in mice.

PubMed

Zielinski, Mark R; Davis, J Mark; Fadel, James R; Youngstedt, Shawn D

2013-08-01

Sleep deprivation can have deleterious effects on cognitive function and mental health. Moderate exercise training has myriad beneficial effects on cognition and mental health. However, physiological and behavioral effects of chronic moderate sleep restriction and its interaction with common activities, such as moderate exercise training, have received little investigation. The aims of this study were to examine the effects of chronic moderate sleep restriction and moderate exercise training on anxiety-related behavior, spatial memory, and neurobiological correlates in mice. Male mice were randomized to one of four 11-week treatments in a 2 [sleep restriction (∼4h loss/day) vs. ad libitum sleep] × 2 [exercise (1h/day/6 d/wk) vs. sedentary activity] experimental design. Anxiety-related behavior was assessed with the elevated-plus maze, and spatial learning and memory were assessed with the Morris water maze. Chronic moderate sleep restriction did not alter anxiety-related behavior, but exercise training significantly attenuated anxiety-related behavior. Spatial learning and recall, hippocampal cell activity (i.e., number of c-Fos positive cells), and brain derived neurotrophic factor were significantly lower after chronic moderate sleep restriction, but higher after exercise training. Further, the benefit of exercise training for some memory variables was evident under normal sleep, but not chronic moderate sleep restriction conditions. These data indicate clear detrimental effects of chronic moderate sleep restriction on spatial memory and that the benefits of exercise training were impaired after chronic moderate sleep restriction. Published by Elsevier B.V.

Student Accountability in Team-Based Learning Classes

ERIC Educational Resources Information Center

Stein, Rachel E.; Colyer, Corey J.; Manning, Jason

2016-01-01

Team-based learning (TBL) is a form of small-group learning that assumes stable teams promote accountability. Teamwork promotes communication among members; application exercises promote active learning. Students must prepare for each class; failure to do so harms their team's performance. Therefore, TBL promotes accountability. As part of the…

A Partial Flip Classroom Exercise in a Large Introductory General Biology Course Increases Performance at Multiple Levels

ERIC Educational Resources Information Center

Lax, Neil; Morris, James; Kolber, Benedict J.

2017-01-01

Incorporation of active learning into large lecture classes is gaining popularity as a pedagogical method due to its known benefits in helping learning outcomes. A more recent active learning technique that has emerged is the flipped classroom. In this study, we investigated the effects of incorporating a "partial-flip" into an…

Promoting Active Learning: The Use of Computational Software Programs

NASA Astrophysics Data System (ADS)

Dickinson, Tom

The increased emphasis on active learning in essentially all disciplines is proving beneficial in terms of a student's depth of learning, retention, and completion of challenging courses. Formats labeled flipped, hybrid and blended facilitate face-to-face active learning. To be effective, students need to absorb a significant fraction of the course material prior to class, e.g., using online lectures and reading assignments. Getting students to assimilate and at least partially understand this material prior to class can be extremely difficult. As an aid to achieving this preparation as well as enhancing depth of understanding, we find the use of software programs such as Mathematica®or MatLab®, very helpful. We have written several Mathematica®applications and student exercises for use in a blended format two semester E&M course. Formats include tutorials, simulations, graded and non-graded quizzes, walk-through problems, exploration and interpretation exercises, and numerical solutions of complex problems. A good portion of this activity involves student-written code. We will discuss the efficacy of these applications, their role in promoting active learning, and the range of possible uses of this basic scheme in other classes.

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.

Deal or No Deal: Using Games to Improve Student Learning, Retention and Decision-Making

ERIC Educational Resources Information Center

Chow, Alan F.; Woodford, Kelly C.; Maes, Jeanne

2011-01-01

Student understanding and retention can be enhanced and improved by providing alternative learning activities and environments. Education theory recognizes the value of incorporating alternative activities (games, exercises and simulations) to stimulate student interest in the educational environment, enhance transfer of knowledge and improve…

Active Learning Improves Student Performance in a Respiratory Physiology Lab

ERIC Educational Resources Information Center

Wolf, Alex M.; Liachovitzky, Carlos; Abdullahi, Abass S.

2015-01-01

This study assessed the effectiveness of the introduction of active learning exercises into the anatomy and physiology curriculum in a community college setting. Specifically, the incorporation of a spirometry-based respiratory physiology lab resulted in improved student performance in two concepts (respiratory volumes and the hallmarks of…

Learning Styles versus the Rip Van Winkle Syndrome.

ERIC Educational Resources Information Center

Orsak, Lana

1990-01-01

Rip Van Winkle would not recognize Corsicana (Texas) High School since its curriculum coordinator began implementing learning styles techniques in various pilot programs. Lecturing to rows of bored students has been replaced by students' active involvement in group activities, listening centers, and tactile/kinesthetic exercises on the floor or at…

Using Targeted Active-Learning Exercises and Diagnostic Question Clusters to Improve Students' Understanding of Carbon Cycling in Ecosystems

ERIC Educational Resources Information Center

Maskiewicz, April Cordero; Griscom, Heather Peckham; Welch, Nicole Turrill

2012-01-01

In this study, we used targeted active-learning activities to help students improve their ways of reasoning about carbon flow in ecosystems. The results of a validated ecology conceptual inventory (diagnostic question clusters [DQCs]) provided us with information about students' understanding of and reasoning about transformation of inorganic and…

Transforming a School Learning Exercise into a Public Engagement Event: "The Good, the Bad and the Algae"

ERIC Educational Resources Information Center

Redfern, James; Burdass, Dariel; Verran, Joanna

2013-01-01

School science laboratory classes and hands-on public engagement activities share many common aims and objectives in terms of science learning and literacy. This article describes the development and evaluation of a microbiology public engagement activity, "The Good, the Bad and the Algae", from a school laboratory activity. The school…

An Active Learning Mammalian Skeletal Muscle Lab Demonstrating Contractile and Kinetic Properties of Fast- and Slow-Twitch Muscle

ERIC Educational Resources Information Center

Head, S. I.; Arber, M. B.

2013-01-01

The fact that humans possess fast and slow-twitch muscle in the ratio of approximately 50% has profound implications for designing exercise training strategies for power and endurance activities. With the growth of exercise and sport science courses, we have seen the need to develop an undergraduate student laboratory that demonstrates the basic…

The Effects of Acute Physical Exercise on Memory, Peripheral BDNF, and Cortisol in Young Adults

PubMed Central

Röder, Brigitte; Schmidt-Kassow, Maren

2016-01-01

In animals, physical activity has been shown to induce functional and structural changes especially in the hippocampus and to improve memory, probably by upregulating the release of neurotrophic factors. In humans, results on the effect of acute exercise on memory are inconsistent so far. Therefore, the aim of the present study was to assess the effects of a single bout of physical exercise on memory consolidation and the underlying neuroendocrinological mechanisms in young adults. Participants encoded a list of German-Polish vocabulary before exercising for 30 minutes with either high intensity or low intensity or before a relaxing phase. Retention of the vocabulary was assessed 20 minutes after the intervention as well as 24 hours later. Serum BDNF and salivary cortisol were measured at baseline, after learning, and after the intervention. The high-intensity exercise group showed an increase in BDNF and cortisol after exercising compared to baseline. Exercise after learning did not enhance the absolute number of recalled words. Participants of the high-intensity exercise group, however, forgot less vocabulary than the relaxing group 24 hours after learning. There was no robust relationship between memory scores and the increase in BDNF and cortisol, respectively, suggesting that further parameters have to be taken into account to explain the effects of exercise on memory in humans. PMID:27437149

Promoting Neuroplasticity for Motor Rehabilitation After Stroke: Considering the Effects of Aerobic Exercise and Genetic Variation on Brain-Derived Neurotrophic Factor

PubMed Central

Mang, Cameron S.; Campbell, Kristin L.; Ross, Colin J.D.

2013-01-01

Recovery of motor function after stroke involves relearning motor skills and is mediated by neuroplasticity. Recent research has focused on developing rehabilitation strategies that facilitate such neuroplasticity to maximize functional outcome poststroke. Although many molecular signaling pathways are involved, brain-derived neurotrophic factor (BDNF) has emerged as a key facilitator of neuroplasticity involved in motor learning and rehabilitation after stroke. Thus, rehabilitation strategies that optimize BDNF effects on neuroplasticity may be especially effective for improving motor function poststroke. Two potential poststroke rehabilitation strategies that consider the importance of BDNF are the use of aerobic exercise to enhance brain function and the incorporation of genetic information to individualize therapy. Converging evidence demonstrates that aerobic exercise increases BDNF production and consequently enhances learning and memory processes. Nevertheless, a common genetic variant reduces activity-dependent secretion of the BDNF protein. Thus, BDNF gene variation may affect response to motor rehabilitation training and potentially modulate the effects of aerobic exercise on neuroplasticity. This perspective article discusses evidence that aerobic exercise promotes neuroplasticity by increasing BDNF production and considers how aerobic exercise may facilitate the acquisition and retention of motor skills for poststroke rehabilitation. Next, the impact of the BDNF gene val66met polymorphism on motor learning and response to rehabilitation is explored. It is concluded that the effects of aerobic exercise on BDNF and motor learning may be better exploited if aerobic exercise is paired more closely in time with motor training. Additionally, information about BDNF genotype could provide insight into the type and magnitude of effects that aerobic exercise may have across individuals and potentially help guide an individualized prescription of aerobic exercise to enhance motor rehabilitation poststroke. PMID:23907078

The US Army War College: Gearing Up for the 21st Century

DTIC Science & Technology

1988-12-01

modality. The Committee also identified a need for increased emphasis on active learning as well as greater academic rigor and challenge...and to involve them more directly in an active learning process, case studies, exercises, gaming, and analytical discussions have been increased...in the active learning process; that most challenging test which occurs when the student is perform- ing or reciting in front of his or her peers as

Assessing a traditional case-based application exercise and a student question creation exercise on student performance and perceptions.

PubMed

Tatachar, Amulya; Kominski, Carol

2017-07-01

To compare the impact of a traditional case-based application exercise with a student question creation exercise on a) student exam performance, b) student perceptions of enjoyment, competence, understanding, effort, interest in continuing participation, and interest in the subject. Subjects were 84 second-year pharmacy students in a pharmacotherapy course. The research focus was active learning involving the topic of chronic kidney disease-mineral bone disorder. Student teams were randomly assigned to either case-based or student question creation exercises using PeerWise. Student performance was assessed by a pre- and posttest and on block and final exams. After completion, an online survey assessed student perceptions of both exercises. Statistically significant differences were revealed in favor of the student question creation group on enjoyment and interest in the subject matter. No statistically differences were found between the traditional case-based group and the student question creation group on gain score from pre-test to posttest. The student question creation group performed slightly better than the case-based application group on two of the five questions on the block exam but none of these differences reached statistical significance. Students randomly assigned to groups that created and reviewed questions exhibited slightly improved summative exam performance and reported significantly more positive perceptions than students engaging in a more traditional case-based learning activity. Student question creation has demonstrated potential as a useful learning activity. Despite inherent difficulties in designing studies involving educational research in a controlled environment, students who have submitted, created, rated, and answered peers' questions have overall performed well. Copyright © 2017 Elsevier Inc. All rights reserved.

ASPECT: A Survey to Assess Student Perspective of Engagement in an Active-Learning Classroom.

PubMed

Wiggins, Benjamin L; Eddy, Sarah L; Wener-Fligner, Leah; Freisem, Karen; Grunspan, Daniel Z; Theobald, Elli J; Timbrook, Jerry; Crowe, Alison J

2017-01-01

The primary measure used to determine relative effectiveness of in-class activities has been student performance on pre/posttests. However, in today's active-learning classrooms, learning is a social activity, requiring students to interact and learn from their peers. To develop effective active-learning exercises that engage students, it is important to gain a more holistic view of the student experience in an active-learning classroom. We have taken a mixed-methods approach to iteratively develop and validate a 16-item survey to measure multiple facets of the student experience during active-learning exercises. The instrument, which we call A ssessing S tudent P erspective of E ngagement in C lass T ool (ASPECT), was administered to a large introductory biology class, and student responses were subjected to exploratory factor analysis. The 16 items loaded onto three factors that cumulatively explained 52% of the variation in student response: 1) value of activity, 2) personal effort, and 3) instructor contribution. ASPECT provides a rapid, easily administered means to measure student perception of engagement in an active-learning classroom. Gaining a better understanding of students' level of engagement will help inform instructor best practices and provide an additional measure for comprehensively assessing the impact of different active-learning strategies. © 2017 B. L. Wiggins, S. L. Eddy, et al. CBE—Life Sciences Education © 2017 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).

Unders and Overs: Using a Dice Game to Illustrate Basic Probability Concepts

ERIC Educational Resources Information Center

McPherson, Sandra Hanson

2015-01-01

In this paper, the dice game "Unders and Overs" is described and presented as an active learning exercise to introduce basic probability concepts. The implementation of the exercise is outlined and the resulting presentation of various probability concepts are described.

Supporting Placement Supervision in Clinical Exercise Physiology

ERIC Educational Resources Information Center

Sealey, Rebecca M.; Raymond, Jacqueline; Groeller, Herb; Rooney, Kieron; Crabb, Meagan; Watt, Kerrianne

2015-01-01

The continued engagement of the professional workforce as supervisors is critical for the sustainability and growth of work-integrated learning activities in university degrees. This study investigated factors that influence the willingness and ability of clinicians to continue to supervise clinical exercise physiology work-integrated learning…

Promoting Metacognition in First Year Anatomy Laboratories Using Plasticine Modeling and Drawing Activities: A Pilot Study of the "Blank Page" Technique

ERIC Educational Resources Information Center

Naug, Helen L.; Colson, Natalie J.; Donner, Daniel G.

2011-01-01

Many first year students of anatomy and physiology courses demonstrate an inability to self-regulate their learning. To help students increase their awareness of their own learning in a first year undergraduate anatomy course, we piloted an exercise that incorporated the processes of (1) active learning: drawing and plasticine modeling and (2)…

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…

Acute effects of aerobic exercise promote learning

PubMed Central

Perini, Renza; Bortoletto, Marta; Capogrosso, Michela; Fertonani, Anna; Miniussi, Carlo

2016-01-01

The benefits that physical exercise confers on cardiovascular health are well known, whereas the notion that physical exercise can also improve cognitive performance has only recently begun to be explored and has thus far yielded only controversial results. In the present study, we used a sample of young male subjects to test the effects that a single bout of aerobic exercise has on learning. Two tasks were run: the first was an orientation discrimination task involving the primary visual cortex, and the second was a simple thumb abduction motor task that relies on the primary motor cortex. Forty-four and forty volunteers participated in the first and second experiments, respectively. We found that a single bout of aerobic exercise can significantly facilitate learning mechanisms within visual and motor domains and that these positive effects can persist for at least 30 minutes following exercise. This finding suggests that physical activity, at least of moderate intensity, might promote brain plasticity. By combining physical activity–induced plasticity with specific cognitive training–induced plasticity, we favour a gradual up-regulation of a functional network due to a steady increase in synaptic strength, promoting associative Hebbian-like plasticity. PMID:27146330

The World Climate Exercise: Is (Simulated) Experience Our Best Teacher?

NASA Astrophysics Data System (ADS)

Rath, K.; Rooney-varga, J. N.; Jones, A.; Johnston, E.; Sterman, J.

2015-12-01

Meeting the challenge of climate change will clearly require 'deep learning' - learning that motivates a search for underlying meaning, a willingness to exert the sustained effort needed to understand complex problems, and innovative problem-solving. This type of learning is dependent on the level of the learner's engagement with the material, their intrinsic motivation to learn, intention to understand, and relevance of the material to the learner. Here, we present evidence for deep learning about climate change through a simulation-based role-playing exercise, World Climate. The exercise puts participants into the roles of delegates to the United Nations climate negotiations and asks them to create an international climate deal. They find out the implications of their decisions, according to the best available science, through the same decision-support computer simulation used to provide feedback for the real-world negotiations, C-ROADS. World Climate provides an opportunity for participants have an immersive, social experience in which they learn first-hand about both the social dynamics of climate change decision-making, through role-play, and the dynamics of the climate system, through an interactive computer simulation. Evaluation results so far have shown that the exercise is highly engaging and memorable and that it motivates large majorities of participants (>70%) to take action on climate change. In addition, we have found that it leads to substantial gains in understanding key systems thinking concepts (e.g., the stock-flow behavior of atmospheric CO2), as well as improvements in understanding of climate change causes and impacts. While research is still needed to better understand the impacts of simulation-based role-playing exercises like World Climate on behavior change, long-term understanding, transfer of systems thinking skills across topics, and the importance of social learning during the exercise, our results to date indicate that it is a powerful, active learning tool that has strong potential to foster deep learning about climate change.

Flipping the Composing Process: Collaborative Drafting and Résumé Writing

ERIC Educational Resources Information Center

Anders, Abram

2016-01-01

This article argues for a flipped learning approach to business and professional communication composing processes. Flipped learning sequences can scaffold more robust engagement with prewriting activities and support opportunities for in-class collaborative and facilitated drafting exercises. These types of learning experiences offer numerous…

An Introduction to Research and the Computer: A Self-Instructional Package.

ERIC Educational Resources Information Center

Vasu, Ellen Storey; Palmer, Richard I.

This self-instructional package includes learning objectives, definitions, exercises, and feedback for learning some basic concepts and skills involved in using computers for analyzing data and understanding basic research terminology. Learning activities are divided into four sections: research and research hypotheses; variables, cases, and…

Using Technology Supported Learning to Develop Active Learning in Higher Education: A Case Study

ERIC Educational Resources Information Center

Jowallah, Rohan

2008-01-01

John Dewey believed that the education should educate individuals "not as passive recipients of educational content, but as active makers of meaning, capable of exercising independent judgement and of democratic collaboration" (Gregory, 2001, p. 399). With this philosophical viewpoint, the author strongly believes that teachers should engage…

Making Connections: K-8 Worksite Learning Activity Packet.

ERIC Educational Resources Information Center

Graver, Amy

This learning activity packet provides parent-guided experiences for the child in kindergarten through eighth grade as he or she explores his or her abilities and the skills necessary for any career. Section 1, "Self Assessment of Interests," consists of eight exercises that will help the child explore himself or herself. Titles include "My…

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…

Effects of a cognitive training on spatial learning and associated functional brain activations

PubMed Central

2013-01-01

Background Both cognitive and physical exercise have been discussed as promising interventions for healthy cognitive aging. The present study assessed the effects of cognitive training (spatial vs. perceptual training) and physical training (endurance training vs. non-endurance training) on spatial learning and associated brain activation in 33 adults (40–55 years). Spatial learning was assessed with a virtual maze task, and at the same time neural correlates were measured with functional magnetic resonance imaging (fMRI). Results Only the spatial training improved performance in the maze task. These behavioral gains were accompanied by a decrease in frontal and temporal lobe activity. At posttest, participants of the spatial training group showed lower activity than participants of the perceptual training group in a network of brain regions associated with spatial learning, including the hippocampus and parahippocampal gyrus. No significant differences were observed between the two physical intervention groups. Conclusions Functional changes in neural systems associated with spatial navigation can be induced by cognitive interventions and seem to be stronger than effects of physical exercise in middle-aged adults. PMID:23870447

The influence of learning styles on collaborative performances of allied health students in a clinical exercise.

PubMed

Sandmire, D A; Vroman, K G; Sanders, R

2000-01-01

With the increasing emphasis on interdisciplinary practice, there is a need to recognize factors that promote effective interdisciplinary teams. The influence of individual learning-style preference on collaborative performance was examined in 78 occupational and physical therapy students in a neuroscience course. They were randomly assigned in pairs to one of three subsets based upon their Kolb Learning Style Inventory scores (active experimenters vs reflective observers). The students viewed a videotape of a quadriplegic patient's physical examination and completed a collaborative exercise that required performance skills on all levels of Bloom's taxonomy of learning. Analysis of variance revealed no significant difference among learning-style subset pairs in performance (F2, 36 = 0.43, p > 0.05), but the exercise's overall grade correlated with the average of the pair's highest individual scores on two prior written exams (r = 0.631, p < 0.05), suggesting that background knowledge may predict performance better than learning styles do. It is suggested that differences in information-processing styles as measured by the Kolb inventory do not affect interdisciplinary team performance.

A New Approach for Laboratory Exercise of Pathophysiology in China Based on Student-Centered Learning

ERIC Educational Resources Information Center

Chen, Jian; Zhou, Junhai; Sun, Li; Wu, Qiuhui; Lu, Huiling; Tian, Jing

2015-01-01

Student-centered learning is generally defined as any instructional method that purportedly engages students in active learning and critical thinking. The student-centered method of teaching moves the focus from teaching to learning, from the teachers' conveying course concepts via lecture to the understanding of concepts by students. The…

How to Read Scientific Research Articles: A Hands-On Classroom Exercise

ERIC Educational Resources Information Center

Bogucka, Roxanne; Wood, Emily

2009-01-01

Undergraduate students are generally unfamiliar with scientific literature. Further, students experience frustration when they read research articles the way they read textbooks, from beginning to end. Using a team-based active learning exercise, an instruction librarian and colleagues at University of Texas at Austin introduce nutritional…

Blackboard Electrophoresis: An Inexpensive Exercise on the Principles of DNA Restriction Analysis

ERIC Educational Resources Information Center

Costa, M. J.

2007-01-01

Undergraduates with little training on molecular biology may find the technical level of the typical introductory restriction laboratory too challenging and have problems with mastering the underlying concepts and processes. "Blackboard electrophoresis" is an active learning exercise, which focuses student attention on the sequences and principles…

"Sport & Exercise Pedagogy". The Case for a New Integrative Sub-Discipline in the Field of Sport & Exercise Sciences/Kinesiology/Human Movement Sciences

ERIC Educational Resources Information Center

Armour, Kathleen M.; Chambers, Fiona C.

2014-01-01

The European Union Sport Unit has identified the societal and educational role of sport as a central topic in its new research agenda. It is argued that European Union (EU) citizens should be supported to learn continuously across the life course. In the sport/physical activity (PA) context, the role of teachers, coaches and exercise instructors…

Changes in fMRI activation in anterior hippocampus and motor cortex during memory retrieval after an intense exercise intervention.

PubMed

Wagner, Gerd; Herbsleb, Marco; de la Cruz, Feliberto; Schumann, Andy; Köhler, Stefanie; Puta, Christian; Gabriel, Holger W; Reichenbach, Jürgen R; Bär, Karl-Jürgen

2017-03-01

Strong evidence indicates that regular aerobic training induces beneficial effects on cognitive functions. The present controlled fMRI study was designed to investigate the impact of a short-term intense aerobic exercise on the pattern of functional activation during the retrieval of learned pair-associates in 17 young and healthy male adults compared to 17 matched control subjects. We further aimed to relate putative changes in hippocampal activation to postulated changes in the exercised-induced brain derived neurotrophic factor (BDNF). The supervised exercise program was performed on a bicycle ergometer and lasted six weeks, with three aerobic sessions per week. We found profound improvement of physical fitness in most subjects indicated by the target parameter 'individual anaerobic threshold'. Significant improvements in the cognitive performance were detected in the exercise group, but also in the control group. We observed significant differences in the activation pattern of the left anterior hippocampus during the pair-associates task after the intervention. We could also show a significant positive correlation between changes in exercise-induced BDNF and left anterior hippocampal activation. Moreover, we observed the brain's motor network to be significantly stronger activated after the exercise intervention. Thus, our results suggest BDNF dependent activation changes of the hippocampus in addition to previously described structural changes after exercise. Copyright © 2017 Elsevier B.V. All rights reserved.

Responsive eLearning exercises to enhance student interaction with metabolic pathways.

PubMed

Roesler, William J; Dreaver-Charles, Kristine

2018-05-01

Successful learning of biochemistry requires students to engage with the material. In the past this often involved students writing out pathways by hand, and more recently directing students to online resources such as videos, songs, and animated slide presentations. However, even these latter resources do not really provide students an opportunity to engage with the material in an active fashion. As part of an online introductory metabolism course that was developed at our university, we created a series of twelve online interactive activities using Adobe Captivate 9. These activities targeted glycolysis, gluconeogenesis, the pentose phosphate pathway, glycogen metabolism, the citric acid cycle, and fatty acid oxidation. The interactive exercises consisted of two types. One involved dragging objects such as names of enzymes or allosteric modifiers to their correct drop locations such as a particular point in a metabolic pathway, a specific enzyme, and so forth. A second type involved clicking on objects, locations within a pathway, and so forth, in response to a particular question. In both types of exercises, students received feedback on their decisions in order to enhance learning. The student feedback received on these activities was very positive, and indicated that they found them to increase their confidence in the material and that they had learned the key principles of each pathway. © 2018 by The International Union of Biochemistry and Molecular Biology, 46(3):223-229, 2018. © 2018 The International Union of Biochemistry and Molecular Biology.

Country watch: Central African Republic (CAR).

PubMed

Aubel, J; Sobela, F; Voga, P

1997-01-01

This article describes the activities of the Community Peer AIDS Education Project, initiated in 1995 in the Central African Republic (CAR). The CAR project was created by the National AIDS Committee (NAC) and the US Peace Corps. A 4-day workshop was held at the onset for project staff and consultants. Staff developed a simple monitoring and evaluation (M&E) system that emphasizes "learning." M&E schemes measure project outputs, expenditures, and other measures of program implementation in order to help staff gradually improve implementation. M&E helps staff document activities, share information, and learn from the implementation process. Project activities are documented by maintaining community logbooks, taking photos of significant aspects of the educational activities, and leading informal discussion groups. The CAR project engaged in sharing and learning activities by holding meetings with peer leaders, team meetings, meetings with project managers, and meetings with the NAC. Once a month, peer field coordinators conducted a structured exercise with peer leaders. One aim was to gain their feedback on the successes and constraints of activities. Another was to make suggestions on how to improve activities. These structured exercises are recorded as lessons learned in a project book. Team meetings are held periodically. During meetings, staff review project books and photos and discuss successes and problems encountered. Project manager meetings provide time to share lessons learned and to suggest project strengthening options. NAC meetings between the project manager and field coordinators allow for a bottom-up learning process. CAR project staff were receptive to M&E efforts.

Student Responses to Active Learning Activities with Live and Virtual Rats in Psychology Teaching Laboratories

ERIC Educational Resources Information Center

Hunt, Maree J.; Macaskill, Anne C.

2017-01-01

Taking an ethical approach to using nonhuman animals in teaching requires assessment of the learning benefits of using animals and how these compare to the benefits of alternative teaching practices. It is also important to consider whether students have ethical reservations about completing exercises with animals. We compared upper level…

Pitching Environmental Science to Business Majors: Engaging Students in Renewable Energy Choices

ERIC Educational Resources Information Center

Rodgers, Vikki L.

2014-01-01

This article describes an active learning strategy for engaging undergraduate business students, a group often ignored in scientific pedagogy, in learning about renewable energy technology and associated trade-offs. I designed a small-group activity to appeal to and engage business students, but the exercise could easily be used for a variety of…

Welcome to Lotus 1-2-3 Advanced. Learning Activity Packets.

ERIC Educational Resources Information Center

Mills, Steven; And Others

This learning activity packet (LAP) contains five self-paced study lessons that allow students to study advanced concepts of Lotus 1-2-3 at their own pace. The lessons used in the LAP are organized in the following way: lesson name, lesson number, objectives, completion standard, performance standard, required materials, unit test, and exercises.…

Welcome to Lotus 1-2-3. Learning Activity Packets.

ERIC Educational Resources Information Center

Mills, Steven; And Others

This learning activity packet (LAP) contains 11 self-paced study lessons that allow students to proceed along a 36-hour course of study for Lotus 1-2-3 at their own pace. The lessons are organized in the following way: objectives, completion and performance standards, a list of required materials, unit test, and exercises (applications of the…

Acid Precipitation Learning Materials: Science, Environmental and Social Studies, Grades 6-12.

ERIC Educational Resources Information Center

Hessler, Edward W.

The major environmental problem of acid precipition is addressed through a series of activities contained in this guide for teachers of grades 6 through 12. Exercises are provided to help students learn science inquiry skills, facts, and concepts while focusing on the acid rain situation. Activities are organized by content areas. These include:…

Data-Based Active Learning in the Principles of Macroeconomics Course: A Mock FOMC Meeting

ERIC Educational Resources Information Center

Whiting, Cathleen

2006-01-01

The author presents an active-learning exercise for the introductory macroeconomics class in which students participate in a mock Federal Open Market Committee (FOMC) meeting. Preparation involves data gathering and writing both a research report and a policy recommendation. An FOMC meeting is simulated in which students give their policy…

Welcome to dBase III Plus. Learning Activity Packets.

ERIC Educational Resources Information Center

Mills, Steven; And Others

This learning activity packet (LAP) contains nine self-paced study lessons that allow students to proceed along a a 43-hour course of study for dBase III Plus at their own pace. The lessons are organized in the following way: objectives, completion standard, performance standard, a list of required materials, unit test, and exercises (applications…

Randomized controlled trial evaluating the temporal effects of high-intensity exercise on learning, short-term and long-term memory, and prospective memory.

PubMed

Frith, Emily; Sng, Eveleen; Loprinzi, Paul D

2017-11-01

The broader purpose of this study was to examine the temporal effects of high-intensity exercise on learning, short-term and long-term retrospective memory and prospective memory. Among a sample of 88 young adult participants, 22 were randomized into one of four different groups: exercise before learning, control group, exercise during learning, and exercise after learning. The retrospective assessments (learning, short-term and long-term memory) were assessed using the Rey Auditory Verbal Learning Test. Long-term memory including a 20-min and 24-hr follow-up assessment. Prospective memory was assessed using a time-based procedure by having participants contact (via phone) the researchers at a follow-up time period. The exercise stimulus included a 15-min bout of progressive maximal exertion treadmill exercise. High-intensity exercise prior to memory encoding (vs. exercise during memory encoding or consolidation) was effective in enhancing long-term memory (for both 20-min and 24-h follow-up assessments). We did not observe a differential temporal effect of high-intensity exercise on short-term memory (immediate post-memory encoding), learning or prospective memory. The timing of high-intensity exercise may play an important role in facilitating long-term memory. © 2017 Federation of European Neuroscience Societies and John Wiley & Sons Ltd.

Mentos and Scientific Method: A Sweet Combination

ERIC Educational Resources Information Center

Eichler, Jack F.; Patrick, Heather; Harmon, Brenda; Coonce, Janet

2007-01-01

Several active-learning techniques and inquiry-driven laboratory exercises were incorporated in labs to determine the effects of these methodologies on the fundamental skills of the students. The practice has been found extremely useful for developing the learning abilities of the students.

The Inner Clock: A New Timepiece for Learning.

ERIC Educational Resources Information Center

Brooks, Andree

1980-01-01

The author suggests the use of chronobiology--the body's 24-hour cycle rhythms--to chart children's physical, emotional, and mental reactions in order to more realistically and productively structure learning activities. This exercise also involves math and science skills. (KC)

Active-Learning Methods To Improve Student Performance and Scientific Interest in a Large Introductory Oceanography Course.

ERIC Educational Resources Information Center

Yuretich, Richard F.; Khan, Samia A.; Leckie, R. Mark; Clement, John J.

2001-01-01

Transfers the environment of a large enrollment oceanography course by modifying lectures to include cooperative learning via interactive in-class exercises and directed discussion. Results of student surveys, course evaluations, and exam performance demonstrate that learning of the subject under these conditions has improved. (Author/SAH)

Enhancing Students' Self-Efficacy in Making Positive Career Decisions

ERIC Educational Resources Information Center

Reddan, Gregory

2015-01-01

Field Project A is an elective course in the Bachelor of Exercise Science program at Griffith University and includes elements of both career development learning and work-integrated learning. This paper aims to determine the effects of the learning activities and assessment items developed for the course on students' self-efficacy in making…

A Lecture Supporting System Based on Real-Time Learning Analytics

ERIC Educational Resources Information Center

Shimada, Atsushi; Konomi, Shin'ichi

2017-01-01

A new lecture supporting system based on real-time learning analytics is proposed. Our target is on-site classrooms where teachers give their lectures, and a lot of students listen to teachers' explanation, conduct exercises etc. We utilize not only an e-Learning system, but also an e-Book system to collect real-time learning activities during the…

Neural Basis of Working Memory Enhancement after Acute Aerobic Exercise: fMRI Study of Preadolescent Children.

PubMed

Chen, Ai-Guo; Zhu, Li-Na; Yan, Jun; Yin, Heng-Chan

2016-01-01

Working memory lies at the core of cognitive function and plays a crucial role in children's learning, reasoning, problem solving, and intellectual activity. Behavioral findings have suggested that acute aerobic exercise improves children's working memory; however, there is still very little knowledge about whether a single session of aerobic exercise can alter working memory's brain activation patterns, as assessed by functional magnetic resonance imaging (fMRI). Therefore, we investigated the effect of acute moderate-intensity aerobic exercise on working memory and its brain activation patterns in preadolescent children, and further explored the neural basis of acute aerobic exercise on working memory in these children. We used a within-subjects design with a counterbalanced order. Nine healthy, right-handed children were scanned with a Siemens MAGNETOM Trio 3.0 Tesla magnetic resonance imaging scanner while they performed a working memory task (N-back task), following a baseline session and a 30-min, moderate-intensity exercise session. Compared with the baseline session, acute moderate-intensity aerobic exercise benefitted performance in the N-back task, increasing brain activities of bilateral parietal cortices, left hippocampus, and the bilateral cerebellum. These data extend the current knowledge by indicating that acute aerobic exercise enhances children's working memory, and the neural basis may be related to changes in the working memory's brain activation patterns elicited by acute aerobic exercise.

Incentive structure in team-based learning: graded versus ungraded Group Application exercises.

PubMed

Deardorff, Adam S; Moore, Jeremy A; McCormick, Colleen; Koles, Paul G; Borges, Nicole J

2014-04-21

Previous studies on team-based learning (TBL) in medical education demonstrated improved learner engagement, learner satisfaction, and academic performance; however, a paucity of information exists on modifications of the incentive structure of "traditional" TBL practices. The current study investigates the impact of modification to conventional Group Application exercises by examining student preference and student perceptions of TBL outcomes when Group Application exercises are excluded from TBL grades. During the 2009-2010 and 2010-2011 academic years, 175 students (95.6% response rate) completed a 22-item multiple choice survey followed by 3 open response questions at the end of their second year of medical school. These students had participated in a TBL supplemented preclinical curriculum with graded Group Application exercises during year one and ungraded Group Application exercises during year two of medical school. Chi-square analyses showed significant differences between grading categories for general assessment of TBL, participation and communication, intra-team discussion, inter-team discussion, student perceptions of their own effort and development of teamwork skills. Furthermore, 83.8% of students polled prefer ungraded Group Application exercises with only 7.2% preferring graded and 9.0% indicating no preference. The use of ungraded Group Application exercises appears to be a successful modification of TBL, making it more "student-friendly" while maintaining the goals of active learning and development of teamwork skills.

Introducing Stereochemistry to Non-science Majors

NASA Astrophysics Data System (ADS)

Luján-Upton, Hannia

2001-04-01

Stereochemistry is often a difficult topic for both science and non-science majors to learn. The topics covered in most undergraduate textbooks, although fundamental, seem very abstract to most students. This manuscript describes two simple exercises that can be used to introduce concepts associated with stereochemistry such as "sameness", superimposability, chirality, enantiomers, optical activity, polarimetry, and racemic mixtures. One exercise compares chirality in hands with the achiral nature of two textbooks. The other exercise involves a murder mystery, the solution of which hinges upon understanding the concept of optical activity, specifically in natural products such as toxins from poisonous mushrooms.

Effects of regular aerobic exercise on visual perceptual learning.

PubMed

Connell, Charlotte J W; Thompson, Benjamin; Green, Hayden; Sullivan, Rachel K; Gant, Nicholas

2017-12-02

This study investigated the influence of five days of moderate intensity aerobic exercise on the acquisition and consolidation of visual perceptual learning using a motion direction discrimination (MDD) task. The timing of exercise relative to learning was manipulated by administering exercise either before or after perceptual training. Within a matched-subjects design, twenty-seven healthy participants (n = 9 per group) completed five consecutive days of perceptual training on a MDD task under one of three interventions: no exercise, exercise before the MDD task, or exercise after the MDD task. MDD task accuracy improved in all groups over the five-day period, but there was a trend for impaired learning when exercise was performed before visual perceptual training. MDD task accuracy (mean ± SD) increased in exercise before by 4.5 ± 6.5%; exercise after by 11.8 ± 6.4%; and no exercise by 11.3 ± 7.2%. All intervention groups displayed similar MDD threshold reductions for the trained and untrained motion axes after training. These findings suggest that moderate daily exercise does not enhance the rate of visual perceptual learning for an MDD task or the transfer of learning to an untrained motion axis. Furthermore, exercise performed immediately prior to a visual perceptual learning task may impair learning. Further research with larger groups is required in order to better understand these effects. Copyright © 2017 Elsevier Ltd. All rights reserved.

Concepts in Physical Education with Laboratories and Experiments. Second Edition.

ERIC Educational Resources Information Center

Corbin, Charles B.; And Others

This text is designed for student use in introductory course of physical education at the college level and deals with the specific areas of physical activity, exercise, health, physical fitness, skill learning, and body mechanics. Twenty concepts and thirty accompanying laboratory exercises suitable for both men and women are presented. Two…

Use of Concept Mapping in an Undergraduate Introductory Exercise Physiology Course

ERIC Educational Resources Information Center

Henige, Kim

2012-01-01

Physiology is often considered a challenging course for students. It is up to teachers to structure courses and create learning opportunities that will increase the chance of student success. In an undergraduate exercise physiology course, concept maps are assigned to help students actively process and organize information into manageable and…

Gender and Diversity in the Workplace: Learning Activities and Exercises.

ERIC Educational Resources Information Center

Powell, Gary N.

Many colleges and universities and many work organizations have developed courses and programs on gender and diversity in the workplace. This book provides a complete and comprehensive set of instructional materials on these topics. The exercises have been designed for use with graduate and undergraduate students and members of business and…

`Not hard to sway': a case study of student engagement in two large engineering classes

NASA Astrophysics Data System (ADS)

Shekhar, Prateek; Borrego, Maura

2018-07-01

Although engineering education research has empirically validated the effectiveness of active learning in improving student learning over traditional lecture-based methods, the adoption of active learning in classrooms has been slow. One of the greatest reported barriers is student resistance towards engagement in active learning exercises. This paper argues that the level of student engagement in active learning classrooms is an interplay of social and physical classroom characteristics. Using classroom observations and instructor interviews, this study describes the influence of the interaction of student response systems and classroom layout on student engagement in two large active-learning-based engineering classrooms. The findings suggest that the use of different student response systems in combination with cluster-style seating arrangements can increase student engagement in large classrooms.

Attitudes toward exercise following participation in an exercise intervention study.

PubMed

Ene, Heather; McRae, Cynthia; Schenkman, Margaret

2011-03-01

Exercise intervention studies for people with Parkinson disease (PD) have been shown to result in improvement in a variety of outcome measures. However, after the supervised exercise period, these measures tend to return toward baseline values. This regression may reflect the progressive nature of PD but may also reflect a decline in activity levels. The purpose of this qualitative study was to learn more about the motivations and barriers to continued exercise among persons with PD following a 16-month exercise intervention study. Eighteen individuals with PD (12 men and 6 women) and their spouses participated in structured interviews concerning reasons for entering the exercise study, experiences during the study, activity levels after the study, and strategies to encourage ongoing activity. Of those with PD, 15 had completed the exercise study and 3 had dropped out before completion. Among the 18 individuals who participated in the interviews, motivations for exercising included: hope that exercise would slow the disease or prevent a decline in function (7 individuals [39%]), feeling better with exercise (3 individuals [17%]), belief that exercise is beneficial (3 individuals [17%]), and encouragement from family members (3 individuals [17%]). After the study, all graduates and 2 of the 3 dropouts maintained some physical activity. For 14 (79%) respondents, intensity and/or frequency was reduced from maximal activity levels achieved during the intervention. To encourage ongoing activity, participants wanted evidence supporting the benefits of exercise (5 participants [28%]), greater availability of programs (4 participants [22%]), and guidance from medical providers toward exercise studies (3 participants [17%]). This study provides insights into the motivations and barriers for continued exercise after an exercise study. The issues identified provide information that may assist practitioners as they design exercise programs for individuals with PD. It may be of value to explore these issues in future experimental studies.

Restoring Opportunity for Dropouts: Reasons & Results.

ERIC Educational Resources Information Center

Crist, Kerry

1991-01-01

The 70001 Training & Employment Institute is currently designing a new dropout prevention program for public schools, the Work, Achievement, and Values in Education (WAVE) project. WAVE exercises will be competency based, helping demonstrate concrete learning gains and emphasizing experiential learning activities and sensitivity to local…

Mind racing: The influence of exercise on long-term memory consolidation.

PubMed

McNerney, M Windy; Radvansky, Gabriel A

2015-01-01

Over time, regular exercise can lower the risk for age-related decline in cognition. However, the immediate effects of exercise on memory consolidation in younger adults have not been fully investigated. In two experiments, the effects of exercise were assessed on three different memory tasks. These included paired-associate learning, procedural learning and text memory. Results indicate that performance on procedural learning and situation model memory was increased with exercise, regardless of if participants exercised before or after encoding. No benefit of exercise was found for paired-associate learning. These findings suggest that intense exercise may benefit certain types of memory consolidation.

Statistical Learning Is Not Affected by a Prior Bout of Physical Exercise.

PubMed

Stevens, David J; Arciuli, Joanne; Anderson, David I

2016-05-01

This study examined the effect of a prior bout of exercise on implicit cognition. Specifically, we examined whether a prior bout of moderate intensity exercise affected performance on a statistical learning task in healthy adults. A total of 42 participants were allocated to one of three conditions-a control group, a group that exercised for 15 min prior to the statistical learning task, and a group that exercised for 30 min prior to the statistical learning task. The participants in the exercise groups cycled at 60% of their respective V˙O2 max. Each group demonstrated significant statistical learning, with similar levels of learning among the three groups. Contrary to previous research that has shown that a prior bout of exercise can affect performance on explicit cognitive tasks, the results of the current study suggest that the physiological stress induced by moderate-intensity exercise does not affect implicit cognition as measured by statistical learning. Copyright © 2015 Cognitive Science Society, Inc.

Poster Development and Presentation to Improve Scientific Inquiry and Broaden Effective Scientific Communication Skills.

PubMed

Rauschenbach, Ines; Keddis, Ramaydalis; Davis, Diane

2018-01-01

We have redesigned a tried-and-true laboratory exercise into an inquiry-based team activity exploring microbial growth control, and implemented this activity as the basis for preparing a scientific poster in a large, multi-section laboratory course. Spanning most of the semester, this project culminates in a poster presentation of data generated from a student-designed experiment. Students use and apply the scientific method and improve written and verbal communication skills. The guided inquiry format of this exercise provides the opportunity for student collaboration through cooperative learning. For each learning objective, a percentage score was tabulated (learning objective score = points awarded/total possible points). A score of 80% was our benchmark for achieving each objective. At least 76% of the student groups participating in this project over two semesters achieved each learning goal. Student perceptions of the project were evaluated using a survey. Nearly 90% of participating students felt they had learned a great deal in the areas of formulating a hypothesis, experimental design, and collecting and analyzing data; 72% of students felt this project had improved their scientific writing skills. In a separate survey, 84% of students who responded felt that peer review was valuable in improving their final poster submission. We designed this inquiry-based poster project to improve student scientific communication skills. This exercise is appropriate for any microbiology laboratory course whose learning outcomes include the development of scientific inquiry and literacy.

Poster Development and Presentation to Improve Scientific Inquiry and Broaden Effective Scientific Communication Skills †

PubMed Central

Rauschenbach, Ines; Keddis, Ramaydalis; Davis, Diane

2018-01-01

We have redesigned a tried-and-true laboratory exercise into an inquiry-based team activity exploring microbial growth control, and implemented this activity as the basis for preparing a scientific poster in a large, multi-section laboratory course. Spanning most of the semester, this project culminates in a poster presentation of data generated from a student-designed experiment. Students use and apply the scientific method and improve written and verbal communication skills. The guided inquiry format of this exercise provides the opportunity for student collaboration through cooperative learning. For each learning objective, a percentage score was tabulated (learning objective score = points awarded/total possible points). A score of 80% was our benchmark for achieving each objective. At least 76% of the student groups participating in this project over two semesters achieved each learning goal. Student perceptions of the project were evaluated using a survey. Nearly 90% of participating students felt they had learned a great deal in the areas of formulating a hypothesis, experimental design, and collecting and analyzing data; 72% of students felt this project had improved their scientific writing skills. In a separate survey, 84% of students who responded felt that peer review was valuable in improving their final poster submission. We designed this inquiry-based poster project to improve student scientific communication skills. This exercise is appropriate for any microbiology laboratory course whose learning outcomes include the development of scientific inquiry and literacy. PMID:29904518

Exploring the Moon: A Teacher's Guide with Activities for Earth and Space Sciences.

ERIC Educational Resources Information Center

National Aeronautics and Space Administration, Washington, DC.

This educational guide concerns exploring the moon. Activities are divided into three units: Pre-Apollo, Learning from Apollo, and The Future. These correspond, at least roughly, to exercises that can be done before the Lunar Sample Disk (available from NASA) arrives to the school (Pre-Apollo), while it is there (Learning from Apollo), and after…

Adaptation and Retention of a Perceptual-Motor Task in Children: Effects of a Single Bout of Intense Endurance Exercise.

PubMed

Ferrer-Uris, Blai; Busquets, Albert; Angulo-Barroso, Rosa

2018-02-01

We assessed the effect of an acute intense exercise bout on the adaptation and consolidation of a visuomotor adaptation task in children. We also sought to assess if exercise and learning task presentation order could affect task consolidation. Thirty-three children were randomly assigned to one of three groups: (a) exercise before the learning task, (b) exercise after the learning task, and (c) only learning task. Baseline performance was assessed by practicing the learning task in a 0° rotation condition. Afterward, a 60° rotation-adaptation set was applied followed by three rotated retention sets after 1 hr, 24 hr, and 7 days. For the exercise groups, exercise was presented before or after the motor adaptation. Results showed no group differences during the motor adaptation while exercise seemed to enhance motor consolidation. Greater consolidation enhancement was found in participants who exercised before the learning task. Our data support the importance of exercise to improve motor-memory consolidation in children.

Physical fitness modulates incidental but not intentional statistical learning of simultaneous auditory sequences during concurrent physical exercise.

PubMed

Daikoku, Tatsuya; Takahashi, Yuji; Futagami, Hiroko; Tarumoto, Nagayoshi; Yasuda, Hideki

2017-02-01

In real-world auditory environments, humans are exposed to overlapping auditory information such as those made by human voices and musical instruments even during routine physical activities such as walking and cycling. The present study investigated how concurrent physical exercise affects performance of incidental and intentional learning of overlapping auditory streams, and whether physical fitness modulates the performances of learning. Participants were grouped with 11 participants with lower and higher fitness each, based on their Vo 2 max value. They were presented simultaneous auditory sequences with a distinct statistical regularity each other (i.e. statistical learning), while they were pedaling on the bike and seating on a bike at rest. In experiment 1, they were instructed to attend to one of the two sequences and ignore to the other sequence. In experiment 2, they were instructed to attend to both of the two sequences. After exposure to the sequences, learning effects were evaluated by familiarity test. In the experiment 1, performance of statistical learning of ignored sequences during concurrent pedaling could be higher in the participants with high than low physical fitness, whereas in attended sequence, there was no significant difference in performance of statistical learning between high than low physical fitness. Furthermore, there was no significant effect of physical fitness on learning while resting. In the experiment 2, the both participants with high and low physical fitness could perform intentional statistical learning of two simultaneous sequences in the both exercise and rest sessions. The improvement in physical fitness might facilitate incidental but not intentional statistical learning of simultaneous auditory sequences during concurrent physical exercise.

Climate Literacy in the Classroom: Supporting Teachers in the Transition to NGSS

NASA Astrophysics Data System (ADS)

Rogers, M. J. B.; Merrill, J.; Harcourt, P.; Petrone, C.; Shea, N.; Mead, H.

2014-12-01

Meeting the challenge of climate change will clearly require 'deep learning' - learning that motivates a search for underlying meaning, a willingness to exert the sustained effort needed to understand complex problems, and innovative problem-solving. This type of learning is dependent on the level of the learner's engagement with the material, their intrinsic motivation to learn, intention to understand, and relevance of the material to the learner. Here, we present evidence for deep learning about climate change through a simulation-based role-playing exercise, World Climate. The exercise puts participants into the roles of delegates to the United Nations climate negotiations and asks them to create an international climate deal. They find out the implications of their decisions, according to the best available science, through the same decision-support computer simulation used to provide feedback for the real-world negotiations, C-ROADS. World Climate provides an opportunity for participants have an immersive, social experience in which they learn first-hand about both the social dynamics of climate change decision-making, through role-play, and the dynamics of the climate system, through an interactive computer simulation. Evaluation results so far have shown that the exercise is highly engaging and memorable and that it motivates large majorities of participants (>70%) to take action on climate change. In addition, we have found that it leads to substantial gains in understanding key systems thinking concepts (e.g., the stock-flow behavior of atmospheric CO2), as well as improvements in understanding of climate change causes and impacts. While research is still needed to better understand the impacts of simulation-based role-playing exercises like World Climate on behavior change, long-term understanding, transfer of systems thinking skills across topics, and the importance of social learning during the exercise, our results to date indicate that it is a powerful, active learning tool that has strong potential to foster deep learning about climate change.

Combining Quality Work-Integrated Learning and Career Development Learning through the Use of the SOAR Model to Enhance Employability

ERIC Educational Resources Information Center

Reddan, Gregory; Rauchle, Maja

2017-01-01

This paper presents students' perceptions of the benefits to employability of a suite of courses that incorporate both work-integrated learning (WIL) and career development learning (CDL). Field Project A and Field Project B are elective courses in the Bachelor of Exercise Science at Griffith University. These courses engage students in active and…

The role of exercise training in the management of chronic kidney disease.

PubMed

Howden, Erin J; Coombes, Jeff S; Isbel, Nicole M

2015-11-01

In this review, we summarize recent studies of exercise interventions in chronic kidney disease (CKD), potential benefits, discuss barriers to implementation and make practical recommendations for incorporating exercise training into the care of patients with CKD. Interventions targeting increased fitness and physical activity are effective and may have multiple potential benefits. Recommendations regarding physical activity advice have been incorporated into the recent update of the KDIGO CKD guidelines, which suggest that patients perform 30 min of moderate intensity exercise on most days of the week. Exercise as simple, popular and inexpensive as walking appears to be associated with significant health benefits. More vigorous exercise requires increased supervision but can be safely prescribed to patients with a broad range of comorbidities and may be associated with greater gains in health. Physical activity, cardiorespiratory fitness and muscle function are low in patients with CKD. A sedentary lifestyle has been associated with increased mortality, morbidity and the risk factors that drive progression of both kidney and cardiac disease. There is much to learn about the benefits of different modalities of exercise but the time has come to routinely prescribe exercise interventions as part of standard nephrological care.

Enhancing the T-shaped learning profile when teaching hydrology using data, modeling, and visualization activities

NASA Astrophysics Data System (ADS)

Sanchez, Christopher A.; Ruddell, Benjamin L.; Schiesser, Roy; Merwade, Venkatesh

2016-03-01

Previous research has suggested that the use of more authentic learning activities can produce more robust and durable knowledge gains. This is consistent with calls within civil engineering education, specifically hydrology, that suggest that curricula should more often include professional perspective and data analysis skills to better develop the "T-shaped" knowledge profile of a professional hydrologist (i.e., professional breadth combined with technical depth). It was expected that the inclusion of a data-driven simulation lab exercise that was contextualized within a real-world situation and more consistent with the job duties of a professional in the field, would provide enhanced learning and appreciation of job duties beyond more conventional paper-and-pencil exercises in a lower-division undergraduate course. Results indicate that while students learned in both conditions, learning was enhanced for the data-driven simulation group in nearly every content area. This pattern of results suggests that the use of data-driven modeling and visualization activities can have a significant positive impact on instruction. This increase in learning likely facilitates the development of student perspective and conceptual mastery, enabling students to make better choices about their studies, while also better preparing them for work as a professional in the field.

Enhancing the T-shaped learning profile when teaching hydrology using data, modeling, and visualization activities

NASA Astrophysics Data System (ADS)

Sanchez, C. A.; Ruddell, B. L.; Schiesser, R.; Merwade, V.

2015-07-01

Previous research has suggested that the use of more authentic learning activities can produce more robust and durable knowledge gains. This is consistent with calls within civil engineering education, specifically hydrology, that suggest that curricula should more often include professional perspective and data analysis skills to better develop the "T-shaped" knowledge profile of a professional hydrologist (i.e., professional breadth combined with technical depth). It was expected that the inclusion of a data driven simulation lab exercise that was contextualized within a real-world situation and more consistent with the job duties of a professional in the field, would provide enhanced learning and appreciation of job duties beyond more conventional paper-and-pencil exercises in a lower division undergraduate course. Results indicate that while students learned in both conditions, learning was enhanced for the data-driven simulation group in nearly every content area. This pattern of results suggests that the use of data-driven modeling and visualization activities can have a significant positive impact on instruction. This increase in learning likely facilitates the development of student perspective and conceptual mastery, enabling students to make better choices about their studies, while also better preparing them for work as a professional in the field.

Embodying Sociological Mindfulness: Learning about Social Inequality through the Body

ERIC Educational Resources Information Center

MacNevin, Audrey L.

2004-01-01

This paper reports on a teaching and learning technique that uses the power of everyday body language and proxemics to illustrate forms of social inequality. More significantly, the active learning exercises assist students to feel the fact that the making and maintaining of power relations is an intimate and visceral matter. In keeping with…

Peer Sharing Facilitates the Effect of Inquiry-Based Projects on Science Learning

ERIC Educational Resources Information Center

Chung, Hui-Min; Behan, Kristina Jackson

2010-01-01

Authentic assessment exercises are similar to real-world tasks that would be expected by a professional. An authentic assessment in combination with an inquiry-based learning activity enhances students' learning and rehearses them for their future roles, whether as scientists or as informed citizens. Over a period of 2 years, we experimented with…

Using Case-Based Reasoning to Improve the Quality of Feedback Provided by Automated Assessment Systems for Programming Exercises

ERIC Educational Resources Information Center

Kyrilov, Angelo

2017-01-01

Information technology is now ubiquitous in higher education institutions worldwide. More than 85% of American universities use e-learning systems to supplement traditional classroom activities. An obvious benefit of these online tools is their ability to automatically grade exercises submitted by students and provide immediate feedback. Most of…

An Infiltration Exercise for Introductory Soil Science

ERIC Educational Resources Information Center

Barbarick, K. A.; Ippolito, J. A.; Butters, G.; Sorge, G. M.

2005-01-01

One of the largest challenges in teaching introductory soil science is explaining the dynamics of soil infiltration. To aid students in understanding the concept and to further engage them in active learning in the soils laboratory course, we developed an exercise using Decagon Mini-Disk Infiltrometers with a tension head (h[subscript o]) of 2 cm.…

Teaching Principles of One-Way Analysis of Variance Using M&M's Candy

ERIC Educational Resources Information Center

Schwartz, Todd A.

2013-01-01

I present an active learning classroom exercise illustrating essential principles of one-way analysis of variance (ANOVA) methods. The exercise is easily conducted by the instructor and is instructive (as well as enjoyable) for the students. This is conducive for demonstrating many theoretical and practical issues related to ANOVA and lends itself…

Can an Inquiry Approach Improve College Student Learning in a Teaching Laboratory?

ERIC Educational Resources Information Center

Rissing, Steven W.; Cogan, John G.

2009-01-01

We present an inquiry-based, hands-on laboratory exercise on enzyme activity for an introductory college biology course for science majors. We measure student performance on a series of objective and subjective questions before and after completion of this exercise; we also measure performance of a similar cohort of students before and after…

Is This the Past? The Place of Role-Play Exercises in Undergraduate History Teaching

ERIC Educational Resources Information Center

Beidatsch, Cedric; Broomhall, Susan

2010-01-01

Increasingly, academic teachers are exploring the learning opportunities offered by student-centred participatory classroom and web-supported exercises. Role-play and gaming activities have been highlighted as fora which provide development of a range of personal and social skill sets in students, as well as understanding of subject content. This…

Effects of endurance, resistance, and concurrent exercise on learning and memory after morphine withdrawal in rats.

PubMed

Zarrinkalam, Ebrahim; Heidarianpour, Ali; Salehi, Iraj; Ranjbar, Kamal; Komaki, Alireza

2016-07-15

Continuous morphine consumption contributes to the development of cognitive disorders. This work investigates the impacts of different types of exercise on learning and memory in morphine-dependent rats. Forty morphine-dependent rats were randomly divided into five groups: sedentary-dependent (Sed-D), endurance exercise-dependent (En-D), strength exercise-dependent (St-D), and combined (concurrent) exercise-dependent (Co-D). Healthy rats were used as controls (Con). After 10weeks of regular exercise (endurance, strength, and concurrent; each five days per week), spatial and aversive learning and memory were assessed using the Morris water maze and shuttle box tests. The results showed that morphine addiction contributes to deficits in spatial learning and memory. Furthermore, each form of exercise training restored spatial learning and memory performance in morphine-dependent rats to levels similar to those of healthy controls. Aversive learning and memory during the acquisition phase were not affected by morphine addiction or exercise, but were significantly decreased by morphine dependence. Only concurrent training returned the time spent in the dark compartment in the shuttle box test to control levels. These findings show that different types of exercise exert similar effects on spatial learning and memory, but show distinct effects on aversive learning and memory. Further, morphine dependence-induced deficits in cognitive function were blocked by exercise. Therefore, different exercise regimens may represent practical treatment methods for cognitive and behavioral impairments associated with morphine-related disease. Copyright © 2016 Elsevier Inc. All rights reserved.

The Use of Group Activities in Introductory Biology Supports Learning Gains and Uniquely Benefits High-Achieving Students†

PubMed Central

Marbach-Ad, Gili; Rietschel, Carly H.; Saluja, Neeti; Carleton, Karen L.; Haag, Eric S.

2016-01-01

This study describes the implementation and effectiveness of small-group active engagement (GAE) exercises in an introductory biology course (BSCI207) taught in a large auditorium setting. BSCI207 (Principles of Biology III—Organismal Biology) is the third introductory core course for Biological Sciences majors. In fall 2014, the instructors redesigned one section to include GAE activities to supplement lecture content. One section (n = 198) employed three lectures per week. The other section (n = 136) replaced one lecture per week with a GAE class. We explored the benefits and challenges associated with implementing GAE exercises and their relative effectiveness for unique student groups (e.g., minority students, high- and low-grade point average [GPA] students). Our findings show that undergraduates in the GAE class exhibited greater improvement in learning outcomes than undergraduates in the traditional class. Findings also indicate that high-achieving students experienced the greatest benefit from GAE activities. Some at-risk student groups (e.g., two-year transfer students) showed comparably low learning gains in the course, despite the additional support that may have been afforded by active learning. Collectively, these findings provide valuable feedback that may assist other instructors who wish to revise their courses and recommendations for institutions regarding prerequisite coursework approval policies. PMID:28101262

The Use of Group Activities in Introductory Biology Supports Learning Gains and Uniquely Benefits High-Achieving Students.

PubMed

Marbach-Ad, Gili; Rietschel, Carly H; Saluja, Neeti; Carleton, Karen L; Haag, Eric S

2016-12-01

This study describes the implementation and effectiveness of small-group active engagement (GAE) exercises in an introductory biology course (BSCI207) taught in a large auditorium setting. BSCI207 (Principles of Biology III-Organismal Biology) is the third introductory core course for Biological Sciences majors. In fall 2014, the instructors redesigned one section to include GAE activities to supplement lecture content. One section ( n = 198) employed three lectures per week. The other section ( n = 136) replaced one lecture per week with a GAE class. We explored the benefits and challenges associated with implementing GAE exercises and their relative effectiveness for unique student groups (e.g., minority students, high- and low-grade point average [GPA] students). Our findings show that undergraduates in the GAE class exhibited greater improvement in learning outcomes than undergraduates in the traditional class. Findings also indicate that high-achieving students experienced the greatest benefit from GAE activities. Some at-risk student groups (e.g., two-year transfer students) showed comparably low learning gains in the course, despite the additional support that may have been afforded by active learning. Collectively, these findings provide valuable feedback that may assist other instructors who wish to revise their courses and recommendations for institutions regarding prerequisite coursework approval policies.

Team-building activities as strategies for improving community-university partnerships: lessons learned from Nuestro Futuro Saludable.

PubMed

Ndulue, Uchenna; Peréa, Flavia C; Kayou, Bashier; Martinez, Linda Sprague

2012-01-01

Collaboration characterized by mutual capacity building, asset sharing, and tangible outcomes that work to further health equity are central tenets of community-based participatory (CBPR) approaches to research. Such efforts require the establishment, development, and maintenance of trusting relationships between community and institutional stakeholders. The objective of the strategies discussed here was to strengthen a community-academic partnership by facilitating communication and empowering project partners. Team-building activities and experiential exercises were intentionally utilized with project stakeholders to clarify roles and responsibilities, provide alternative avenues for authentic communication, and share power. Team-building activities can be effective in promoting CBPR partnerships when utilized appropriately. Through the course of the partnership building process, best practices emerged for utilizing experiential learning exercises to enhance partnership dynamics. Team-building activities provide a useful tool for developing supportive environments that encourage open dialogue.

Active-learning diabetes simulation in an advanced pharmacy practice experience to develop patient empathy.

PubMed

Whitley, Heather P

2012-12-12

To develop and integrate an active-learning diabetes simulation into an advanced pharmacy practice experience to improve pharmacy students' empathy toward patients with diabetes mellitus. Students simulated the experience of having diabetes mellitus by conducting activities commonly prescribed to those with this disease state for 7 days, after which they submitted a standardized diabetes log and narrative reflection. Interpretive phenomenology design with thematic analysis was used to determine the impact of this experience on the students. As shown in student reflections, 95% developed empathy, 97% found the experience beneficial, and 67% improved their ability to relate to and counsel patients. Most (95%) found difficulty adhering to the regimen. On average, students consumed 179 grams of carbohydrates per day and exercised 5 days or 215 minutes per week. Additionally, 69% decided to modify their personal habits to become healthier. Inclusion of the 7-day active-learning exercise greatly impacted student pharmacists' self-reported empathy toward and ability to relate to patients with diabetes mellitus. Completion of this experience may result in long-lasting personal behavior modifications.

Long-term moderate treadmill exercise promotes stress-coping strategies in male and female rats.

PubMed

Lalanza, Jaume F; Sanchez-Roige, Sandra; Cigarroa, Igor; Gagliano, Humberto; Fuentes, Silvia; Armario, Antonio; Capdevila, Lluís; Escorihuela, Rosa M

2015-11-05

Recent evidence has revealed the impact of exercise in alleviating anxiety and mood disorders; however, the exercise protocol that exerts such benefit is far from known. The current study was aimed to assess the effects of long-term moderate exercise on behavioural coping strategies (active vs. passive) and Hypothalamic-Pituitary-Adrenal response in rats. Sprague-Dawley male and female rats were exposed to 32-weeks of treadmill exercise and then tested for two-way active avoidance learning (shuttle-box). Two groups were used as controls: a non-handled sedentary group, receiving no manipulation, and a control group exposed to a stationary treadmill. Female rats displayed shorter escape responses and higher number of avoidance responses, reaching criterion for performance earlier than male rats. In both sexes, exercise shortened escape latencies, increased the total number of avoidances and diminished the number of trials needed to reach criterion for performance. Those effects were greater during acquisition in female rats, but remained over the shuttle-box sessions in treadmill trained male rats. In females, exercise did not change ACTH and corticosterone levels after shuttle-box acquisition. Collectively, treadmill exercise improved active coping strategies in a sex-dependent manner. In a broader context, moderate exercise could serve as a therapeutic intervention for anxiety and mood disorders.

Long-term moderate treadmill exercise promotes stress-coping strategies in male and female rats

PubMed Central

Lalanza, Jaume F.; Sanchez-Roige, Sandra; Cigarroa, Igor; Gagliano, Humberto; Fuentes, Silvia; Armario, Antonio; Capdevila, Lluís; Escorihuela, Rosa M.

2015-01-01

Recent evidence has revealed the impact of exercise in alleviating anxiety and mood disorders; however, the exercise protocol that exerts such benefit is far from known. The current study was aimed to assess the effects of long-term moderate exercise on behavioural coping strategies (active vs. passive) and Hypothalamic-Pituitary-Adrenal response in rats. Sprague-Dawley male and female rats were exposed to 32-weeks of treadmill exercise and then tested for two-way active avoidance learning (shuttle-box). Two groups were used as controls: a non-handled sedentary group, receiving no manipulation, and a control group exposed to a stationary treadmill. Female rats displayed shorter escape responses and higher number of avoidance responses, reaching criterion for performance earlier than male rats. In both sexes, exercise shortened escape latencies, increased the total number of avoidances and diminished the number of trials needed to reach criterion for performance. Those effects were greater during acquisition in female rats, but remained over the shuttle-box sessions in treadmill trained male rats. In females, exercise did not change ACTH and corticosterone levels after shuttle-box acquisition. Collectively, treadmill exercise improved active coping strategies in a sex-dependent manner. In a broader context, moderate exercise could serve as a therapeutic intervention for anxiety and mood disorders. PMID:26538081

Active Learning and Just-in-Time Teaching in a Material and Energy Balances Course

ERIC Educational Resources Information Center

Liberatore, Matthew W.

2013-01-01

The delivery of a material and energy balances course is enhanced through a series of in-class and out-of-class exercises. An active learning classroom is achieved, even at class sizes over 150 students, using multiple instructors in a single classroom, problem solving in teams, problems based on YouTube videos, and just-in-time teaching. To avoid…

Preventive and therapeutic effect of treadmill running on chronic stress-induced memory deficit in rats.

PubMed

Radahmadi, Maryam; Alaei, Hojjatallah; Sharifi, Mohammad Reza; Hosseini, Nasrin

2015-04-01

Previous results indicated that stress impairs learning and memory. In this research, the effects of preventive, therapeutic and regular continually running activity on chronic stress-induced memory deficit in rats were investigated. 70 male rats were randomly divided into seven groups as follows: Control, Sham, Stress-Rest, Rest-Stress, Stress-Exercise, Exercise-Stress and Exercise-Stress & Exercise groups. Chronic restraint stress was applied 6 h/day for 21days and treadmill running 1 h/day. Memory function was evaluated by the passive avoidance test. The results revealed that running activities had therapeutic effect on mid and long-term memory deficit and preventive effects on short and mid-term memory deficit in stressed rats. Regular continually running activity improved mid and long-term memory compared to Exercise-Stress group. The beneficial effects of exercise were time-dependent in stress conditions. Finally, data corresponded to the possibility that treadmill running had a more important role on treatment rather than on prevention on memory impairment induced by stress. Copyright © 2014 Elsevier Ltd. All rights reserved.

Water in the Solar System: The Development of Science Education Curriculum Focused on Planetary Exploration

NASA Astrophysics Data System (ADS)

Edgar, L. A.; Anderson, R. B.; Gaither, T. A.; Milazzo, M. P.; Vaughan, R. G.; Rubino-Hare, L.; Clark, J.; Ryan, S.

2017-12-01

"Water in the Solar System" is an out-of-school time (OST) science education activity for middle school students that was developed as part of the Planetary Learning that Advances the Nexus of Engineering, Technology, and Science (PLANETS) project. The PLANETS project was selected in support of the NASA Science Mission Directorate's Science Education Cooperative Agreement Notice, with the goal of developing and disseminating OST curriculum and related professional development modules that integrate planetary science, technology, and engineering. "Water in the Solar System" is a science activity that addresses the abundance and availability of water in the solar system. The activity consists of three exercises based on the following guiding questions: 1) How much water is there on the Earth? 2) Where can you find water in the solar system? and 3) What properties affect whether or not water can be used by astronauts? The three exercises involve a scaling relationship demonstration about the abundance of useable water on Earth, a card game to explore where water is found in the solar system, and a hands-on exercise to investigate pH and salinity. Through these activities students learn that although there is a lot of water on Earth, most of it is not in a form that is accessible for humans to use. They also learn that most water in the solar system is actually farther from the sun, and that properties such as salinity and pH affect whether water can be used by humans. In addition to content for students, the activity includes background information for educators, and links to in-depth descriptions of the science content. "Water in the Solar System" was developed through collaboration between subject matter experts at the USGS Astrogeology Science Center, and curriculum and professional development experts in the Center for Science Teaching and Learning at Northern Arizona University. Here we describe our process of curriculum development, education objectives of "Water in the Solar System" and lessons learned.

The Role of Work-Integrated Learning in Developing Students' Perceived Work Self-Efficacy

ERIC Educational Resources Information Center

Reddan, Gregory

2016-01-01

The notion of work self-efficacy is significant as the self-efficacy beliefs of an individual have considerable influence on his/her level of motivation and performance in the workplace. This paper aims to determine the effects of the learning activities of a work-integrated learning course in Exercise Science in relation to students' perceived…

Different types of exercise induce differential effects on neuronal adaptations and memory performance.

PubMed

Lin, Tzu-Wei; Chen, Shean-Jen; Huang, Tung-Yi; Chang, Chia-Yuan; Chuang, Jih-Ing; Wu, Fong-Sen; Kuo, Yu-Min; Jen, Chauying J

2012-01-01

Different exercise paradigms show differential effects on various forms of memory. We hypothesize that the differential effects of exercises on memory performance are caused by different neuroplasticity changes in relevant brain regions in response to different exercise trainings. We examined the effects of treadmill running (TR) and wheel running (WR) on the Pavlovian fear conditioning task that assesses learning and memory performance associated with the amygdala (cued conditioning) and both the amygdala and hippocampus (contextual conditioning). The skeletal muscle citrate synthase activity, an indicator of aerobic capacity, was elevated in rats received 4 w of TR, but not WR. While both TR and WR elevated the contextual conditional response, only TR facilitated the cued conditional response. Using a single-neuron labeling technique, we found that while both TR and MR enlarged the dendritic field and increased the spine density in hippocampal CA3 neurons, only TR showed these effects in basolateral amygdalar neurons. Moreover, both types of exercise upregulated synaptic proteins (i.e., TrkB and SNAP-25) in the hippocampus; however only TR showed similar effects in the amygdala. Injection of K252a, a TrkB kinase inhibitor, in the dorsal hippocampus or basolateral amygdala abolished the exercise-facilitated contextual or cued fear learning and memory performance, respectively, regardless of the types of exercise. In summary, our results supported that different types of exercise affect the performance of learning and memory via BDNF-TrkB signaling and neuroplasticity in specific brain regions. The brain region-specific neuronal adaptations are possibly induced by various levels of intensity/stress elicited by different types of exercise. Copyright © 2011 Elsevier Inc. All rights reserved.

Rehabilitation for Parkinson's disease: Current outlook and future challenges.

PubMed

Abbruzzese, Giovanni; Marchese, Roberta; Avanzino, Laura; Pelosin, Elisa

2016-01-01

Rehabilitation is considered as an adjuvant to pharmacological and surgical treatments for Parkinson's disease (PD) to maximize functional ability and minimize secondary complications. Originally, approaches were based on empirical experience, but growing evidence suggests that exercise-dependent plasticity constitutes the main mechanism underlying the effects of physiotherapy. Exercise increases synaptic strength and influences neurotransmission, thus potentiating functional circuitry in PD. In addition, exercise is a pivotal element of motor learning. PD patients retain a sufficient capacity of motor learning, though learning rates and performance are reduced in comparison to normal controls. Recent meta-analyses demonstrated that rehabilitation could induce short-lasting, but clinically important benefits, particularly for gait and balance. However, the interventions are largely heterogeneous (stretching, muscle strengthening, balance, postural exercises, occupational therapy, cueing, treadmill training), and there is still no consensus about the optimal approach. Innovative techniques have been recently proposed: virtual reality and exergaming, motor imagery and action observation, robot-assisted physiotherapy and non-conventional therapies (e.g.: dance, martial arts). The rehabilitative program for PD should be "goal-based" (targeted to practicing and learning specific activities in the core areas), but a number of practice variables (intensity, specificity, complexity) need to be identified and the program should tailored to the individual patients' characteristics. Copyright © 2015 Elsevier Ltd. All rights reserved.

Active-learning strategies to develop health literacy knowledge and skills.

PubMed

Devraj, Radhika; Butler, Lakesha M; Gupchup, Gireesh V; Poirier, Therese I

2010-10-11

To implement active-learning exercises in a required pharmacy course and assess their impact on students' knowledge and confidence in identifying and communicating with patients with low health literacy, as part of a required course in cultural competency, health literacy, and health beliefs. Active-learning activities including administering health literacy assessments, identifying informal signs of low health literacy, conducting mock patient counseling sessions, rating the readability of drug information, analyzing information in drug advertisements, and writing patient education materials were incorporated into the 6-sesssion health literacy portion of the course. A pretest and posttest showed that students' knowledge of health literacy increased, and a retrospective pretest found improvement in students' confidence in their ability to care for patients with low health literacy. In-class discussions provided informal evidence that students gained new knowledge from the active-learning activities. The addition of active-learning activities was effective in teaching health literacy concepts to pharmacy students.

Monster Math.

ERIC Educational Resources Information Center

Campbell, Mary Jane

Using drawings of various monsters to explain and enhance the learning activities, this arithmetic/mathematics curriculum guide begins with exercises requiring basic number identification. The remainder of the guide includes over one hundred addition and subtraction activities including crossword puzzles, maps, and number matching. (SH)

Integrating Academic and Clinical Learning Using a Clinical Swallowing Assessment

ERIC Educational Resources Information Center

Phillips, Daniel E.

2013-01-01

This article describes an experiential learning activity designed to integrate classroom knowledge and a clinical swallowing assessment. Twenty master's-level graduate students in a dysphagia course conducted a clinical swallowing assessment with a resident of an independent retirement community. The exercise was designed to allow students an…

When Stones Teach.

ERIC Educational Resources Information Center

Lucier, Todd

2001-01-01

Creating towers of balanced stones is a versatile outdoor learning activity that can be experienced in the classroom, school yard, forest, or parking lot. Students discover hidden talents, learn to work and communicate clearly with others, and reconnect with the natural world. Several variations on the exercise are given, along with principles of…

Advanced Instruction: Facilitation of Individual Learning Processes in Large Groups

ERIC Educational Resources Information Center

Putz, Claus; Intveen, Geesche

2009-01-01

By supplying various combinations of advanced instructions and different forms of exercises individual learning processes within the impartation of basic knowledge can be activated and supported at best. The fundamentals of our class "Introduction to spatial-geometric cognition using CAD" are constructional inputs, which systematically induce the…

Construction of a model demonstrating neural pathways and reflex arcs.

PubMed

Chan, V; Pisegna, J M; Rosian, R L; DiCarlo, S E

1996-12-01

Employment opportunities in the future will require higher skills and an understanding of mathematics and science. As a result of the growing number of careers that require solid science and mathematics training, the methods of science education are undergoing major reform. To adequately equip students for technologically advanced positions, new teaching methods must be developed that prepare tomorrow's workforce for the challenges of the 21st century. One such method is the use of models. By actively building and manipulating concrete models that represent scientific concepts, students are involved in the most basic level of Piaget's learning scheme: the sensorimotor stage. Models are useful in reaching all students at the foundational levels of learning, and further learning experiences are rapidly moved through higher learning levels. This success ensures greater comprehension and understanding compared with the traditional methods of rote memorization. We developed an exercise for the construction of an inexpensive, easy-to-build model demonstrating neural pathways and reflex arcs. Our exercise also includes many supplemental teaching tools. The exercise is designed to fulfill the need of sound physiological teaching materials for high school students.

A learning-based agent for home neurorehabilitation.

PubMed

Lydakis, Andreas; Meng, Yuanliang; Munroe, Christopher; Wu, Yi-Ning; Begum, Momotaz

2017-07-01

This paper presents the iterative development of an artificially intelligent system to promote home-based neurorehabilitation. Although proper, structured practice of rehabilitation exercises at home is the key to successful recovery of motor functions, there is no home-program out there which can monitor a patient's exercise-related activities and provide corrective feedback in real time. To this end, we designed a Learning from Demonstration (LfD) based home-rehabilitation framework that combines advanced robot learning algorithms with commercially available wearable technologies. The proposed system uses exercise-related motion information and electromyography signals (EMG) of a patient to train a Markov Decision Process (MDP). The trained MDP model can enable an agent to serve as a coach for a patient. On a system level, this is the first initiative, to the best of our knowledge, to employ LfD in an health-care application to enable lay users to program an intelligent system. From a rehabilitation research perspective, this is a completely novel initiative to employ machine learning to provide interactive corrective feedback to a patient in home settings.

Just-in-Time Teaching Exercises to Engage Students in an Introductory-Level Dinosaur Course

ERIC Educational Resources Information Center

Guertin, Laura A.; Zappe, Sarah E.; Kim, Heeyoung

2007-01-01

The Just-in-Time Teaching (JiTT) technique allows students to be engaged in course material outside of the classroom by answering web-based questions. The responses are summarized and presented to students in class with a follow-up active learning exercise. College students enrolled in an introductory-level general education geoscience course were…

The Walking Classroom: Active Learning Is Just Steps Away!

ERIC Educational Resources Information Center

Becker, Kelly Mancini

2016-01-01

Walking is a viable and valuable form of exercise for young children that has both physical and mental health benefits. There is much evidence showing that school-age children are not getting the recommended 60 minutes of daily exercise. A school-wide walking program can be a great way to encourage walking in and out of school, can be aligned with…

Exercise, character strengths, well-being, and learning climate in the prediction of performance over a 6-month period at a call center.

PubMed

Moradi, Saleh; Nima, Ali A; Rapp Ricciardi, Max; Archer, Trevor; Garcia, Danilo

2014-01-01

Performance monitoring might have an adverse influence on call center agents' well-being. We investigate how performance, over a 6-month period, is related to agents' perceptions of their learning climate, character strengths, well-being (subjective and psychological), and physical activity. Agents (N = 135) self-reported perception of the learning climate (Learning Climate Questionnaire), character strengths (Values In Action Inventory Short Version), well-being (Positive Affect, Negative Affect Schedule, Satisfaction With Life Scale, Psychological Well-Being Scales Short Version), and how often/intensively they engaged in physical activity. Performance, "time on the phone," was monitored for 6 consecutive months by the same system handling the calls. Performance was positively related to having opportunities to develop, the character strengths clusters of Wisdom and Knowledge (e.g., curiosity for learning, perspective) and Temperance (e.g., having self-control, being prudent, humble, and modest), and exercise frequency. Performance was negatively related to the sense of autonomy and responsibility, contentedness, the character strengths clusters of Humanity and Love (e.g., helping others, cooperation) and Justice (e.g., affiliation, fairness, leadership), positive affect, life satisfaction and exercise Intensity. Call centers may need to create opportunities to develop to increase agents' performance and focus on individual differences in the recruitment and selection of agents to prevent future shortcomings or worker dissatisfaction. Nevertheless, performance measurement in call centers may need to include other aspects that are more attuned with different character strengths. After all, allowing individuals to put their strengths at work should empower the individual and at the end the organization itself. Finally, physical activity enhancement programs might offer considerable positive work outcomes.

Exercise, character strengths, well-being, and learning climate in the prediction of performance over a 6-month period at a call center

PubMed Central

Moradi, Saleh; Nima, Ali A.; Rapp Ricciardi, Max; Archer, Trevor; Garcia, Danilo

2014-01-01

Background: Performance monitoring might have an adverse influence on call center agents' well-being. We investigate how performance, over a 6-month period, is related to agents' perceptions of their learning climate, character strengths, well-being (subjective and psychological), and physical activity. Method: Agents (N = 135) self-reported perception of the learning climate (Learning Climate Questionnaire), character strengths (Values In Action Inventory Short Version), well-being (Positive Affect, Negative Affect Schedule, Satisfaction With Life Scale, Psychological Well-Being Scales Short Version), and how often/intensively they engaged in physical activity. Performance, “time on the phone,” was monitored for 6 consecutive months by the same system handling the calls. Results: Performance was positively related to having opportunities to develop, the character strengths clusters of Wisdom and Knowledge (e.g., curiosity for learning, perspective) and Temperance (e.g., having self-control, being prudent, humble, and modest), and exercise frequency. Performance was negatively related to the sense of autonomy and responsibility, contentedness, the character strengths clusters of Humanity and Love (e.g., helping others, cooperation) and Justice (e.g., affiliation, fairness, leadership), positive affect, life satisfaction and exercise Intensity. Conclusion: Call centers may need to create opportunities to develop to increase agents' performance and focus on individual differences in the recruitment and selection of agents to prevent future shortcomings or worker dissatisfaction. Nevertheless, performance measurement in call centers may need to include other aspects that are more attuned with different character strengths. After all, allowing individuals to put their strengths at work should empower the individual and at the end the organization itself. Finally, physical activity enhancement programs might offer considerable positive work outcomes. PMID:25002853

Feasibility of a Caregiver Assisted Exercise Program for Preterm Infants

PubMed Central

Gravem, Dana; Lakes, Kimberley; Rich, Julia; Hayes, Gillian; Cooper, Dan; Olshansky, Ellen

2013-01-01

Purpose Mounting evidence shows that low birth weight and prematurity are related to serious health problems in adulthood, including increased body fat, decreased fitness, poor bone mineralization, pulmonary problems, and cardiovascular disease. There is data to suggest that increasing physical activity in preterm infants will have effects on short term muscle mass and fat mass, but we also hypothesized that increasing physical activity early in life can lead to improved health outcomes in adulthood. Because few studies have addressed the augmentation of physical activity in premature babies, the objective of this study was to evaluate the feasibility of whether caregivers (mostly mothers) can learn from nurses and other health care providers to implement a program of assisted infant exercise following discharge. Study Design and Methods Ten caregivers of preterm infants were taught by nurses, along with occupational therapists and other health care providers, to perform assisted infant exercise and instructed to conduct the exercises daily for approximately three weeks. The researchers made home visits and conducted qualitative interviews to understand the caregivers’ (mostly mothers’) experiences with this exercise protocol. Quantitative data included a caregiver’s daily log of the exercises completed to measure adherence as well as videotaped caregiver sessions, which were used to record errors as a measure of proficiency in the exercise technique. Results On average, the caregivers completed a daily log on 92% of the days enrolled in the study and reported performing the exercises on 93% of the days recorded. Caregivers made an average of 1.8 errors on two tests (with a maximum of 23 or 35 items on each, respectively) when demonstrating proficiency in the exercise technique. All caregivers described the exercises as beneficial for their infants, and many reported that these interventions fostered increased bonding with their babies. Nearly all reported feeling “scared” of hurting their babies during the first few days of home exercise, but stated that fears were alleviated by practice in the home and further teaching and learning. Clinical Implications Caregivers were willing and able to do the exercises correctly, and they expressed a belief that the intervention had positive effects on their babies and on caregiver-infant interactions. These findings have important implications for nursing practice because nurses are in key positions to teach and encourage caregivers to practice these exercises with their newborn babies. PMID:23618941

Medical students' professional identity development from being actors in an objective structured teaching exercise.

PubMed

De Grasset, Jehanne; Audetat, Marie-Claude; Bajwa, Nadia; Jastrow, Nicole; Richard-Lepouriel, Hélène; Nendaz, Mathieu; Junod Perron, Noelle

2018-04-22

Medical students develop professional identity through structured activities and impromptu interactions in various settings. We explored if contributing to an Objective Structured Teaching Exercise (OSTE) influenced students' professional identity development. University clinical faculty members participated in a faculty development program on clinical supervision. Medical students who participated in OSTEs as simulated residents were interviewed in focus groups about what they learnt from the experience and how the experience influenced their vision of learning and teaching. Transcripts were analyzed using the Goldie's personality and social structure perspective model. Twenty-five medical students out of 32 students involved in OSTEs participated. On an institutional level, students developed a feeling of belonging to the institution. At an interactional level, students realized they could influence the teaching interaction by actively seeking or giving feedback. On the personal level, students realized that errors could become sources of learning and felt better prepared to receive faculty feedback. Taking part in OSTEs as a simulated resident has a positive impact on students' vision regarding the institution as a learning environment and their own role by actively seeking or giving feedback. OSTEs support their professional identity development regarding learning and teaching while sustaining faculty development.

Protective effects of forced exercise against methylphenidate-induced anxiety, depression and cognition impairment in rat.

PubMed

Motaghinejad, Majid; Motevalian, Manijeh; Larijani, Setare Farokhi; Khajehamedi, Zohreh

2015-01-01

Methylphenidate (MPH), a neural stimulant, can cause damages to brain; the chronic neurochemical and behavioral effects of MPH remain unclear. Exercise lowers stress and anxiety and can act as non-pharmacologic neuroprotective agent. In this study protective effects of exercise in MPH-induced anxiety, depression and cognition impairment were investigated. Seventy adult male rats were divided randomly into five groups. Group 1 served as negative control, received normal saline (0.2 ml/rat) for 21 days, group 2 and 3 (as positive controls) received MPH (10 and 20 mg/kg) for 21 days. Groups 4 and 5 concurrently were treated with MPH (10 and 20 mg/kg) and forced exercise for 21 days. On day 21, Elevated Plus Maze (EPM), Open Field Test (OFT), Forced Swim Test (FST) and Tail Suspension Test (TST) were used to investigate the level of anxiety and depression in animals. In addition between 17(th) and 21(th) days, Morris Water Maze (MWM) was applied to evaluate the effect of MPH on spatial learning and memory. MPH-treated animals indicated a reflective depression and anxiety in a dose-dependent manner in FST, EPM and TST which were significantly different from the control group and also can significantly attenuate the motor activity and anxiety in OFT. Forced exercise by treadmill can attenuate MPH-induced anxiety, depression and motor activity alteration in OFT. MPH also can disturb learning and memory in MWM and forced exercise can neutralize this effect of MPH. We conclude that forced exercise can be protective in brain against MPH-induced anxiety, depression and cognition alteration.

Aquatic Remediation of Communication Disorders.

ERIC Educational Resources Information Center

Smith, Virginia M.

1985-01-01

A 10-day aquatics program for learning disabled children with hand-eye coordination problems and low self-esteem is described. Activities for each session (including relaxation exercises) are listed. (CL)

Student performance in computing education: an empirical analysis of online learning in programming education environments

NASA Astrophysics Data System (ADS)

Xia, Belle Selene; Liitiäinen, Elia

2017-11-01

The benefits of using online exercises have been analysed in terms of distance learning, automatic assessment and self-regulated learning. In this study, we have not found a direct proportional relationship between student performance in the course exercises that use online technologies and the exam grades. We see that the average submission rate to these online exercises is not positively correlated with the exercise points. Yet, our results confirm that doing exercises along supports student learning and skill accumulation equipping them with the knowledge of programming. While the student performance in programming courses is affected by factors such as prior background in programming, cognitive skills and the quality of teaching, completing the course exercises via learning-by-doing is an indispensable part of teaching. Based on the student feedback from the course survey, the students are highly satisfied with using online technologies as part of learning.

Cooperative Electronic Mail: Effective Communication Technology for Introductory Chemistry

NASA Astrophysics Data System (ADS)

Pence, Laura E.

1999-05-01

One drawback to using cooperative learning in the classroom is that it takes up class time and reduces the amount of content that can be covered during a semester. Cooperative electronic mail is an excellent alternate method of using cooperative learning that shifts the medium of interaction to the computer and encourages students to learn to communicate effectively through technology. In this project, three types of exercises were assigned, one prior to each exam. These three assignments were (i) an open-ended question, (ii) a traditional cooperative activity done electronically, and (iii) an exercise to allow students to write exam questions for each other. The average participation rate in the exercises was 90% over four semesters, which indicated that the project was an effective incentive to get students to use email regularly. The evaluations of the project were also extremely positive. One surprising result of the assessment was that female students gave even more favorable responses than men, suggesting that this project was an excellent way to encourage women to use computer technology.

A Single Bout of Moderate Aerobic Exercise Improves Motor Skill Acquisition.

PubMed

Statton, Matthew A; Encarnacion, Marysol; Celnik, Pablo; Bastian, Amy J

2015-01-01

Long-term exercise is associated with improved performance on a variety of cognitive tasks including attention, executive function, and long-term memory. Remarkably, recent studies have shown that even a single bout of aerobic exercise can lead to immediate improvements in declarative learning and memory, but less is known about the effect of exercise on motor learning. Here we sought to determine the effect of a single bout of moderate intensity aerobic exercise on motor skill learning. In experiment 1, we investigated the effect of moderate aerobic exercise on motor acquisition. 24 young, healthy adults performed a motor learning task either immediately after 30 minutes of moderate intensity running, after running followed by a long rest period, or after slow walking. Motor skill was assessed via a speed-accuracy tradeoff function to determine how exercise might differentially affect two distinct components of motor learning performance: movement speed and accuracy. In experiment 2, we investigated both acquisition and retention of motor skill across multiple days of training. 20 additional participants performed either a bout of running or slow walking immediately before motor learning on three consecutive days, and only motor learning (no exercise) on a fourth day. We found that moderate intensity running led to an immediate improvement in motor acquisition for both a single session and on multiple sessions across subsequent days, but had no effect on between-day retention. This effect was driven by improved movement accuracy, as opposed to speed. However, the benefit of exercise was dependent upon motor learning occurring immediately after exercise-resting for a period of one hour after exercise diminished the effect. These results demonstrate that moderate intensity exercise can prime the nervous system for the acquisition of new motor skills, and suggest that similar exercise protocols may be effective in improving the outcomes of movement rehabilitation programs.

Keeping Pace with K-12 Digital Learning: An Annual Review of Policy and Practice. Twelfth Edition

ERIC Educational Resources Information Center

Gemin, Butch; Pape, Larry; Vashaw, Lauren; Watson, John

2015-01-01

Online learning has steadily become a more integral strategy for schools and districts in their efforts to offer students greater access to the courses they need. Where in the past, much of the online learning activity happened at the state level or regional level, more and more schools are exercising greater control over their online and digital…

Research-Based Learning for Undergraduate Students in Soil and Water Sciences: A Case Study of Hydropedology in an Arid-Zone Environment

ERIC Educational Resources Information Center

Al-Maktoumi, Ali; Al-Ismaily, Said; Kacimov, Anvar

2016-01-01

This article reports the efficacy of a research-based learning (RBL) exercise on hydropedology of arid zones, with guided and open research projects (OPR) carried out by teams of undergraduate students in Oman. A range of activities and assessments was used to support student learning during the three-month course. Assessment included monitoring…

An Adaptive Web-Based Support to e-Education in Robotics and Automation

NASA Astrophysics Data System (ADS)

di Giamberardino, Paolo; Temperini, Marco

The paper presents the hardware and software architecture of a remote laboratory, with robotics and automation applications, devised to support e-teaching and e-learning activities, at an undergraduate level in computer engineering. The hardware is composed by modular structures, based on the Lego Mindstorms components: they are reasonably sophisticated in terms of functions, pretty easy to use, and sufficiently affordable in terms of cost. Moreover, being the robots intrinsically modular, wrt the number and distribution of sensors and actuators, they are easily and quickly reconfigurable. A web application makes the laboratory and its robots available via internet. The software framework allows the teacher to define, for the course under her/his responsibility, a learning path made of different and differently complex exercises, graduated in terms of the "difficulty" they require to meet and of the "competence" that the solver is supposed to have shown. The learning path of exercises is adapted to the individual learner's progressively growing competence: at any moment, only a subset of the exercises is available (depending on how close their levels of competence and difficulty are to those of the exercises already solved by the learner).

Introduction of a Journal Excerpt Activity Improves Undergraduate Students' Performance in Statistics

ERIC Educational Resources Information Center

Rabin, Laura A.; Nutter-Upham, Katherine E.

2010-01-01

We describe an active learning exercise intended to improve undergraduate students' understanding of statistics by grounding complex concepts within a meaningful, applied context. Students in a journal excerpt activity class read brief excerpts of statistical reporting from published research articles, answered factual and interpretive questions,…

Classroom Ideas-January 1982. Primary Edition.

ERIC Educational Resources Information Center

Kern County Superintendent of Schools, Bakersfield, Ca. Div. of Instructional Services.

One of a series of activity guides designed to aid teachers in developing the thinking skills of primary grade students, this publication offers a variety of learning activities and resource materials. The activities and resources include: a calendar which lists important days and birthdays in January; poems; an exercise in following directions; a…

Effects of Sevoflurane Exposure During Mid-Pregnancy on Learning and Memory in Offspring Rats: Beneficial Effects of Maternal Exercise.

PubMed

Wu, Ziyi; Li, Xingyue; Zhang, Yi; Tong, Dongyi; Wang, Lili; Zhao, Ping

2018-01-01

Fetal exposure to general anesthetics may pose significant neurocognitive risks but methods to mitigate against these detrimental effects are still to be determined. We set out, therefore, to assess whether single or repeated in utero exposure to sevoflurane triggers long-term cognitive impairments in rat offspring. Since maternal exercise during pregnancy has been shown to improve cognition in offspring, we hypothesized that maternal treadmill exercise during pregnancy would protect against sevoflurane-induced neurotoxicity. In the first experiment, pregnant rats were exposed to 3% sevoflurane for 2 h on gestational (G) day 14, or to sequential exposure for 2 h on G13, G14 and G15. In the second experiment, pregnant rats in the exercise group were forced to run on a treadmill for 60 min/day during the whole pregnancy. The TrkB antagonist ANA-12 was used to investigate whether the brain-derived neurotrophic factor (BDNF)/TrkB/Akt signaling pathway is involved in the neuroprotection afforded by maternal exercise. Our data suggest that repeated, but not single, exposure to sevoflurane caused a reduction in both histone acetylation and BDNF expression in fetal brain tissues and postnatal hippocampus. This was accompanied by decreased numbers of dendritic spines, impaired spatial-dependent learning and memory dysfunction. These effects were mitigated by maternal exercise but the TrkB antagonist ANA-12 abolished the beneficial effects of maternal exercise. Our findings suggest that repeated, but not single, exposure to sevoflurane in pregnant rats during the second trimester caused long-lasting learning and memory dysfunction in the offspring. Maternal exercise ameliorated the postnatal neurocognitive impairment by enhancing histone acetylation and activating downstream BDNF/TrkB/Akt signaling.

Treadmill exercise ameliorates Alzheimer disease-associated memory loss through the Wnt signaling pathway in the streptozotocin-induced diabetic rats.

PubMed

Kim, Dae-Young; Jung, Sun-Young; Kim, Kijeong; Kim, Chang-Ju

2016-08-01

Diabetes mellitus is considered as a risk factor for Alzheimer disease. The aim of the present study was to evaluate the possibility whether treadmill exercise ameliorates Alzheimer disease-associated memory loss in the diabetes mellitus. For this study, the effects of treadmill exercise on short-term memory and spatial learning ability in relation with Wnt signaling pathway were evaluated using the streptozotocin (STZ)-induced diabetic rats. Diabetes was induced by intraperitoneal injection of STZ. Step-down avoidance task and 8-arm radial maze test were performed for the memory function. Immunohistochemistry for 5-bro-mo-2'-deoxyridine (BrdU) and doublecortin (DCX) and Western blot for Wnt3 and glycogen synthase kinase-3β (GSK-3β) were conducted. The rats in the exercise groups were made to run on the treadmill for 30 min per one day, 5 times a week, during 12 weeks. In the present results, short-term memory and spatial learning ability were deteriorated by induction of diabetes. Treadmill exercise improved short-term memory and spatial learning ability in the diabetic rats. The numbers of BrdU-positive and DCX-positive cells in the hippocampal dentate gyrus were decreased by induction of diabetes. Treadmill exercise increased these numbers in the diabetic rats. Wnt3 expression in the hippocampus was decreased and GSK-3β expression in the hippocampus was increased by induction of diabetes. Treadmill exercise increased Wnt3 expression and suppressed GSK-3β expression in the diabetic rats. The present study suggests that treadmill exercise alleviates Alzheimer disease-associated memory loss by increasing neurogenesis through activating Wnt signaling pathway in the diabetic rats.

Blogging in a biostatistics and research design graduate dental course: for learning or interaction?

PubMed

El Tantawi, Maha M A

2010-04-01

The use of the Internet in health professions education has markedly increased in recent years. There is a need to understand the methods used by students to benefit from Internet-based teaching methods, especially those initially designed to promote social interaction such as blogs. This study describes how students used a blog in a biostatistics and research design graduate dental course. The aims of the blog were to offer exercises to train students for the exam and to enhance interaction among students and between students and instructor. Some features of the blog were modified to suit the course. Posts and comments were counted and classified by type, and their time statistics were analyzed. Students filled out a questionnaire to indicate whether and how exactly they used the blog or reasons for not using it. The relation between final exam scores and different methods of using the blog was assessed. Most of the posts were by the instructor offering exercises and model answers, whereas most of the comments were by students answering the exercises. Students were significantly more satisfied with blog uses related to interaction than with uses related to exercises (9.15+/-1.19, 8.73+/-1.34, P=0.001). The most frequently cited reason for not using the blog was lack of time. The most frequently reported method of using the blog was reading exercises and answers without actively contributing to the blog. Methods of using the blog significantly associated with higher scores in the final exam were actively contributing to the blog by posts or comments and interacting with colleagues. The main advantage of using the blog was promoting interaction between students and instructor, which is essential for the success of online learning in particular and adult learning in general.

The Effect of Group Work on English Vocabulary Learning

ERIC Educational Resources Information Center

Lin, Su-Fei

2018-01-01

This study investigated the effectiveness of group work (GW) in EFL vocabulary learning by second year, non-English major, university students in Taiwan, in comparison with working individually (IW). The students (N = 44) worked in mixed ability groups of 3-4 or in IW to complete vocabulary exercises following reading activities. The classroom…

What Is the Impact of Exercise on Brain Function for Academic Learning.

ERIC Educational Resources Information Center

Summerford, Cathie

2001-01-01

Discusses the role of movement in brain function for academic learning, examining problems related to children's sedentary lifestyle and highlighting related literature, which includes a study that compared the mental performance of students who were involved in regular continuous activity to that of a group of inactive students and found that…

The Experiential Learning Cycle in Undergraduate Diversity and Social Justice Education

ERIC Educational Resources Information Center

Pugh, Greg L.

2014-01-01

Teaching for diversity and social justice is the teaching of complex abstract ideas about privilege and oppression, such as the social construction of social groups and identity. An effective way to teach this material is with experiential learning, but this approach requires much more than exercises and activities. Courses must be consciously…

Sources of Strength: Women and Culture. A Teacher's Guide.

ERIC Educational Resources Information Center

Hunter, Lisa K.; And Others

The document presents teaching methods, content, and learning activities for units in multicultural women's studies for secondary students. The major objective is to help students answer the question, "How much control can a person exercise over her/his own life?" Students learn about the ways women have lived their lives and perceived…

An Inquiry-Based Exercise for Demonstrating Prey Preference in Snakes

ERIC Educational Resources Information Center

Place, Aaron J.; Abramson, Charles I.

2006-01-01

The recent promotion of inquiry-based learning techniques (Uno, 1990) is well suited to the use of animals in the classroom. Working with living organisms directly engages students and stimulates them to actively participate in the learning process. Students develop a greater appreciation for living things, the natural world, and their impact on…

The Role of Executive Functions for Dyadic Literacy Learning in Kindergarten

ERIC Educational Resources Information Center

van de Sande, Eva; Segers, Eliane; Verhoeven, Ludo

2018-01-01

The current study used a dyadic and coconstructive approach to examine how to embed exercises that support executive functioning into early literacy instruction to empower its effects. Using a randomized controlled trial design with 100 children, we examined the effects of dyadic activities in which children scaffolded each other's learning and…

The Use of Narrative Interview in Teaching Principles of Macroeconomics

ERIC Educational Resources Information Center

Dalton, Peggy

2010-01-01

The author describes the design and implementation of one experiential learning assignment used in a principles of macroeconomics course. The learning exercise provides an active role for students and results in a relational experience that provides traditional undergraduate students with a frame of reference with which to interpret the impact of…

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…

Active-learning instruction on emergency contraception counseling.

PubMed

Young, Shardae; Griffin, Brooke; Vest, Kathleen

2013-06-12

To increase pharmacy students' knowledge of and confidence in counseling patients regarding emergency contraception and to identify any barriers to counseling patients about emergency contraception. Approximately 200 third-year pharmacy students participated in the Women's Health Therapeutics workshop at Midwestern University Chicago College of Pharmacy. Students observed a 5-minute skit of a counseling session on emergency contraception and then were asked to pair up with a classmate and practice counseling each other regarding the use of emergency contraception following a checklist of key points. One hundred eighty-nine students completed pre- and post-workshop survey instruments. Students' knowledge scores increased from 86% to 93% (p<0.001). Approximately 25% of the students stated they were confident in counseling patients on emergency contraception before completing the active-learning exercise compared to 58.5% after (p<0.001). The most common barrier to counseling that students identified on the pre- and post-workshop survey was lack of knowledge. Participation in an active-learning exercise significantly increased pharmacy students' knowledge of and confidence in counseling patients regarding emergency contraception and significantly reduced several barriers to counseling identified prior to participation.

Case Study of Apple, Inc. for Business Law Students: How Apple's Business Model Controls Digital Content through Legal and Technological Means

ERIC Educational Resources Information Center

Reder, Margo E. K.

2009-01-01

This article describes a six-week long exercise that incorporates a dynamic learning approach into an e-commerce or Internet technology business law elective course; the exercise pursues an entrepreneurial approach to the use of an appropriate business model by emphasizing the interaction between technology, business, and law. This active learning…

A Field-Based Biomimicry Exercise Helps Students Discover Connections among Biodiversity, Form and Function, and Species Conservation during Earth's Sixth Extinction

ERIC Educational Resources Information Center

Soja, Constance M.

2014-01-01

In a first-year seminar on mass extinctions, a field-based, paleontology-focused exercise promotes active learning about Earth's biodiversity, form and function, and the biomimicry potential of ancient and modern life. Students study Devonian fossils at a local quarry and gain foundational experience in describing anatomy and relating form to…

Using Analogy Role-Play Activity in an Undergraduate Biology Classroom to Show Central Dogma Revision

ERIC Educational Resources Information Center

Takemura, Masaharu; Kurabayashi, Mario

2014-01-01

For the study of biology in an undergraduate classroom, a classroom exercise was developed: an analogy role-play to learn mechanisms of gene transcription and protein translation (central dogma). To develop the central dogma role-play exercise, we made DNA and mRNA using paper sheets, tRNA using a wire dress hanger, and amino acids using Lego®…

Integrative Mapping of Global-Scale Processes and Patterns on "Imaginary Earth" Continental Geometries: A Teaching Tool in an Earth History Course

ERIC Educational Resources Information Center

Sunderlin, David

2009-01-01

The complexity and interrelatedness of aspects of the geosciences is an important concept to convey in an undergraduate geoscience curriculum. A synthesis capstone project has served to integrate pattern-based learning of an introductory Earth History course into an active and process-based exercise in hypothesis production. In this exercise,…

Chaotic....!! Active and Engaged. Effects of an active learning classroom on student retention and engagement.

NASA Astrophysics Data System (ADS)

Palsole, S.; Serpa, L. F.

2014-12-01

Scientific literacy has been defined as the foremost challenge of this decade (AAAS, 2012). The Geological Society of American in its position statement postis that due to the systemic nature of the discipline of earth science, it is the most effective way to engage students in STEM disciplines. Given that the most common place for exposure to earth sciences is at the freshman level for non majors, we decided to transform a freshman introductory geology course to an active, student centered course, using an inquiry based approach. Our focus was to ensure the students saw the earth sciences as broadly applicative field, and not an esoteric science. To achieve this goal, we developed a series of problems that required the students to apply the concepts acquired through their self guided learning into the different topics of the course. This self guided learning took the form of didactic content uploaded into the learning management system (the various elements used to deliver the content were designed video clips, short text based lectures, short formative assessments, discussion boards and other web based discovery exercises) with the class time devoted to problem solving. A comparison of student performance in the active learning classroom vs. a traditional classroom as measured on a geoscience concept inventory (the questions were chosen by a third party who was not teaching either courses) showed that the the students in the active learning classroom scored 10% higher on the average in comparison to the traditional class. In addition to this heightened performance, the students in the active classroom also showed a higher degree of content retention 8 weeks after the semester had ended. This session will share the design process, some exercises and efficacy data collected.

Revisiting the Pink Triangle Exercise: An Exploration of Experiential Learning in Graduate Social Work Education

ERIC Educational Resources Information Center

Pugh, Greg L.

2014-01-01

The pink triangle exercise is an example of an experiential learning exercise that creates cognitive dissonance and deep learning of unrealized internalized biases among social work students. Students wear a button with a pink triangle on it for 1 day and write a reflection paper. The exercise increases self-awareness, cultural competence, and the…

Can an Inquiry Approach Improve College Student Learning in a Teaching Laboratory?

PubMed Central

Cogan, John G.

2009-01-01

We present an inquiry-based, hands-on laboratory exercise on enzyme activity for an introductory college biology course for science majors. We measure student performance on a series of objective and subjective questions before and after completion of this exercise; we also measure performance of a similar cohort of students before and after completion of an existing, standard, “direct” exercise over the same topics. Although student performance on these questions increased significantly after completion of the inquiry exercise, it did not increase after completion of the control, standard exercise. Pressure to “cover” many complex topics as preparation for high-stakes examinations such as the Medical College Admissions Test may account for persistence of highly efficient, yet dubiously effective “cookbook” laboratory exercises in many science classes. PMID:19255136

A Single Bout of Moderate Aerobic Exercise Improves Motor Skill Acquisition

PubMed Central

Statton, Matthew A.; Encarnacion, Marysol; Celnik, Pablo; Bastian, Amy J.

2015-01-01

Long-term exercise is associated with improved performance on a variety of cognitive tasks including attention, executive function, and long-term memory. Remarkably, recent studies have shown that even a single bout of aerobic exercise can lead to immediate improvements in declarative learning and memory, but less is known about the effect of exercise on motor learning. Here we sought to determine the effect of a single bout of moderate intensity aerobic exercise on motor skill learning. In experiment 1, we investigated the effect of moderate aerobic exercise on motor acquisition. 24 young, healthy adults performed a motor learning task either immediately after 30 minutes of moderate intensity running, after running followed by a long rest period, or after slow walking. Motor skill was assessed via a speed-accuracy tradeoff function to determine how exercise might differentially affect two distinct components of motor learning performance: movement speed and accuracy. In experiment 2, we investigated both acquisition and retention of motor skill across multiple days of training. 20 additional participants performed either a bout of running or slow walking immediately before motor learning on three consecutive days, and only motor learning (no exercise) on a fourth day. We found that moderate intensity running led to an immediate improvement in motor acquisition for both a single session and on multiple sessions across subsequent days, but had no effect on between-day retention. This effect was driven by improved movement accuracy, as opposed to speed. However, the benefit of exercise was dependent upon motor learning occurring immediately after exercise–resting for a period of one hour after exercise diminished the effect. These results demonstrate that moderate intensity exercise can prime the nervous system for the acquisition of new motor skills, and suggest that similar exercise protocols may be effective in improving the outcomes of movement rehabilitation programs. PMID:26506413

Professional development of undergraduates in wildlife ecology and management

USGS Publications Warehouse

Moen, A.N.; Boomer, G.S.; Runge, M.C.

2000-01-01

This paper describes a cooperative learning environment and a course continuum in wildlife ecology and management which promote the professional development of undergraduates. Students learn about functional relationships in ecology and management in lecture periods that focus on concepts, with participation by students in active learning exercises. Laboratory periods are designed around learning groups, which consist of freshmen through graduate students who focus on a common theme as they work together, while each student is responsible for his or her own research. Undergraduate teaching assistants and senior wildlife management students coordinate the activities of the learning groups and supervise the student research, learning about personnel management by active participation in leadership roles. Publication of research results on a wildlife ecology and management information system in the department's Cooperative Learning Center enables students to share what they learn with their peers and with students who follow in later years.

Increased Course Structure Improves Performance in Introductory Biology

PubMed Central

Freeman, Scott; Haak, David; Wenderoth, Mary Pat

2011-01-01

We tested the hypothesis that highly structured course designs, which implement reading quizzes and/or extensive in-class active-learning activities and weekly practice exams, can lower failure rates in an introductory biology course for majors, compared with low-structure course designs that are based on lecturing and a few high-risk assessments. We controlled for 1) instructor effects by analyzing data from quarters when the same instructor taught the course, 2) exam equivalence with new assessments called the Weighted Bloom's Index and Predicted Exam Score, and 3) student equivalence using a regression-based Predicted Grade. We also tested the hypothesis that points from reading quizzes, clicker questions, and other “practice” assessments in highly structured courses inflate grades and confound comparisons with low-structure course designs. We found no evidence that points from active-learning exercises inflate grades or reduce the impact of exams on final grades. When we controlled for variation in student ability, failure rates were lower in a moderately structured course design and were dramatically lower in a highly structured course design. This result supports the hypothesis that active-learning exercises can make students more skilled learners and help bridge the gap between poorly prepared students and their better-prepared peers. PMID:21633066

Increased course structure improves performance in introductory biology.

PubMed

Freeman, Scott; Haak, David; Wenderoth, Mary Pat

2011-01-01

We tested the hypothesis that highly structured course designs, which implement reading quizzes and/or extensive in-class active-learning activities and weekly practice exams, can lower failure rates in an introductory biology course for majors, compared with low-structure course designs that are based on lecturing and a few high-risk assessments. We controlled for 1) instructor effects by analyzing data from quarters when the same instructor taught the course, 2) exam equivalence with new assessments called the Weighted Bloom's Index and Predicted Exam Score, and 3) student equivalence using a regression-based Predicted Grade. We also tested the hypothesis that points from reading quizzes, clicker questions, and other "practice" assessments in highly structured courses inflate grades and confound comparisons with low-structure course designs. We found no evidence that points from active-learning exercises inflate grades or reduce the impact of exams on final grades. When we controlled for variation in student ability, failure rates were lower in a moderately structured course design and were dramatically lower in a highly structured course design. This result supports the hypothesis that active-learning exercises can make students more skilled learners and help bridge the gap between poorly prepared students and their better-prepared peers.

Basic guidelines to introduce electric circuit simulation software in a general physics course

NASA Astrophysics Data System (ADS)

Moya, A. A.

2018-05-01

The introduction of electric circuit simulation software for undergraduate students in a general physics course is proposed in order to contribute to the constructive learning of electric circuit theory. This work focuses on the lab exercises based on dc, transient and ac analysis in electric circuits found in introductory physics courses, and shows how students can use the simulation software to do simple activities associated with a lab exercise itself and with related topics. By introducing electric circuit simulation programs in a general physics course as a brief activitiy complementing lab exercise, students develop basic skills in using simulation software, improve their knowledge on the topology of electric circuits and perceive that the technology contributes to their learning, all without reducing the time spent on the actual content of the course.

A brief primer on the mediational role of BDNF in the exercise-memory link.

PubMed

Loprinzi, Paul D; Frith, Emily

2018-05-02

One of the most amazing aspects of the human brain is its ability to learn information and use it to change behaviour. A key neurotrophin that influences memory function is brain-derived neurotrophic factor (BDNF). This review briefly discusses the mechanistic role that BDNF may play in facilitating learning and memory. We also describe the role of exercise on this relationship. As discussed herein, BDNF may influence memory via BDNF-induced alterations in membrane receptor expression and translocation, as well as activating several pathways (PLC-y, PI3K, ERK) that act together to facilitate cellular effects that influence synaptic plasticity. Exercise may help to facilitate BDNF expression and its downstream cellular pathways from both direct and indirect mechanisms. © 2018 Scandinavian Society of Clinical Physiology and Nuclear Medicine. Published by John Wiley & Sons Ltd.

Effect of a puzzle on the process of students' learning about cardiac physiology.

PubMed

Cardozo, Lais Tono; Miranda, Aline Soares; Moura, Maria José Costa Sampaio; Marcondes, Fernanda Klein

2016-09-01

The aim of the present study was to evaluate the effects of using a puzzle to learn about cardiac physiology. Students were divided into control and game groups. In class 1, the control group had a 2-h theoretical class about cardiac physiology, including a detailed description of the phases of the cardiac cycle, whereas the game group had a 50-min theoretical class without the description of the cardiac cycle. In class 2, the control group did an assessment exercise before an activity with the cardiac puzzle and the game group answered questions after the above-mentioned activity. While solving the puzzle, the students had to describe the cardiac cycle by relating the concepts of heart morphology and physiology. To evaluate short-term learning, the number of wrong answers and grades in the assessment exercise were compared between the control and game groups. To evaluate medium-term learning, we compared the grades obtained by students of the control and game groups in questions about cardiac physiology that formed part of the academic exam. In the assessment exercise, the game group presented a lower number of errors and higher score compared with the control group. In the academic exam, applied after both groups had used the puzzle, there was no difference in the scores obtained by the control and game groups in questions about cardiac physiology. These results showed a positive effect of the puzzle on students' learning about cardiac physiology compared with those not using the puzzle. Copyright © 2016 The American Physiological Society.

The influence of exercise on prefrontal cortex activity and cognitive performance during a simulated space flight to Mars (MARS500).

PubMed

Schneider, Stefan; Abeln, Vera; Popova, Julia; Fomina, Elena; Jacubowski, Amrei; Meeusen, Romain; Strüder, Heiko K

2013-01-01

With respect to the plans of national and internationals space agencies to send people to Mars or Moon, long-term isolation studies are performed to learn about the psycho-physiological and psycho-social limitations of such missions. From June 3rd 2010 to November 4th 2011 six participants lived under totally isolated and confined conditions in the MARS500 habitat located in Moscow. Despite the possibility to mimic the condition of space travel, this study allowed for experimental conditions under very reliable and traceable conditions. As exercise is widely discussed to have a positive impact on neuro-cognitive performance, this study aimed to test the effect of different exercise protocol (endurance/strength orientated) on brain cortical activity and cognitive performance. Brain cortical activity was recorded using a 16 channel EEG before and after exercise across the 520 days of confinement. Cognitive performance was assessed using three commercially available brain games. Following the theory of transient hypofrontality, results show a significant decrease of frontal brain cortical activity after exercise (p<.05) which was most expressed after endurance orientated protocols. Cognitive performance was improved following running sessions on an active treadmill (p<.05). Results let us assume that not exercise per se acts as a neuro-enhancer. It is more likely that a general defocusing caused by an immersion into exercise is necessary to improve cognitive performance. Copyright © 2012 Elsevier B.V. All rights reserved.

Endurance Exercise as an “Endogenous” Neuro-enhancement Strategy to Facilitate Motor Learning

PubMed Central

Taubert, Marco; Villringer, Arno; Lehmann, Nico

2015-01-01

Endurance exercise improves cardiovascular and musculoskeletal function and may also increase the information processing capacities of the brain. Animal and human research from the past decade demonstrated widespread exercise effects on brain structure and function at the systems-, cellular-, and molecular level of brain organization. These neurobiological mechanisms may explain the well-established positive influence of exercise on performance in various behavioral domains but also its contribution to improved skill learning and neuroplasticity. With respect to the latter, only few empirical and theoretical studies are available to date. The aim of this review is (i) to summarize the existing neurobiological and behavioral evidence arguing for endurance exercise-induced improvements in motor learning and (ii) to develop hypotheses about the mechanistic link between exercise and improved learning. We identify major knowledge gaps that need to be addressed by future research projects to advance our understanding of how exercise should be organized to optimize motor learning. PMID:26834602

The New Assertive You.

ERIC Educational Resources Information Center

Bondanza, Julie

This workbook provides exercises, role-playing activities, and self-evaluation activities to help deaf adolescents become more aware of their level of assertiveness and the ways assertive behavior can assist in daily living situations. Assertiveness is different from aggressiveness and passiveness, and many people learn through their families and…

Use of a Mobile Device Simulation as a Preclass Active Learning Exercise.

PubMed

Keegan, Robert D; Oliver, M Cecile; Stanfill, Teresa J; Stevens, Kevin V; Brown, Gary R; Ebinger, Michael; Gay, John M

2016-01-01

Research shows that preclass activities introducing new material can increase student performance. In an effort to engage students in an active learning, preclass activity, the authors developed a mobile application. Eighty-four nursing students were assigned a preclass reading exercise, whereas 32 students completed the preclass simulation scenario on their mobile device. All students completed the same electronic fetal monitoring (EFM) quiz 1 week following the lecture. The effects of reading or simulation on student quiz performance was evaluated with a student's paired t test, using an alpha of .05. Students completing the preclass simulation scored higher on the EFM quiz, compared with students assigned the preclass reading (85% versus 70% correct answers, p = .01). Student survey data indicated that the mobile device simulation was perceived as an engaging and desirable instructional tool. Nursing students completing the mobile device EFM preclass simulation outperformed the students who were given the traditional reading assignment. Copyright 2016, SLACK Incorporated.

The influence of high intensity exercise and the Val66Met polymorphism on circulating BDNF and locomotor learning.

PubMed

Helm, Erin E; Matt, Kathleen S; Kirschner, Kenneth F; Pohlig, Ryan T; Kohl, Dave; Reisman, Darcy S

2017-10-01

Brain-derived neurotrophic factor (BDNF) has been directly related to exercise-enhanced motor performance in the neurologically injured animal model; however literature concerning the role of BDNF in the enhancement of motor learning in the human population is limited. Previous studies in healthy subjects have examined the relationship between intensity of an acute bout of exercise, increases in peripheral BDNF and motor learning of a simple isometric upper extremity task. The current study examined the role of high intensity exercise on upregulation of peripheral BDNF levels as well as the role of high intensity exercise in mediation of motor learning and retention of a novel locomotor task in neurologically intact adults. In addition, the impact of a single nucleotide polymorphism in the BDNF gene (Val66Met) in moderating the relationship between exercise and motor learning was explored. It was hypothesized that participation in high intensity exercise prior to practicing a novel walking task (split-belt treadmill walking) would elicit increases in peripheral BDNF as well as promote an increased rate and magnitude of within session learning and retention on a second day of exposure to the walking task. Within session learning and retention would be moderated by the presence or absence of Val66Met polymorphism. Fifty-four neurologically intact participants participated in two sessions of split-belt treadmill walking. Step length and limb phase were measured to assess learning of spatial and temporal parameters of walking. Serum BDNF was collected prior to and immediately following either high intensity exercise or 5min of quiet rest. The results demonstrated that high intensity exercise provides limited additional benefit to learning of a novel locomotor pattern in neurologically intact adults, despite increases in circulating BDNF. In addition, presence of a single nucleotide polymorphism on the BDNF gene did not moderate the magnitude of serum BDNF increases with high intensity exercise, nor did it moderate the relationship between high intensity exercise and locomotor learning. Copyright © 2017 Elsevier Inc. All rights reserved.

Bridging Cognitive And Neural Aspects Of Classroom Learning

NASA Astrophysics Data System (ADS)

Posner, Michael I.

2009-11-01

A major achievement of the first twenty years of neuroimaging is to reveal the brain networks that underlie fundamental aspects of attention, memory and expertise. We examine some principles underlying the activation of these networks. These networks represent key constraints for the design of teaching. Individual differences in these networks reflect a combination of genes and experiences. While acquiring expertise is easier for some than others the importance of effort in its acquisition is a basic principle. Networks are strengthened through exercise, but maintaining interest that produces sustained attention is key to making exercises successful. The state of the brain prior to learning may also represent an important constraint on successful learning and some interventions designed to investigate the role of attention state in learning are discussed. Teaching remains a creative act between instructor and student, but an understanding of brain mechanisms might improve opportunity for success for both participants.

Learning While Exercising for Science Education in Augmented Reality among Adolescents

ERIC Educational Resources Information Center

Hsiao, Kuei-Fang; Chen, Nian-Shing; Huang, Shih-Yu

2012-01-01

Because of a shortage of physical exercise, concerns about adolescents have recently been raised in Taiwan. In educational environments where student exercise has been limited by scheduling constraints and the lack of physical exercise has become a vital problem, "learning while exercising" may be part of a possible solution. This study…

The Tree of Animal Life

ERIC Educational Resources Information Center

Braude, Stan

2007-01-01

In this article, the author describes a short activity which introduces third- to fifth-grade students to animal classification. The Tree of Animal Life activity is a simple, sorting exercise that can help them see a bigger picture. The activity sets the stage for learning about animal taxonomy and introduces the characteristics of various animal…

Using Clickers for Deliberate Practice in Five Large Science Courses

ERIC Educational Resources Information Center

Hodges, Linda C.; Anderson, Eric C.; Carpenter, Tara S.; Cui, Lili; Feeser, Elizabeth A.; Gierasch, Tiffany Malinky

2017-01-01

Clickers are often used as an active learning tool in face-to-face classes to enhance student engagement and assess student learning. In this article we share the variety of ways that we use clicker questions to promote deliberate practice in large science courses. Deliberate practice is the use of specifically structured exercises that develop…

Creating and Teaching a Web-Based, University-Level Introductory Chemistry Course that Incorporates Laboratory Exercises and Active Learning Pedagogies

ERIC Educational Resources Information Center

Phipps, Linda R.

2013-01-01

An introductory, nonscience-majors chemistry course was converted to a Web-based course. The differences in student populations, teaching strategies, laboratory methods, and learning outcomes are described. Practical information is also given on the use of software and other online technology to implement course conversion. (Contains 2 tables.)

Learning about Foodborne Pathogens: Evaluation of Student Perceptions of Group Project Work in a Food Microbiology Course

ERIC Educational Resources Information Center

Turner, Mark S.

2009-01-01

This study examined the experiences of students in an active learning group work exercise in an introductory food microbiology course involving the study of foodborne pathogens. Small groups were required to access, analyze, and present information regarding a single food poisoning bacterium. The presentations contained features and…

Rainbow-Like Spectra with a CD: An Active-Learning Exercise

ERIC Educational Resources Information Center

Planinsic, G.

2008-01-01

Rainbow-like spectra, produced by reflexive diffraction of white light on a CD, offer a spectacular visual effect as well as an excellent classroom opportunity for students to learn how physics works. In this paper we show that building a coherent qualitative explanation can be a challenging task that requires students to combine gained knowledge…

Effectiveness of a Learner-Directed Model for e-Learning

ERIC Educational Resources Information Center

Lee, Stella; Barker, Trevor; Kumar, Vivekanandan Suresh

2016-01-01

It is a hard task to strike a balance between extents of control a learner exercises and the amount of guidance, active or passive, afforded by the learning environment to guide, support, and motivate the learner. Adaptive systems strive to find the right balance in a spectrum that spans between self-control and system-guidance. They also concern…

Doing It for Themselves: Students Creating a High Quality Peer-Learning Environment

ERIC Educational Resources Information Center

Galloway, Kyle W.; Burns, Simon

2015-01-01

To support our students during their study and exam preparation we have developed a novel synoptic revision exercise using the online PeerWise system. Academic staff involvement was passive after introducing the assignment to the cohort via scaffolding activities, thus generating an entirely student-led peer-learning environment for the task.…

Implementing Flipped Classroom in Blended Learning Environments: A Proposal Based on the Cognitive Flexibility Theory

ERIC Educational Resources Information Center

Andrade, Mariel; Coutinho, Clara

2017-01-01

Flipped Classroom is an issue that gains increased attention in Blended Learning models. Generally, in the traditional classroom, the teacher uses the time in the classroom to explain the theoretical and conceptual body content and leaves the practices and exercises as extracurricular activities. In the Flipped Classroom, students study at home…

Beverage-Agarose Gel Electrophoresis: An Inquiry-Based Laboratory Exercise with Virtual Adaptation

ERIC Educational Resources Information Center

Cunningham, Steven C.; McNear, Brad; Pearlman, Rebecca S.; Kern, Scott E.

2006-01-01

A wide range of literature and experience has shown that teaching methods that promote active learning, such as inquiry-based approaches, are more effective than those that rely on passive learning. Gel electrophoresis, one of the most common laboratory techniques in molecular biology, has a wide range of applications in the life sciences. As…

Construction of group exercise sessions in geriatric inpatient rehabilitation.

PubMed

Wallin, Marjo; Talvitie, Ulla; Cattan, Mima; Karppi, Sirkka-Liisa

2008-01-01

There is little knowledge about the ways geriatric physiotherapy is being carried out in practice and about the situational construction of formal policies for promoting physical activity. This article examines how professional physiotherapists and frail community-dwelling older adults as their clients use talk and action to construct a group exercise session in an inpatient rehabilitation setting in Finland. The analysis of 7 group exercise sessions with a total of 52 clients and 9 professional physiotherapists revealed 3 different practitioner approaches, which served different functions in older adults' empowerment and lifestyle activity change. The highly structured approach favored taciturn physical performances completed independently and successfully by frail older adults. The guided exercise approach with individualized guidance encouraged occasional coconstruction of shared understanding of learning the exercises. The circuit training approach facilitated occasional self-regulation by the clients. The results of this study indicate that a combination of different approaches is required to address the multifaceted needs of heterogeneous frail older adults.

Science Laboratory Exercises for Vocational Agriculture Students.

ERIC Educational Resources Information Center

Thompson, Dale E.

This manual provides learning activities for use in two vocational agriculture courses--ornamental horticulture I and agricultural technology I. These activities are intended as aids in the teaching of application of science principles. An introductory chart gives a summary of how vocational agriculture objectives match objectives of specific…

The Happy Antics programme: Holistic exercise for people with dementia.

PubMed

Khoo, Yvonne J-Lyn; van Schaik, Paul; McKenna, Jackie

2014-10-01

Holistic exercise for people with dementia could have psychological and physical benefits, but there is a lack of research on the experience of this type of exercise. Therefore, the objective of this study was to determine the feasibility and acceptance of holistic exercise among people with dementia. A holistic exercise programme for people with dementia was designed and implemented. Semi-structured interviews were undertaken to explore participants' experience of holistic exercise, transcribed verbatim and analyzed. Seven themes were generated from the data. They were enjoyment, relaxation, keeping active, social interaction, pain relief, learning something new and intention to continue, respectively. The results of the current small-scale study provide evidence for the feasibility and acceptance of holistic exercise for people with dementia. In addition, participants appeared to benefit in terms of psychological and physical wellbeing. Copyright © 2014 Elsevier Ltd. All rights reserved.

A Reinforcement-Based Learning Paradigm Increases Anatomical Learning and Retention—A Neuroeducation Study

PubMed Central

Anderson, Sarah J.; Hecker, Kent G.; Krigolson, Olave E.; Jamniczky, Heather A.

2018-01-01

In anatomy education, a key hurdle to engaging in higher-level discussion in the classroom is recognizing and understanding the extensive terminology used to identify and describe anatomical structures. Given the time-limited classroom environment, seeking methods to impart this foundational knowledge to students in an efficient manner is essential. Just-in-Time Teaching (JiTT) methods incorporate pre-class exercises (typically online) meant to establish foundational knowledge in novice learners so subsequent instructor-led sessions can focus on deeper, more complex concepts. Determining how best do we design and assess pre-class exercises requires a detailed examination of learning and retention in an applied educational context. Here we used electroencephalography (EEG) as a quantitative dependent variable to track learning and examine the efficacy of JiTT activities to teach anatomy. Specifically, we examined changes in the amplitude of the N250 and reward positivity event-related brain potential (ERP) components alongside behavioral performance as novice students participated in a series of computerized reinforcement-based learning modules to teach neuroanatomical structures. We found that as students learned to identify anatomical structures, the amplitude of the N250 increased and reward positivity amplitude decreased in response to positive feedback. Both on a retention and transfer exercise when learners successfully remembered and translated their knowledge to novel images, the amplitude of the reward positivity remained decreased compared to early learning. Our findings suggest ERPs can be used as a tool to track learning, retention, and transfer of knowledge and that employing the reinforcement learning paradigm is an effective educational approach for developing anatomical expertise. PMID:29467638

A Reinforcement-Based Learning Paradigm Increases Anatomical Learning and Retention-A Neuroeducation Study.

PubMed

Anderson, Sarah J; Hecker, Kent G; Krigolson, Olave E; Jamniczky, Heather A

2018-01-01

In anatomy education, a key hurdle to engaging in higher-level discussion in the classroom is recognizing and understanding the extensive terminology used to identify and describe anatomical structures. Given the time-limited classroom environment, seeking methods to impart this foundational knowledge to students in an efficient manner is essential. Just-in-Time Teaching (JiTT) methods incorporate pre-class exercises (typically online) meant to establish foundational knowledge in novice learners so subsequent instructor-led sessions can focus on deeper, more complex concepts. Determining how best do we design and assess pre-class exercises requires a detailed examination of learning and retention in an applied educational context. Here we used electroencephalography (EEG) as a quantitative dependent variable to track learning and examine the efficacy of JiTT activities to teach anatomy. Specifically, we examined changes in the amplitude of the N250 and reward positivity event-related brain potential (ERP) components alongside behavioral performance as novice students participated in a series of computerized reinforcement-based learning modules to teach neuroanatomical structures. We found that as students learned to identify anatomical structures, the amplitude of the N250 increased and reward positivity amplitude decreased in response to positive feedback. Both on a retention and transfer exercise when learners successfully remembered and translated their knowledge to novel images, the amplitude of the reward positivity remained decreased compared to early learning. Our findings suggest ERPs can be used as a tool to track learning, retention, and transfer of knowledge and that employing the reinforcement learning paradigm is an effective educational approach for developing anatomical expertise.

Long term treadmill exercise performed to chronic social isolated rats regulate anxiety behavior without improving learning.

PubMed

Cevik, Ozge Selin; Sahin, Leyla; Tamer, Lulufer

2018-05-01

The type and duration of exposure to stress is an important influence on emotional and cognitive functions. Learning is the adaptive response of the central nervous system that occurs in hippocampus which affects from environmental factors like exercise. In this study, we investigated effects of long term treadmill exercise on learning and behavior on chronic social isolated rat. Male Wistar rats (n = 32) randomly assigned into four groups: control, exercised, social isolation, social isolation + exercise during postnatal days (PNDs) 21-34. Social isolation protocol was applied during 14 days by placing rat in a cage one by one. Rats were exercised during 5 days, days were chosen randomly for overall 4 weeks (20, 30, 50, 60 min respectively). Finally, learning performance was evaluated by Morris water maze (MWM). Anxiety behavior was evaluated by Open field and elevated plus maze test. At the end of learning and behavior tests, the rats were decapitated to collect blood samples via intracardiac puncture and corticosterone analysis was performed with ELISA method. Animal weights and water consumption did not change significantly but food intake differed among groups. Corticosterone level did not change between groups. The frequency of entering to the target quadrant increased in exercised rat significantly. However, there was no difference in learning and memory in rats. Treadmill exercise reduced anxiety behavior significantly. Taken together these findings may point out that, long term treadmill exercise did not change learning and memory but reduced anxiety level of rat without changing corticosterone level. Copyright © 2018 Elsevier Inc. All rights reserved.

Laboratory Exercises to Teach Clinically Relevant Chemistry of Antibiotics

PubMed Central

Chelette, Candace T.

2014-01-01

Objectives. To design, implement, and evaluate student performance on clinically relevant chemical and spectral laboratory exercises on antibiotics. Design. In the first of 2 exercises, second-year pharmacy students enrolled in an integrated laboratory sequence course studied the aqueous stability of ß-lactam antibiotics using a spectral visual approach. In a second exercise, students studied the tendency of tetracycline, rifamycins, and fluoroquinolones to form insoluble chelate complexes (turbidity) with polyvalent metals. Assessment. On a survey to assess achievement of class learning objectives, students agreed the laboratory activities helped them better retain important information concerning antibiotic stability and interactions. A significant improvement was observed in performance on examination questions related to the laboratory topics for 2012 and 2013 students compared to 2011 students who did not complete the laboratory. A 1-year follow-up examination question administered in a separate course showed >75% of the students were able to identify rifamycins-food interactions compared with <25% of students who had not completed the laboratory exercises. Conclusion. The use of spectral visual approaches allowed students to investigate antibiotic stability and interactions, thus reinforcing the clinical relevance of medicinal chemistry. Students’ performance on questions at the 1-year follow-up suggested increased retention of the concepts learned as a result of completing the exercises. PMID:24672070

[Approach to Evidence-based Medicine Exercises Using Flipped Teaching: Introductory Education for Clinical Practice for 4th-Year Pharmacy Students].

PubMed

Onda, Mitsuko; Takagaki, Nobumasa

2018-01-01

　Osaka University of Pharmaceutical Sciences has included an evidence-based medicine (EBM) exercise in the introductory education for clinical practice for 4th-year pharmacy students since 2015. The purpose of this exercise is to learn the process of practice and basic concepts of EBM, especially to cultivate the practical ability to solve patients' problems and answer their questions. Additionally, in 2016, we have attempted flipped teaching. The students are instructed to review the basic knowledge necessary for active learning in this exercise by watching video teaching materials and to bring reports summarizing the contents on the flipped teaching days. The program includes short lectures [overview of EBM, document retrieval, randomized controlled trials (RCTs), and systematic review], exercises [patient, intervention, comparison, outcome (PICO) structuring, critical appraisal of papers in small groups with tutors], and presentations. The program includes: step 1, PICO structuring based on scenarios; step 2, critical appraisal of English-language papers on RCTs using evaluation worksheets; and step 3, reviewing the results of the PICO exercise with patients. The results of the review are shared among groups through general discussion. In this symposium, I discuss students' attitudes, the effectiveness of small group discussions using flipped teaching, and future challenges to be addressed in this program.

Laboratory exercises to teach clinically relevant chemistry of antibiotics.

PubMed

El Sayed, Khalid A; Chelette, Candace T

2014-03-12

To design, implement, and evaluate student performance on clinically relevant chemical and spectral laboratory exercises on antibiotics. In the first of 2 exercises, second-year pharmacy students enrolled in an integrated laboratory sequence course studied the aqueous stability of ß-lactam antibiotics using a spectral visual approach. In a second exercise, students studied the tendency of tetracycline, rifamycins, and fluoroquinolones to form insoluble chelate complexes (turbidity) with polyvalent metals. On a survey to assess achievement of class learning objectives, students agreed the laboratory activities helped them better retain important information concerning antibiotic stability and interactions. A significant improvement was observed in performance on examination questions related to the laboratory topics for 2012 and 2013 students compared to 2011 students who did not complete the laboratory. A 1-year follow-up examination question administered in a separate course showed >75% of the students were able to identify rifamycins-food interactions compared with <25% of students who had not completed the laboratory exercises. The use of spectral visual approaches allowed students to investigate antibiotic stability and interactions, thus reinforcing the clinical relevance of medicinal chemistry. Students' performance on questions at the 1-year follow-up suggested increased retention of the concepts learned as a result of completing the exercises.

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.

Use of concept mapping in an undergraduate introductory exercise physiology course.

PubMed

Henige, Kim

2012-09-01

Physiology is often considered a challenging course for students. It is up to teachers to structure courses and create learning opportunities that will increase the chance of student success. In an undergraduate exercise physiology course, concept maps are assigned to help students actively process and organize information into manageable and meaningful chunks and to teach them to recognize the patterns and regularities of physiology. Students are first introduced to concept mapping with a commonly relatable nonphysiology concept and are then assigned a series of maps that become more and more complex. Students map the acute response to a drop in blood pressure, the causes of the acute increase in stroke volume during cardiorespiratory exercise, and the factors contributing to an increase in maximal O(2) consumption with cardiorespiratory endurance training. In the process, students draw the integrative nature of physiology, identify causal relationships, and learn about general models and core principles of physiology.

Using an FPLC to Promote Active Learning of the Principles of Protein Structure and Purification

ERIC Educational Resources Information Center

Robinson, Rebekah L.; Neely, Amy E.; Mojadedi, Wais; Threatt, Katie N.; Davis, Nicole Y.; Weiland, Mitch H.

2017-01-01

The concepts of protein purification are often taught in undergraduate biology and biochemistry lectures and reinforced during laboratory exercises; however, very few reported activities allow students to directly gain experience using modern protein purification instruments, such as Fast Protein Liquid Chromatography (FPLC). This laboratory…

Writing Activities for Developing Reading Comprehension.

ERIC Educational Resources Information Center

Karlin, Robert; Karlin, Andrea R.

As both draw upon language and experience, and both deal with meaning, writing and reading can be learned concurrently. Writing activities having a positive effect on reading skills include notetaking and sentence combining exercises. A more productive way of improving reading comprehension through writing is to have students base their writing on…

Lessons about Gay and Lesbian Lives: A Spaceship Exercise

ERIC Educational Resources Information Center

Hillman, Jennifer; Martin, Renee A.

2002-01-01

We designed an active learning activity to allow students to experience stereotyping and consider the social stigma often directed toward gays and lesbians. We used an unusual fictional scenario to alleviate students' concerns about impression management and permit them to experience the role of someone faced with discrimination without the…

Exercise and age

MedlinePlus

... down the stairs STRETCHING Stretching can help your body stay flexible. To stay limber: Learn shoulder, upper arm, and calf stretches Take yoga classes Do everyday activities, such as making your bed or bending over to tie your shoes

Educating patients about the benefits of physical activity and exercise for their hip and knee osteoarthritis. Systematic literature review.

PubMed

Gay, C; Chabaud, A; Guilley, E; Coudeyre, E

2016-06-01

Highlight the role of patient education about physical activity and exercise in the treatment of hip and knee osteoarthritis (OA). Systematic literature review from the Cochrane Library, PubMed and Wiley Online Library databases. A total of 125 items were identified, including 11 recommendations from learned societies interested in OA and 45 randomized controlled trials addressing treatment education and activity/exercise for the treatment of hip and knee osteoarthritis. In the end, 13 randomized controlled trials and 8 recommendations were reviewed (1b level of evidence). Based on the analysis, it was clear that education, exercise and weight loss are the pillars of non-pharmacological treatments. These treatments have proven to be effective but require changes in patient behaviour that are difficult to obtain. Exercise and weight loss improve function and reduce pain. Education potentiates compliance to exercise and weight loss programs, thereby improving their long-term benefits. Cost efficiency studies have found a reduction in medical visits and healthcare costs after 12 months because of self-management programs. Among non-surgical treatment options for hip and knee osteoarthritis, the most recent guidelines focus on non-pharmacological treatment. Self-management for general physical activity and exercise has a critical role. Programs must be personalized and adjusted to the patient's phenotype. This development should help every healthcare professional adapt the care they propose to each patient. Registration number for the systematic review: CRD42015032346. Copyright © 2016 Elsevier Masson SAS. All rights reserved.

Forced and voluntary exercises equally improve spatial learning and memory and hippocampal BDNF levels.

PubMed

Alomari, Mahmoud A; Khabour, Omar F; Alzoubi, Karem H; Alzubi, Mohammad A

2013-06-15

Multiple evidence suggest the importance of exercise for cognitive and brain functions. Few studies however, compared the behavioral and neural adaptations to force versus voluntary exercise training. Therefore, spatial learning and memory formation and brain-derived neurotrophic factor (BDNF) were examined in Wister male rats after 6 weeks of either daily forced swimming, voluntary running exercises, or sedentary. Learning capabilities and short, 5-hour, and long term memories improved (p<0.05) similarly in the exercise groups, without changes (p>0.05) in the sedentary. Likewise, both exercises resulted in increased (p<0.05) hippocampal BDNF level. The results suggest that forced and voluntary exercises can similarly enhance cognitive- and brain-related tasks, seemingly vie the BDNF pathway. These data further confirm the health benefits of exercise and advocate both exercise modalities to enhance behavioral and neural functions. Copyright © 2013 Elsevier B.V. All rights reserved.

Facilitation of the Cognitive Enhancing Effects of Working Memory Training Through Conjoint Voluntary Aerobic Exercise

PubMed Central

Smith, Andrew M.; Spiegler, Kevin M.; Sauce, Bruno; Wass, Christopher D.; Sturzoiu, Tudor; Matzel, Louis D.

2013-01-01

Increases in performance on tests of attention and learning are often observed shortly after a period of aerobic exercise, and evidence suggests that humans who engage in regular exercise are partially protected from age-related cognitive decline. However, the cognitive benefits of exercise are typically short-lived, limiting the practical application of these observations. We explored whether physical exercise would induce lasting changes in general cognitive ability if that exercise was combined with working memory training, which is purported to broadly impact on cognitive performance. Mice received either exercise (six weeks of voluntary running wheel access), working memory training, both treatments, or various control treatments. Near the completion of this period of exercise, working memory training (in a dual radial-arm maze) was initiated (alternating with days of exercise), and was continued for several weeks. Upon completion of these treatments, animals were assessed (2–4 weeks later) for performance on four diverse learning tasks, and the aggregate performance of individual animals across all four learning tasks was estimated. Working memory training alone promoted small increases in general cognitive performance, although any beneficial effects of exercise alone had dissipated by the time of learning assessments. However, the two treatments in combination more than doubled the improvement in general cognitive performance supported by working memory training alone. Unlike the transient effects that acute aerobic exercise can have on isolated learning tasks, these results indicate that an acute period of exercise combined with working memory training can have synergistic and lasting impact on general cognitive performance. PMID:24036169

Mind Boggling! Considering the Possibilities of Brain Gym in Learning to Play an Instrument

ERIC Educational Resources Information Center

Moore, Hilary; Hibbert, Fiona

2005-01-01

This paper is one of the first presentations of research into brain gym's effectiveness in learning musical instruments. Brain gym (or Edu-K) is the popular, over-arching name for a system of exercises, approaches, and techniques intended to improve mental and physical performance. We explain the basic concepts and activities of brain gym and…

Primer for Perception: A Manual Designed to Help Professionals, Para-Professionals and Volunteers Help Children "Learn to Learn".

ERIC Educational Resources Information Center

Goldzer, Beatrice F.

This manual for use by professionals, paraprofessionals, and tutors provides 10 multi-level, multi-purpose units for teaching children with reading, writing, or speech problems. The units were designed for use with preschool through sixth-grade students and consist of games, exercises, drills, evaluation, and suggestions for activities. The manual…

Assessment of Aerobic Endurance: A Comparison between CD-ROM and Laboratory-Based Instruction.

ERIC Educational Resources Information Center

Kirkwood, Margaret; Sharp, Bob; de Vito, Giuseppe; Nimmo, Myra A.

2002-01-01

Describes a CD-ROM version of a basic course in exercise physiology that was developed in the United Kingdom to overcome problems of staff time, expense, ethical considerations, and large student numbers. Compares it to a traditional course and concludes that adding more active learning approaches to the CD-ROM would enhance student learning. (LRW)

E-learning for medical imaging specialists: introducing blended learning in a nuclear medicine specialist course.

PubMed

Haslerud, Torjan; Tulipan, Andreas Julius; Gray, Robert M; Biermann, Martin

2017-07-01

While e-learning has become an important tool in teaching medical students, the training of specialists in medical imaging is still dominated by lecture-based courses. To assess the potential of e-learning in specialist education in medical imaging. An existing lecture-based five-day course in Clinical Nuclear Medicine (NM) was enhanced by e-learning resources and activities, including practical exercises. An anonymized survey was conducted after participants had completed and passed the multiple choice electronic course examination. Twelve out of 15 course participants (80%) responded. Overall satisfaction with the new course format was high, but 25% of the respondents wanted more interactive elements such as discussions and practical exercises. The importance of lecture handouts and supplementary online material such as selected original articles and professional guidelines was affirmed by all the respondents (92% fully, 8% partially), while 75% fully and 25% partially agreed that the lectures had been interesting and relevant. E-learning represents a hitherto unrealized potential in the education of medical specialists. It may expedite training of medical specialists while at the same time containing costs.

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.

Active-Learning Instruction on Emergency Contraception Counseling

PubMed Central

Young, Shardae; Vest, Kathleen

2013-01-01

Objective. To increase pharmacy students’ knowledge of and confidence in counseling patients regarding emergency contraception and to identify any barriers to counseling patients about emergency contraception. Design. Approximately 200 third-year pharmacy students participated in the Women’s Health Therapeutics workshop at Midwestern University Chicago College of Pharmacy. Students observed a 5-minute skit of a counseling session on emergency contraception and then were asked to pair up with a classmate and practice counseling each other regarding the use of emergency contraception following a checklist of key points. Assessment. One hundred eighty-nine students completed pre- and post-workshop survey instruments. Students’ knowledge scores increased from 86% to 93% (p<0.001). Approximately 25% of the students stated they were confident in counseling patients on emergency contraception before completing the active-learning exercise compared to 58.5% after (p<0.001). The most common barrier to counseling that students identified on the pre- and post-workshop survey was lack of knowledge. Conclusion. Participation in an active-learning exercise significantly increased pharmacy students’ knowledge of and confidence in counseling patients regarding emergency contraception and significantly reduced several barriers to counseling identified prior to participation. PMID:23788815

Looking Forward: Games, Rhymes and Exercises To Help Children Develop Their Learning Abilities.

ERIC Educational Resources Information Center

von Heider, Molly

The range of games, rhymes, songs, and exercises for children collected in this book are based on Rudolf Steiner's educational philosophy and are designed to lay the foundation for sound later learning. The book's chapters are: (1) "Learning Aids"; (2) "The Early Years"; (3) "Foot Exercises: Kindergarten or Class I, 5-7…

Lessons Learned over Four Benchmark Exercises from the Community Structure-Activity Resource

PubMed Central

Carlson, Heather A.

2016-01-01

Preparing datasets and analyzing the results is difficult and time-consuming, and I hope the points raised here will help other scientists avoid some of the thorny issues we wrestled with. PMID:27345761

What Is a Primate?

ERIC Educational Resources Information Center

McGee, Elizabeth

2003-01-01

Describes a series of hands-on experiments that engage students in hypothesis testing and promotes active learning of the concepts of evolution and adaptation. Laboratory exercises demonstrate how features of the hands and eyes distinguish primates from other mammals. (SOE)

Healthy and Ready to Learn

ERIC Educational Resources Information Center

Satcher, David

2005-01-01

A former surgeon has revealed that nutrition and exercise have positive effects on the school environment and also on student academic achievement. Some of the guidelines and recommendations for physical activity that can be adopted in schools are described.

Computer-Based Exercises for Learning to Read and Spell by Deaf Children

ERIC Educational Resources Information Center

Reitsma, Pieter

2009-01-01

There is a surprising lack of systematic research evaluating the effects of reading exercises for young deaf children. Therefore, for this article, two computer-based exercises were developed and learning effects were determined by posttests. One (spelling oriented) exercise was to select the correct word among three orthographically similar…

Running throughout middle-age improves memory function, hippocampal neurogenesis and BDNF levels in female C57Bl/6J mice

PubMed Central

Marlatt, Michael W.; Potter, Michelle C.; Lucassen, Paul J.; van Praag, Henriette

2012-01-01

Age-related memory loss is considered to commence at middle-age and coincides with reduced adult hippocampal neurogenesis and neurotrophin levels. Consistent physical activity at midlife may preserve brain-derived neurotrophic factor (BDNF) levels, new cell genesis and learning. In the present study, 9-month-old female C57Bl/6J mice were housed with or without a running wheel and injected with bromodeoxyuridine (BrdU) to label newborn cells. Morris water maze learning, open field activity and rotarod behavior were tested 1 and 6 months after exercise onset. Here we show that long-term running improved retention of spatial memory and modestly enhanced rotarod performance at 15 months of age. Both hippocampal neurogenesis and mature BDNF peptide levels were elevated after long-term running. Thus, regular exercise from the onset and during middle-age may maintain brain function. PMID:22252978

Practice schedules for surgical skills: the role of task characteristics and proactive interference on psychomotor skills acquisition.

PubMed

Willis, Ross E; Curry, Eileen; Gomez, Pedro Pablo

2013-01-01

Although break periods during training sessions are desirable, it is unclear what learners should do during these breaks. Some educators recommend that learners abstain from all task-related practice; however, it is possible that switching to an alternate exercise during break periods can also be effective. The construct of proactive interference (PI) posits that new learning is disrupted by prior learning. PI can be "released" when the nature of the task is changed after several practice trials. In this study, we examined the existence of PI in motor learning under 5 training conditions that differed in contrast to a target exercise. Preclinical medical students (n = 75) performed 1 trial of peg transfer as a pretest. Participants were then randomly assigned to 1 of 5 training conditions: mass practice, similar exercise (laparoscopic bean transfer), dissimilar exercise (open suturing), observation, or rest. Participants in the mass practice condition practiced peg transfer in 3 training blocks of 15 minutes, each separated by a 5-minute break. Participants in the other conditions performed 3 training blocks consisting of 15 minutes of peg transfer followed by an interspersed alternate exercise. On completion of 3 training blocks, participants performed 1 additional peg transfer trial as a posttest. Despite having trained for the same amount of time on the target task, Analysis of Covariance on posttest scores using pretest scores as the covariate indicated a significant main effect for training condition (p = 0.009). Participants engaging in mass practice performed significantly worse than participants in the dissimilar (p = 0.012), observation (p = 0.022), and rest (p < 0.001) conditions. Additionally, participants in the similar exercise condition performed worse than participants in the rest condition (p = 0.03). When learning a laparoscopic task, a break comprised of dissimilar practice or unrelated activities is effective in releasing PI and improving performance. © 2013 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Student Preferences Regarding Teaching Methods in a Drug-Induced Diseases and Clinical Toxicology Course

PubMed Central

Gim, Suzanna

2013-01-01

Objectives. To determine which teaching method in a drug-induced diseases and clinical toxicology course was preferred by students and whether their preference correlated with their learning of drug-induced diseases. Design. Three teaching methods incorporating active-learning exercises were implemented. A survey instrument was developed to analyze students’ perceptions of the active-learning methods used and how they compared to the traditional teaching method (lecture). Examination performance was then correlated to students’ perceptions of various teaching methods. Assessment. The majority of the 107 students who responded to the survey found traditional lecture significantly more helpful than active-learning methods (p=0.01 for all comparisons). None of the 3 active-learning methods were preferred over the others. No significant correlations were found between students’ survey responses and examination performance. Conclusions. Students preferred traditional lecture to other instructional methods. Learning was not influenced by the teaching method or by preference for a teaching method. PMID:23966726

Guiding dental student learning and assessing performance in critical thinking with analysis of emerging strategies.

PubMed

Johnsen, David C; Lipp, Mitchell J; Finkelstein, Michael W; Cunningham-Ford, Marsha A

2012-12-01

Patient-centered care involves an inseparable set of knowledge, abilities, and professional traits on the part of the health care provider. For practical reasons, health professions education is segmented into disciplines or domains like knowledge, technical skills, and critical thinking, and the culture of dental education is weighted toward knowledge and technical skills. Critical thinking, however, has become a growing presence in dental curricula. To guide student learning and assess performance in critical thinking, guidelines have been developed over the past several decades in the educational literature. Prominent among these guidelines are the following: engage the student in multiple situations/exercises reflecting critical thinking; for each exercise, emulate the intended activity for validity; gain agreement of faculty members across disciplines and curriculum years on the learning construct, application, and performance assessment protocol for reliability; and use the same instrument to guide learning and assess performance. The purposes of this article are 1) to offer a set of concepts from the education literature potentially helpful to guide program design or corroborate existing programs in dental education; 2) to offer an implementation model consolidating these concepts as a guide for program design and execution; 3) to cite specific examples of exercises and programs in critical thinking in the dental education literature analyzed against these concepts; and 4) to discuss opportunities and challenges in guiding student learning and assessing performance in critical thinking for dentistry.

The Effect of an Acute Bout of Moderate-Intensity Aerobic Exercise on Motor Learning of a Continuous Tracking Task

PubMed Central

Snow, Nicholas J.; Mang, Cameron S.; Roig, Marc; Boyd, Lara A.

2016-01-01

Introduction There is evidence for beneficial effects of acute and long-term exercise interventions on several forms of memory, including procedural motor learning. In the present study we examined how performing a single bout of continuous moderate intensity aerobic exercise would impact motor skill acquisition and retention in young healthy adults, compared to a period of rest. We hypothesized that exercise would improve motor skill acquisition and retention, compared to motor practice alone. Materials and Methods Sixteen healthy adults completed sessions of aerobic exercise or seated rest that were immediately followed by practice of a novel motor task (practice). Exercise consisted of 30 minutes of continuous cycling at 60% peak O2 uptake. Twenty-four hours after practice, we assessed motor learning with a no-exercise retention test (retention). We also quantified changes in offline motor memory consolidation, which occurred between practice and retention (offline). Tracking error was separated into indices of temporal precision and spatial accuracy. Results There were no differences between conditions in the timing of movements during practice (p = 0.066), at retention (p = 0.761), or offline (p = 0.966). However, the exercise condition enabled participants to maintain spatial accuracy during practice (p = 0.477); whereas, following rest performance diminished (p = 0.050). There were no significant differences between conditions at retention (p = 0.532) or offline (p = 0.246). Discussion An acute bout of moderate-intensity aerobic exercise facilitated the maintenance of motor performance during skill acquisition, but did not influence motor learning. Given past work showing that pairing high intensity exercise with skilled motor practice benefits learning, it seems plausible that intensity is a key modulator of the effects of acute aerobic exercise on changes in complex motor behavior. Further work is necessary to establish a dose-response relationship between aerobic exercise and motor learning. PMID:26901664

Effects of voluntary and treadmill exercise on spontaneous withdrawal signs, cognitive deficits and alterations in apoptosis-associated proteins in morphine-dependent rats.

PubMed

Mokhtari-Zaer, Amin; Ghodrati-Jaldbakhan, Shahrbanoo; Vafaei, Abbas Ali; Miladi-Gorji, Hossein; Akhavan, Maziar M; Bandegi, Ahmad Reza; Rashidy-Pour, Ali

2014-09-01

Chronic exposure to morphine results in cognitive deficits and alterations of apoptotic proteins in favor of cell death in the hippocampus, a brain region critically involved in learning and memory. Physical activity has been shown to have beneficial effects on brain health. In the current work, we examined the effects of voluntary and treadmill exercise on spontaneous withdrawal signs, the associated cognitive defects, and changes of apoptotic proteins in morphine-dependent rats. Morphine dependence was induced through bi-daily administrations of morphine (10mg/kg) for 10 days. Then, the rats were trained under two different exercise protocols: mild treadmill exercise or voluntary wheel exercise for 10 days. After exercise training, their spatial learning and memory and aversive memory were examined by a water maze and by an inhibitory avoidance task, respectively. The expression of the pro-apoptotic protein Bax and the anti-apoptotic protein Bcl-2 in the hippocampus were determined by immunoblotting. We found that chronic exposure to morphine impaired spatial and aversive memory and remarkably suppressed the expression of Bcl-2, but Bax expression remained constant. Both voluntary and treadmill exercise alleviated memory impairment, increased the expression of Bcl-2 protein, and only the later suppressed the expression of Bax protein in morphine-dependent animals. Moreover, both exercise protocols diminished the occurrence of spontaneous morphine withdrawal signs. Our findings showed that exercise reduces the spontaneous morphine-withdrawal signs, blocks the associated impairment of cognitive performance, and overcomes morphine-induced alterations in apoptotic proteins in favor of cell death. Thus, exercise may be a useful therapeutic strategy for cognitive and behavioral deficits in addict individuals. Copyright © 2014 Elsevier B.V. All rights reserved.

Values Affirmation Intervention Reduces Achievement Gap between Underrepresented Minority and White Students in Introductory Biology Classes

PubMed Central

Jordt, Hannah; Eddy, Sarah L.; Brazil, Riley; Lau, Ignatius; Mann, Chelsea; Brownell, Sara E.; King, Katherine; Freeman, Scott

2017-01-01

Achievement gaps between underrepresented minority (URM) students and their white peers in college science, technology, engineering, and mathematics classrooms are persistent across many white-majority institutions of higher education. Attempts to reduce this phenomenon of underperformance through increasing classroom structure via active learning have been partially successful. In this study, we address the hypothesis that the achievement gap between white and URM students in an undergraduate biology course has a psychological and emotional component arising from stereotype threat. Specifically, we introduced a values affirmation exercise that counters stereotype threat by reinforcing a student’s feelings of integrity and self-worth in three iterations of an intensive active-learning college biology course. On average, this exercise reduced the achievement gap between URM and white students who entered the course with the same incoming grade point average. This result suggests that achievement gaps resulting from the underperformance of URM students could be mitigated by providing students with a learning environment that removes psychological and emotional impediments of performance through short psychosocial interventions. PMID:28710060

Poetry in teaching pharmacology: Exploring the possibilities.

PubMed

Kalra, Juhi; Singh, Satendra; Badyal, Dinesh; Barua, Purnima; Sharma, Taruna; Dhasmana, Dinesh Chandra; Singh, Tejinder

2016-10-01

To explore poetry as a tool for active learning in linking knowledge and affective domains and to find if correlating learning with imagination can be used in "assessment for learning." After taking a conventional lecture on Asthma, a creative writing assignment in the form of poetry writing was given to the students. Different triggers were given to the students to channelize their thought pattern in a given direction that was linked to specific areas of academic relevance. Students were asked to reflect on this learning experience and the faculty was asked to evaluate the student assignment on a 5-point Likert scale. Most student groups scored well in the "overall assessment" of creative assignments and were rated as good or fair by the faculty. Students reflections were very informative and revealed that more than 90% of the students liked the exercise and many were too exuberant and liberal with emotional reactions that breathed positive. Around 5% students found the exercise average and another 5% found it very childish. Poetry writing turned out to be like a simulation exercise that linked academic knowledge, creativity, and the affective domain in an assumed scenario, rehearsed in free locales of mind. The metaphorical transition embedded in its subtle creation helped assess deeper understanding of the subject and the logical sequence of thought pattern.

Keys To The Kansas Environment. 4-H School Enrichment Program.

ERIC Educational Resources Information Center

Kansas State Univ., Manhattan. Extension Service.

The 4-H Club packet for preschool and elementary school children contains nine "keys", or short learning exercises, designed to enrich science and environmental education both in and out of the classroom. Each "key" includes the purpose of the activity, the intended audience, the best time of the year for the activity,…

Cookie-Ases: Interactive Models for Teaching Genotype-Phenotype Relationships

ERIC Educational Resources Information Center

Seipelt, Rebecca L.

2006-01-01

Several hands-on and wet laboratory activities have been proposed to model the genetic concepts of genotypes and phenotypes and their relationship. The exercise presented in this article is a novel, time effective, student-centered, role-playing activity in which students learn about the intricate connection between genotype and phenotype by…

Evaluation of Gastrointestinal Motility in Awake Rats: A Learning Exercise for Undergraduate Biomedical Students

ERIC Educational Resources Information Center

Souza, M. A. N.; Souza, M. H. L. P.; Palheta, R. C., Jr.; Cruz, P. R. M.; Medeiros, B. A.; Rola, F. H.; Magalhaes, P. J. C.; Troncon, L. E. A.; Santos, A. A.

2009-01-01

Current medical curricula devote scarce time for practical activities on digestive physiology, despite frequent misconceptions about dyspepsia and dysmotility phenomena. Thus, we designed a hands-on activity followed by a small-group discussion on gut motility. Male awake rats were randomly submitted to insulin, control, or hypertonic protocols.…

Visual Disability and Horse Riding

ERIC Educational Resources Information Center

Brickell, Diana

2005-01-01

It is now commonplace for horse riding to be included in the extra-curricular activities of students with physical disabilities. In this article an account is given of how visually impaired people can derive physical, mental, and emotional benefits from this supervised activity. It is argued that the rider, in learning to exercise self-control and…

A "Marked Success": Physical Activity at Miss White's School

ERIC Educational Resources Information Center

Morice, Linda C.

2008-01-01

This article examines the career of Flora White, who operated a school for girls in Concord, Massachusetts (USA) from 1897 to 1914. The school promoted individualised learning and physical activity for young women. Its programme of female exercise and sports ran counter to prevailing scholarly, medical, and popular opinion in the US. White faced…

Experiential Activities for Intercultural Learning. Volume 1.

ERIC Educational Resources Information Center

Seelye, H. Ned, Ed.

The need for new approaches, methods, and techniques in cross-cultural training and intercultural education is paramount. This collection of more than 30 exercises and activities aims to help begin a regular flow of materials into the stream of resources available to professionals in the intercultural field. The emphasis in the collection's first…

Guji Guji Goes to College: Promoting Critical Literacy in Taiwan

ERIC Educational Resources Information Center

Kuo, Jun-­min

2015-01-01

This study explores an activity designed to promote critical literacy in Taiwan. This activity had 23 college students perform different exercises all stressing the theme of self-identity as presented in a picture book and other learning sources. Data included classroom observations, reflection entries from the researcher­-instructor, classroom…

Using Conflict-Management Surveys to Extricate Research out of the "Ivory Tower": An Experiential Learning Exercise

ERIC Educational Resources Information Center

Anakwe, Uzoamaka P.; Purohit, Yasmin S.

2006-01-01

Management scholars have encouraged newer approaches to management education combining cognitive lessons with active experiential activities. This article describes how surveys, originally intended for collecting conflict-management data, can be introduced in the classroom to catalyze a deeper understanding of conflict. This article exemplifies…

It's Salsa Time! A Team Activity

ERIC Educational Resources Information Center

Crowne, Kerri Anne

2017-01-01

This article provides information on a team-building activity in which student teams make salsa. I usually use this exercise on the day that I form teams to provide an opportunity for teams to work on something that is not graded prior to completing the graded team assignment. The activity is built on several theories, such as social learning,…

Statistical Learning Is Not Affected by a Prior Bout of Physical Exercise

ERIC Educational Resources Information Center

Stevens, David J.; Arciuli, Joanne; Anderson, David I.

2016-01-01

This study examined the effect of a prior bout of exercise on implicit cognition. Specifically, we examined whether a prior bout of moderate intensity exercise affected performance on a statistical learning task in healthy adults. A total of 42 participants were allocated to one of three conditions--a control group, a group that exercised for…

The Dirt Finders.

ERIC Educational Resources Information Center

Alexander, David

1994-01-01

Presents an activity of students hunting for dirt in the classroom to launch a study of the environment and to provide children with an exercise in which they learn and use the skills of collecting, labeling, organizing, observational drawing, classifying, hypothesizing, and summarizing. (PR)

The Power of Doing: A Learning Exercise That Brings the Central Limit Theorem to Life

ERIC Educational Resources Information Center

Price, Barbara A.; Zhang, Xiaolong

2007-01-01

This article demonstrates an active learning technique for teaching the Central Limit Theorem (CLT) in an introductory undergraduate business statistics class. Groups of students carry out one of two experiments in the lab, tossing a die in sets of 5 rolls or tossing a die in sets of 10 rolls. They are asked to calculate the sample average of each…

Running Reduces Uncontrollable Stress-Evoked Serotonin and Potentiates Stress-Evoked Dopamine Concentrations in the Rat Dorsal Striatum

PubMed Central

Clark, Peter J.; Amat, Jose; McConnell, Sara O.; Ghasem, Parsa R.; Greenwood, Benjamin N.; Maier, Steven F.; Fleshner, Monika

2015-01-01

Accumulating evidence from both the human and animal literature indicates that exercise reduces the negative consequences of stress. The neurobiological etiology for this stress protection, however, is not completely understood. Our lab reported that voluntary wheel running protects rats from expressing depression-like instrumental learning deficits on the shuttle box escape task after exposure to unpredictable and inescapable tail shocks (uncontrollable stress). Impaired escape behavior is a result of stress-sensitized serotonin (5-HT) neuron activity in the dorsal raphe (DRN) and subsequent excessive release of 5-HT into the dorsal striatum following exposure to a comparatively mild stressor. However, the possible mechanisms by which exercise prevents stress-induced escape deficits are not well characterized. The purpose of this experiment was to test the hypothesis that exercise blunts the stress-evoked release of 5-HT in the dorsal striatum. Changes to dopamine (DA) levels were also examined, since striatal DA signaling is critical for instrumental learning and can be influenced by changes to 5-HT activity. Adult male F344 rats, housed with or without running wheels for 6 weeks, were either exposed to tail shock or remained undisturbed in laboratory cages. Twenty-four hours later, microdialysis was performed in the medial (DMS) and lateral (DLS) dorsal striatum to collect extracellular 5-HT and DA before, during, and following 2 mild foot shocks. We report wheel running prevents foot shock-induced elevation of extracellular 5-HT and potentiates DA concentrations in both the DMS and DLS approximately 24 h following exposure to uncontrollable stress. These data may provide a possible mechanism by which exercise prevents depression-like instrumental learning deficits following exposure to acute stress. PMID:26555633

Combined impact of exercise and temperature in learning and memory performance of fluoride toxicated rats.

PubMed

Basha, P Mahaboob; Sujitha, N S

2012-12-01

In previous studies, we investigated a link between high fluoride exposure and functional IQ deficits in rats. This study is an extension conducted to explore the combined influence of physical exercise and temperature stress on the learning ability and memory in rats and to assess whether any positive modulation could be attenuated due to exercise regimen subjected to F-toxicated animals at different temperatures. Accumulation of ingested fluoride resulted significant inhibition in acetylcholinesterase activity (P < 0.05), plasma cortisol levels (P < 0.05), and impaired the acquisition, performance, latency time, and retention in fluoride-exposed animals. Fluoride-toxicated rats took more number of sessions during the learning phase [F (5, 35) = 19.065; P < 0.05] and post hoc analysis on the number of correct choices revealed that there was a significant effect of treatments [F (5, 30) = 15.763; P < 0.05]; sessions [F (8, 240) = 58.698; P < 0.05]; and also significant difference in the interactions [F (40, 240) = 1.583; P < 0.05]. The latency data also revealed a significant difference between groups [F (5, 30) = 28.085; P < 0.05]; time = [F (8, 240) = 136.314; P < 0.05]; and there was a significant difference in the interactions [F (40, 240) = 2.090; P < 0.05]. In order to ascertain if interdependence between fluoride concentrations and the foregoing free radical parameters, respective correlation coefficients were calculated and results clearly emphasize the positive role of exercise in the promotion of cognitive functions by decreasing fluoride levels in rat hippocampus. A significant recovery in cognitive function was noticed in all the exercised animals due to reduced burden of brain oxidative stress. In comparison to exercise regimens performed at different temperatures, high (35 °C) and low temperatures (20 °C) led to a slower acquisition and poor retention of the task when compared to thermo neutral temperatures (25 and 30 °C). Thus exercise up-regulate antioxidant defenses and promote learning abilities in fluorotic population.

Using an FPLC to promote active learning of the principles of protein structure and purification.

PubMed

Robinson, Rebekah L; Neely, Amy E; Mojadedi, Wais; Threatt, Katie N; Davis, Nicole Y; Weiland, Mitch H

2017-01-02

The concepts of protein purification are often taught in undergraduate biology and biochemistry lectures and reinforced during laboratory exercises; however, very few reported activities allow students to directly gain experience using modern protein purification instruments, such as Fast Protein Liquid Chromatography (FPLC). This laboratory exercise uses size exclusion chromatography (SEC) and ion exchange (IEX) chromatography to separate a mixture of four different proteins. Students use an SEC chromatogram and corresponding SDS-PAGE gel to understand how protein conformations change under different conditions (i.e. native and non-native). Students explore strategies to separate co-eluting proteins by IEX chromatography. Using either cation or anion exchange, one protein is bound to the column while the other is collected in the flow-through. In this exercise, undergraduate students gain hands-on experience with experimental design, buffer and sample preparation, and implementation of instrumentation that is commonly used by experienced researchers while learning and applying the fundamental concepts of protein structure, protein purification, and SDS-PAGE. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(1):60-68, 2017. © 2016 The International Union of Biochemistry and Molecular Biology.

Using Mauna Loa Atmospheric CO2 Data in Large General Education Geoscience Courses

NASA Astrophysics Data System (ADS)

Richardson, R. M.; Kapp, J. L.

2007-12-01

We have been using the Mauna Loa atmospheric CO2 dataset (http://scrippsco2.ucsd.edu/data/in_situ_co2/monthly_mlo.csv) in a large (up to 300) General Education Geoscience course, primarily in small breakout groups (30 students). The exercise is designed to address quantitative literacy including percentages, slopes and linear trends, issues of data completeness and bias, quality of extrapolations, as well as implications for climate change. We are significantly revising the course, which serves 600 students a semester, with help from a curriculum grant. A major goal is to improve student learning by incorporating inquiry based activities in the large lecture setting. Lectures now incorporate several activities throughout a given class period, in which students are asked to use critical thinking skills such as interpreting patterns in data and graphs, analyzing a scientific hypothesis for its coherence with the scientific method, and answering higher order synthesis questions in both verbal and written form. This differs from our past format where class periods were dominated by lecture, with a single short activity done individually about every other lecture. To test the effectiveness of the new course format we will give students the same atmospheric CO2 exercise in the lecture setting that they were given previously in breakout groups. Students will work in small groups in lecture after receiving a short introduction to the exercise by the instructor. They will plot CO2 concentrations, make extrapolations, and interpret patterns in the data. We will compare scores on the exercise with previous semesters. We expect that students will do better having had more experience with interpreting scientific data and practicing higher order thinking skills. We also expect working in small groups will foster better learning through peer teaching and discussion. We will incorporate responses from students who took part in the exercises from current and previous semesters. We administer a greenhouse effect concept inventory both before and after the CO2 exercise and other in-class greenhouse gas activities, and will present those results as well.

Feature-Free Activity Classification of Inertial Sensor Data With Machine Vision Techniques: Method, Development, and Evaluation.

PubMed

Dominguez Veiga, Jose Juan; O'Reilly, Martin; Whelan, Darragh; Caulfield, Brian; Ward, Tomas E

2017-08-04

Inertial sensors are one of the most commonly used sources of data for human activity recognition (HAR) and exercise detection (ED) tasks. The time series produced by these sensors are generally analyzed through numerical methods. Machine learning techniques such as random forests or support vector machines are popular in this field for classification efforts, but they need to be supported through the isolation of a potentially large number of additionally crafted features derived from the raw data. This feature preprocessing step can involve nontrivial digital signal processing (DSP) techniques. However, in many cases, the researchers interested in this type of activity recognition problems do not possess the necessary technical background for this feature-set development. The study aimed to present a novel application of established machine vision methods to provide interested researchers with an easier entry path into the HAR and ED fields. This can be achieved by removing the need for deep DSP skills through the use of transfer learning. This can be done by using a pretrained convolutional neural network (CNN) developed for machine vision purposes for exercise classification effort. The new method should simply require researchers to generate plots of the signals that they would like to build classifiers with, store them as images, and then place them in folders according to their training label before retraining the network. We applied a CNN, an established machine vision technique, to the task of ED. Tensorflow, a high-level framework for machine learning, was used to facilitate infrastructure needs. Simple time series plots generated directly from accelerometer and gyroscope signals are used to retrain an openly available neural network (Inception), originally developed for machine vision tasks. Data from 82 healthy volunteers, performing 5 different exercises while wearing a lumbar-worn inertial measurement unit (IMU), was collected. The ability of the proposed method to automatically classify the exercise being completed was assessed using this dataset. For comparative purposes, classification using the same dataset was also performed using the more conventional approach of feature-extraction and classification using random forest classifiers. With the collected dataset and the proposed method, the different exercises could be recognized with a 95.89% (3827/3991) accuracy, which is competitive with current state-of-the-art techniques in ED. The high level of accuracy attained with the proposed approach indicates that the waveform morphologies in the time-series plots for each of the exercises is sufficiently distinct among the participants to allow the use of machine vision approaches. The use of high-level machine learning frameworks, coupled with the novel use of machine vision techniques instead of complex manually crafted features, may facilitate access to research in the HAR field for individuals without extensive digital signal processing or machine learning backgrounds. ©Jose Juan Dominguez Veiga, Martin O'Reilly, Darragh Whelan, Brian Caulfield, Tomas E Ward. Originally published in JMIR Mhealth and Uhealth (http://mhealth.jmir.org), 04.08.2017.

Feature-Free Activity Classification of Inertial Sensor Data With Machine Vision Techniques: Method, Development, and Evaluation

PubMed Central

O'Reilly, Martin; Whelan, Darragh; Caulfield, Brian; Ward, Tomas E

2017-01-01

Background Inertial sensors are one of the most commonly used sources of data for human activity recognition (HAR) and exercise detection (ED) tasks. The time series produced by these sensors are generally analyzed through numerical methods. Machine learning techniques such as random forests or support vector machines are popular in this field for classification efforts, but they need to be supported through the isolation of a potentially large number of additionally crafted features derived from the raw data. This feature preprocessing step can involve nontrivial digital signal processing (DSP) techniques. However, in many cases, the researchers interested in this type of activity recognition problems do not possess the necessary technical background for this feature-set development. Objective The study aimed to present a novel application of established machine vision methods to provide interested researchers with an easier entry path into the HAR and ED fields. This can be achieved by removing the need for deep DSP skills through the use of transfer learning. This can be done by using a pretrained convolutional neural network (CNN) developed for machine vision purposes for exercise classification effort. The new method should simply require researchers to generate plots of the signals that they would like to build classifiers with, store them as images, and then place them in folders according to their training label before retraining the network. Methods We applied a CNN, an established machine vision technique, to the task of ED. Tensorflow, a high-level framework for machine learning, was used to facilitate infrastructure needs. Simple time series plots generated directly from accelerometer and gyroscope signals are used to retrain an openly available neural network (Inception), originally developed for machine vision tasks. Data from 82 healthy volunteers, performing 5 different exercises while wearing a lumbar-worn inertial measurement unit (IMU), was collected. The ability of the proposed method to automatically classify the exercise being completed was assessed using this dataset. For comparative purposes, classification using the same dataset was also performed using the more conventional approach of feature-extraction and classification using random forest classifiers. Results With the collected dataset and the proposed method, the different exercises could be recognized with a 95.89% (3827/3991) accuracy, which is competitive with current state-of-the-art techniques in ED. Conclusions The high level of accuracy attained with the proposed approach indicates that the waveform morphologies in the time-series plots for each of the exercises is sufficiently distinct among the participants to allow the use of machine vision approaches. The use of high-level machine learning frameworks, coupled with the novel use of machine vision techniques instead of complex manually crafted features, may facilitate access to research in the HAR field for individuals without extensive digital signal processing or machine learning backgrounds. PMID:28778851

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

A Novel Teaching Tool Combined With Active-Learning to Teach Antimicrobial Spectrum Activity.

PubMed

MacDougall, Conan

2017-03-25

Objective. To design instructional methods that would promote long-term retention of knowledge of antimicrobial pharmacology, particularly the spectrum of activity for antimicrobial agents, in pharmacy students. Design. An active-learning approach was used to teach selected sessions in a required antimicrobial pharmacology course. Students were expected to review key concepts from the course reader prior to the in-class sessions. During class, brief concept reviews were followed by active-learning exercises, including a novel schematic method for learning antimicrobial spectrum of activity ("flower diagrams"). Assessment. At the beginning of the next quarter (approximately 10 weeks after the in-class sessions), 360 students (three yearly cohorts) completed a low-stakes multiple-choice examination on the concepts in antimicrobial spectrum of activity. When data for students was pooled across years, the mean number of correct items was 75.3% for the items that tested content delivered with the active-learning method vs 70.4% for items that tested content delivered via traditional lecture (mean difference 4.9%). Instructor ratings on student evaluations of the active-learning approach were high (mean scores 4.5-4.8 on a 5-point scale) and student comments were positive about the active-learning approach and flower diagrams. Conclusion. An active-learning approach led to modestly higher scores in a test of long-term retention of pharmacology knowledge and was well-received by students.

A Novel Teaching Tool Combined With Active-Learning to Teach Antimicrobial Spectrum Activity

PubMed Central

2017-01-01

Objective. To design instructional methods that would promote long-term retention of knowledge of antimicrobial pharmacology, particularly the spectrum of activity for antimicrobial agents, in pharmacy students. Design. An active-learning approach was used to teach selected sessions in a required antimicrobial pharmacology course. Students were expected to review key concepts from the course reader prior to the in-class sessions. During class, brief concept reviews were followed by active-learning exercises, including a novel schematic method for learning antimicrobial spectrum of activity (“flower diagrams”). Assessment. At the beginning of the next quarter (approximately 10 weeks after the in-class sessions), 360 students (three yearly cohorts) completed a low-stakes multiple-choice examination on the concepts in antimicrobial spectrum of activity. When data for students was pooled across years, the mean number of correct items was 75.3% for the items that tested content delivered with the active-learning method vs 70.4% for items that tested content delivered via traditional lecture (mean difference 4.9%). Instructor ratings on student evaluations of the active-learning approach were high (mean scores 4.5-4.8 on a 5-point scale) and student comments were positive about the active-learning approach and flower diagrams. Conclusion. An active-learning approach led to modestly higher scores in a test of long-term retention of pharmacology knowledge and was well-received by students. PMID:28381885

A single bout of high-intensity aerobic exercise facilitates response to paired associative stimulation and promotes sequence-specific implicit motor learning

PubMed Central

Mang, Cameron S.; Snow, Nicholas J.; Campbell, Kristin L.; Ross, Colin J. D.

2014-01-01

The objectives of the present study were to evaluate the impact of a single bout of high-intensity aerobic exercise on 1) long-term potentiation (LTP)-like neuroplasticity via response to paired associative stimulation (PAS) and 2) the temporal and spatial components of sequence-specific implicit motor learning. Additionally, relationships between exercise-induced increases in systemic brain-derived neurotrophic factor (BDNF) and response to PAS and motor learning were evaluated. Sixteen young healthy participants completed six experimental sessions, including the following: 1) rest followed by PAS; 2) aerobic exercise followed by PAS; 3) rest followed by practice of a continuous tracking (CT) task and 4) a no-exercise 24-h retention test; and 5) aerobic exercise followed by CT task practice and 6) a no-exercise 24-h retention test. The CT task included an embedded repeated sequence allowing for evaluation of sequence-specific implicit learning. Slope of motor-evoked potential recruitment curves generated with transcranial magnetic stimulation showed larger increases when PAS was preceded by aerobic exercise (59.8% increase) compared with rest (14.2% increase, P = 0.02). Time lag of CT task performance on the repeated sequence improved under the aerobic exercise condition from early (−100.8 ms) to late practice (−75.2 ms, P < 0.001) and was maintained at retention (−79.2 ms, P = 0.004) but did not change under the rest condition (P > 0.16). Systemic BDNF increased on average by 3.4-fold following aerobic exercise (P = 0.003), but the changes did not relate to neurophysiological or behavioral measures (P > 0.42). These results indicate that a single bout of high-intensity aerobic exercise can prime LTP-like neuroplasticity and promote sequence-specific implicit motor learning. PMID:25257866

Longitudinal attentional engagement rescues mice from age-related cognitive declines and cognitive inflexibility

PubMed Central

Matzel, Louis D.; Light, Kenneth R.; Wass, Christopher; Colas-Zelin, Danielle; Denman-Brice, Alexander; Waddel, Adam C.; Kolata, Stefan

2011-01-01

Learning, attentional, and perseverative deficits are characteristic of cognitive aging. In this study, genetically diverse CD-1 mice underwent longitudinal training in a task asserted to tax working memory capacity and its dependence on selective attention. Beginning at 3 mo of age, animals were trained for 12 d to perform in a dual radial-arm maze task that required the mice to remember and operate on two sets of overlapping guidance (spatial) cues. As previously reported, this training resulted in an immediate (at 4 mo of age) improvement in the animals' aggregate performance across a battery of five learning tasks. Subsequently, these animals received an additional 3 d of working memory training at 3-wk intervals for 15 mo (totaling 66 training sessions), and at 18 mo of age were assessed on a selective attention task, a second set of learning tasks, and variations of those tasks that required the animals to modify the previously learned response. Both attentional and learning abilities (on passive avoidance, active avoidance, and reinforced alternation tasks) were impaired in aged animals that had not received working memory training. Likewise, these aged animals exhibited consistent deficits when required to modify a previously instantiated learned response (in reinforced alternation, active avoidance, and spatial water maze). In contrast, these attentional, learning, and perseverative deficits were attenuated in aged animals that had undergone lifelong working memory exercise. These results suggest that general impairments of learning, attention, and cognitive flexibility may be mitigated by a cognitive exercise regimen that requires chronic attentional engagement. PMID:21521768

Longitudinal attentional engagement rescues mice from age-related cognitive declines and cognitive inflexibility.

PubMed

Matzel, Louis D; Light, Kenneth R; Wass, Christopher; Colas-Zelin, Danielle; Denman-Brice, Alexander; Waddel, Adam C; Kolata, Stefan

2011-01-01

Learning, attentional, and perseverative deficits are characteristic of cognitive aging. In this study, genetically diverse CD-1 mice underwent longitudinal training in a task asserted to tax working memory capacity and its dependence on selective attention. Beginning at 3 mo of age, animals were trained for 12 d to perform in a dual radial-arm maze task that required the mice to remember and operate on two sets of overlapping guidance (spatial) cues. As previously reported, this training resulted in an immediate (at 4 mo of age) improvement in the animals' aggregate performance across a battery of five learning tasks. Subsequently, these animals received an additional 3 d of working memory training at 3-wk intervals for 15 mo (totaling 66 training sessions), and at 18 mo of age were assessed on a selective attention task, a second set of learning tasks, and variations of those tasks that required the animals to modify the previously learned response. Both attentional and learning abilities (on passive avoidance, active avoidance, and reinforced alternation tasks) were impaired in aged animals that had not received working memory training. Likewise, these aged animals exhibited consistent deficits when required to modify a previously instantiated learned response (in reinforced alternation, active avoidance, and spatial water maze). In contrast, these attentional, learning, and perseverative deficits were attenuated in aged animals that had undergone lifelong working memory exercise. These results suggest that general impairments of learning, attention, and cognitive flexibility may be mitigated by a cognitive exercise regimen that requires chronic attentional engagement.

The impact of blended learning on student performance in a cardiovascular pharmacotherapy course.

PubMed

McLaughlin, Jacqueline E; Gharkholonarehe, Nastaran; Khanova, Julia; Deyo, Zach M; Rodgers, Jo E

2015-03-25

To examine student engagement with, perception of, and performance resulting from blended learning for venous thromboembolism in a required cardiovascular pharmacotherapy course for second-year students. In 2013, key foundational content was packaged into an interactive online module for students to access prior to coming to class; class time was dedicated to active-learning exercises. Students who accessed all online module segments participated in more in class clicker questions (p=0.043) and performed better on the examination (p=0.023). There was no difference in clicker participation or examination performance based on time of module access (prior to or after class). The majority of participants agreed or strongly agreed that foundational content learned prior to class, applied activities during class, and content-related questions in the online module greatly enhanced learning. This study highlights the importance of integrating online modules with classroom learning and the role of blended learning in improving academic performance.

The Pirate-Teacher

ERIC Educational Resources Information Center

Smith, F. A.

2007-01-01

The author taught information literacy skills courses at the University of Notre Dame and created active learning exercises including a pirate theme to simulate searching for buried treasure (information inside of databases). This article provides examples of cartoons, quotations, and humor used in both classes.

Man and Energy, Module C. Fourth Grade. Pilot Form.

ERIC Educational Resources Information Center

Pasco County Schools, Dade City, FL.

This booklet is one of a set of learning modules on energy for use by students and teachers in the fourth grade. This module investigates solar energy, ecology, and fossil fuels. Included are laboratory activities and values exercises. (BT)

Contrail: A Module from Physical Chemistry On-Line Project

ERIC Educational Resources Information Center

Chen, Franklin; Zielinski, Theresa Julia; Long, George

2007-01-01

The impact of contrails on Earth's climate is researched to understand the active area. It is suggested that the process of contrail formation involves combustion, cooling and ice formation, which are good comprehensive learning exercise for physical chemistry students.

Molding Students into Better Decisionmakers and Managers: An Experiential Learning Exercise.

ERIC Educational Resources Information Center

Babbar, Sunil

1994-01-01

Examples of real-world customer service situations were observed by business students, who then submitted papers and discussed them in class. Their questionnaire responses indicated the value of developing understanding through such an experiential class activity. (SK)

A comparison of professional-level faculty and student perceptions of active learning: its current use, effectiveness, and barriers.

PubMed

Miller, Cynthia J; Metz, Michael J

2014-09-01

Active learning is an instructional method in which students become engaged participants in the classroom through the use of in-class written exercises, games, problem sets, audience-response systems, debates, class discussions, etc. Despite evidence supporting the effectiveness of active learning strategies, minimal adoption of the technique has occurred in many professional programs. The goal of this study was to compare the perceptions of active learning between students who were exposed to active learning in the classroom (n = 116) and professional-level physiology faculty members (n = 9). Faculty members reported a heavy reliance on lectures and minimal use of educational games and activities, whereas students indicated that they learned best via the activities. A majority of faculty members (89%) had observed active learning in the classroom and predicted favorable effects of the method on student performance and motivation. The main reported barriers by faculty members to the adoption of active learning were a lack of necessary class time, a high comfort level with traditional lectures, and insufficient time to develop materials. Students hypothesized similar obstacles for faculty members but also associated many negative qualities with the traditional lecturers. Despite these barriers, a majority of faculty members (78%) were interested in learning more about the alternative teaching strategy. Both faculty members and students indicated that active learning should occupy portions (29% vs. 40%) of face-to-face class time. Copyright © 2014 The American Physiological Society.

A comparison of professional-level faculty and student perceptions of active learning: its current use, effectiveness, and barriers

PubMed Central

Metz, Michael J.

2014-01-01

Active learning is an instructional method in which students become engaged participants in the classroom through the use of in-class written exercises, games, problem sets, audience-response systems, debates, class discussions, etc. Despite evidence supporting the effectiveness of active learning strategies, minimal adoption of the technique has occurred in many professional programs. The goal of this study was to compare the perceptions of active learning between students who were exposed to active learning in the classroom (n = 116) and professional-level physiology faculty members (n = 9). Faculty members reported a heavy reliance on lectures and minimal use of educational games and activities, whereas students indicated that they learned best via the activities. A majority of faculty members (89%) had observed active learning in the classroom and predicted favorable effects of the method on student performance and motivation. The main reported barriers by faculty members to the adoption of active learning were a lack of necessary class time, a high comfort level with traditional lectures, and insufficient time to develop materials. Students hypothesized similar obstacles for faculty members but also associated many negative qualities with the traditional lecturers. Despite these barriers, a majority of faculty members (78%) were interested in learning more about the alternative teaching strategy. Both faculty members and students indicated that active learning should occupy portions (29% vs. 40%) of face-to-face class time. PMID:25179615

Empirically Derived Lessons Learned about What Makes Peer-Led Exercise Groups Flourish.

PubMed

Fletcher, Kathlyn E; Ertl, Kristyn; Ruffalo, Leslie; Harris, LaTamba; Whittle, Jeff

2017-01-01

Physical exercise confers many health benefits, but it is difficult to motivate people to exercise. Although community exercise groups may facilitate initiation and persistence in an exercise program, reports regarding factors that allow such groups to flourish are limited. We performed a prospective qualitative evaluation of our experience starting a program of community-based, peer-led exercise groups for military veterans to identify important lessons learned. We synthesized data from structured observations, post-observation debriefings, and focus groups. Our participants were trained peer leaders and exercise group members. Our main outcomes consisted of empirically derived lessons learned during the implementation of a peer-led group exercise program for veterans at multiple community sites. We collected and analyzed data from 40 observation visits (covering 14 sites), 7 transcribed debriefings, and 5 focus groups. We identified five lessons learned. (1) The camaraderie and social aspect of the exercise groups provided motivation for people to stay involved. (2) Shared responsibility and commitment to each other by the group members was instrumental to success. (3) Regular meeting times encouraged participation. (4) Variety, especially getting outdoors, was very popular for some groups. (5) Modest involvement of professionals encouraged ongoing engagement with the program. Both social and programmatic issues influence implementation of group exercise programs for older, predominantly male, veterans. These results should be confirmed in other settings.

The Impact of Brain Breaks Classroom-Based Physical Activities on Attitudes toward Physical Activity in Polish School Children in Third to Fifth Grade.

PubMed

Glapa, Agata; Grzesiak, Joanna; Laudanska-Krzeminska, Ida; Chin, Ming-Kai; Edginton, Christopher R; Mok, Magdalena Mo Ching; Bronikowski, Michal

2018-02-21

The purpose of this study was to examine the effectiveness of the Brain Breaks® Physical Activity Solutions in changing attitudes toward physical activity of school children in a community in Poland. In 2015, a sample of 326 pupils aged 9-11 years old from 19 classes at three selected primary schools were randomly assigned to control and experimental groups within the study. During the classes, children in the experimental group performed physical activities two times per day in three to five minutes using Brain Breaks® videos for four months, while the control group did not use the videos during the test period. Students' attitudes toward physical activities were assessed before and after the intervention using the "Attitudes toward Physical Activity Scale". Repeated measures of ANOVA were used to examine the change from pre- to post-intervention. Overall, a repeated measures ANOVA indicated time-by-group interaction effects in 'Self-efficacy on learning with video exercises', F(1.32) = 75.28, p = 0.00, η2 = 0.19. Although the changes are minor, there were benefits of the intervention. It may be concluded that HOPSports Brain Breaks® Physical Activity Program contributes to better self-efficacy on learning while using video exercise of primary school children.

Exercise-enhanced Neuroplasticity Targeting Motor and Cognitive Circuitry in Parkinson’s Disease

PubMed Central

Petzinger, G. M.; Fisher, B. E.; McEwen, S.; Beeler, J. A.; Walsh, J. P.; Jakowec, M. W.

2013-01-01

The purpose of this review is to highlight the potential role of exercise in promoting neuroplasticity and repair in Parkinson’s disease (PD). Exercise interventions in individuals with PD incorporate goal-based motor skill training in order to engage cognitive circuitry important in motor learning. Using this exercise approach, physical therapy facilitates learning through instruction and feedback (reinforcement), and encouragement to perform beyond self-perceived capability. Individuals with PD become more cognitively engaged with the practice and learning of movements and skills that were previously automatic and unconscious. Studies that have incorporated both goal-based training and aerobic exercise have supported the potential for improving both cognitive and automatic components of motor control. Utilizing animal models, basic research is beginning to reveal exercise-induced effects on neuroplasticity. Since neuroplasticity occurs at the level of circuits and synaptic connections, we examine the effects of exercise from this perspective. PMID:23769598

The Effect of Using Exercise-Based Computer Games during the Process of Learning on Academic Achievement among Education Majors

ERIC Educational Resources Information Center

Kablan, Zeynel

2010-01-01

The aim of this study is to define whether using exercise-based games increase the performance of learning. For this reason, two basic questions were tried to be answered in the study. First, is there any difference in learning between the group that was given exercise-based games and the group that was not? Second, is there any difference in…

Aerobic fitness relates to learning on a virtual Morris Water Task and hippocampal volume in adolescents.

PubMed

Herting, Megan M; Nagel, Bonnie J

2012-08-01

In rodents, exercise increases hippocampal neurogenesis and allows for better learning and memory performance on water maze tasks. While exercise has also been shown to be beneficial for the brain and behavior in humans, no study has examined how exercise impacts spatial learning using a directly translational water maze task, or if these relationships exist during adolescence--a developmental period which the animal literature has shown to be especially vulnerable to exercise effects. In this study, we investigated the influence of aerobic fitness on hippocampal size and subsequent learning and memory, including visuospatial memory using a human analogue of the Morris Water Task, in 34 adolescents. Results showed that higher aerobic fitness predicted better learning on the virtual Morris Water Task and larger hippocampal volumes. No relationship between virtual Morris Water Task memory recall and aerobic fitness was detected. Aerobic fitness, however, did not relate to global brain volume or verbal learning, which might suggest some specificity of the influence of aerobic fitness on the adolescent brain. This study provides a direct translational approach to the existing animal literature on exercise, as well as adds to the sparse research that exists on how aerobic exercise impacts the developing human brain and memory. Published by Elsevier B.V.

Aerobic fitness relates to learning on a virtual morris water task and hippocampal volume in adolescents

PubMed Central

Herting, Megan M.; Nagel, Bonnie J.

2012-01-01

In rodents, exercise increases hippocampal neurogenesis and allows for better learning and memory performance on water maze tasks. While exercise has also been shown to be beneficial for the brain and behavior in humans, no study has examined how exercise impacts spatial learning using a directly translational water maze task, or if these relationships exist during adolescence – a developmental period which the animal literature has shown to be especially vulnerable to exercise effects. In this study, we investigated the influence of aerobic fitness on hippocampal size and subsequent learning and memory, including visuospatial memory using a human analogue of the Morris Water Task, in 34 adolescents. Results showed that higher aerobic fitness predicted better learning on the virtual Morris Water Task and larger hippocampal volumes. No relationship between virtual Morris Water Task memory recall and aerobic fitness was detected. Aerobic fitness, however, did not relate to global brain volume, or verbal learning, which might suggest some specificity of the influence of aerobic fitness on the adolescent brain. This study provides a direct translational approach to the existing animal literature on exercise, as well as adds to the sparse research that exists on how aerobic exercise impacts the developing human brain and memory. PMID:22610054

Evaluation of guided imagery as treatment for recurrent abdominal pain in children: a randomized controlled trial

PubMed Central

Weydert, Joy A; Shapiro, Daniel E; Acra, Sari A; Monheim, Cynthia J; Chambers, Andrea S; Ball, Thomas M

2006-01-01

Background Because of the paucity of effective evidence-based therapies for children with recurrent abdominal pain, we evaluated the therapeutic effect of guided imagery, a well-studied self-regulation technique. Methods 22 children, aged 5 – 18 years, were randomized to learn either breathing exercises alone or guided imagery with progressive muscle relaxation. Both groups had 4-weekly sessions with a therapist. Children reported the numbers of days with pain, the pain intensity, and missed activities due to abdominal pain using a daily pain diary collected at baseline and during the intervention. Monthly phone calls to the children reported the number of days with pain and the number of days of missed activities experienced during the month of and month following the intervention. Children with ≤ 4 days of pain/month and no missed activities due to pain were defined as being healed. Depression, anxiety, and somatization were measured in both children and parents at baseline. Results At baseline the children who received guided imagery had more days of pain during the preceding month (23 vs. 14 days, P = 0.04). There were no differences in the intensity of painful episodes or any baseline psychological factors between the two groups. Children who learned guided imagery with progressive muscle relaxation had significantly greater decrease in the number of days with pain than those learning breathing exercises alone after one (67% vs. 21%, P = 0.05), and two (82% vs. 45%, P < 0.01) months and significantly greater decrease in days with missed activities at one (85% vs. 15%, P = 0.02) and two (95% vs. 77%. P = 0.05) months. During the two months of follow-up, more children who had learned guided imagery met the threshold of ≤ 4 day of pain each month and no missed activities (RR = 7.3, 95%CI [1.1,48.6]) than children who learned only the breathing exercises. Conclusion The therapeutic efficacy of guided imagery with progressive muscle relaxation found in this study is consistent with our present understanding of the pathophysiology of recurrent abdominal pain in children. Although unfamiliar to many pediatricians, guided imagery is a simple, noninvasive therapy with potential benefit for treating children with RAP. PMID:17090333

AN ACTIVE INTRODUCTION TO NEWSPAPER SWAHILI.

ERIC Educational Resources Information Center

Foreign Service (Dept. of State), Washington, DC. Foreign Service Inst.

EACH OF THE 25 SHORT LESSONS IN THIS BOOKLET IS BUILT AROUND A STORY FROM AN EAST AFRICAN NEWSPAPER. THE STUDENT IS EXPECTED TO LISTEN TO AND REPEAT BASIC SENTENCES, LISTEN TO AND READ THE TEXT, AND COMPLETE THE ACCOMPANYING EXERCISES. THUS, HE NOT ONLY LEARNS TO READ NEWSPAPER ARTICLES BUT ALSO ACTIVELY DEMONSTRATES HOW MUCH HE HAS COMPREHENDED…

Group Active Engagement Exercises: Pursuing the Recommendations of "Vision and Change" in an Introductory Undergraduate Science Course

ERIC Educational Resources Information Center

Jardine, Hannah E.; Levin, Daniel M.; Quimby, B. Booth; Cooke, Todd J.

2017-01-01

"Vision and Change in Undergraduate Education: A Call to Action," published by the American Association for the Advancement of Science in 2011, suggested cultivating biological literacy and practicing more student-centered learning in undergraduate life sciences education. We report here on the use of Group Active Engagement (GAE)…

Clinical Study of Student Learning Using Mastery Style versus Immediate Feedback Online Activities

ERIC Educational Resources Information Center

Gladding, Gary; Gutmann, Brianne; Schroeder, Noah; Stelzer, Timothy

2015-01-01

This paper is part of a series of studies to improve the efficacy of online physics homework activities by integrating narrated animated solutions with mastery inspired exercises. In a clinical study using first- and second-year university students, the mastery group attempted question sets in four levels, with animated solutions between each…

Monsters, Microbiology and Mathematics: The Epidemiology of a Zombie Apocalypse

ERIC Educational Resources Information Center

Verran, J.; Crossley, M.; Carolan, K.; Jacobs, N.; Amos, M.

2014-01-01

The aim of this learning exercise was to harness current interest in zombies in order to educate audiences about the epidemiology of infectious disease. Participants in the activity were provided with an outbreak scenario, which they then used as the basis of play-based activities. By considering the mode and speed of transmission, size of…

Active Learning and Threshold Concepts in Multiple Testing That Can Further Develop Student Critical Statistical Thinking

ERIC Educational Resources Information Center

White, Desley

2015-01-01

Two practical activities are described, which aim to support critical thinking about statistics as they concern multiple outcomes testing. Formulae are presented in Microsoft Excel spreadsheets, which are used to calculate the inflation of error associated with the quantity of tests performed. This is followed by a decision-making exercise, where…

The Development of Strategic Thinking: Learning to Impact Human Systems in a Youth Activism Program

ERIC Educational Resources Information Center

Larson, Reed; Hansen, David

2005-01-01

Human systems, including institutional systems and informal social networks, are a major arena of modern life. We argue that distinct forms of pragmatic reasoning or "strategic thinking" are required to exercise agency within such systems. This article explores the development of strategic thinking in a youth activism program in which young people…

Respect and Autonomy in Children's Observation and Participation in Adults' Activities.

PubMed

García, Fernando A

2015-01-01

This chapter examines Peruvian Quechua children's learning by observing and pitching in. The children concentrate attentively when they observe the activities of the adults and they exercise autonomy in the context of adults' encouragement of measured behaviors while always showing respectful silence in the presence of their elders. © 2015 Elsevier Inc. All rights reserved.

An Example of the Use of Research Methods and Findings as an Experiential Learning Exercise in an Accounting Theory Course

ERIC Educational Resources Information Center

Bublitz, Bruce; Philipich, Kirk; Blatz, Robert

2015-01-01

The purpose of this teaching note is to describe an experiential learning exercise used in a master's level financial accounting theory course. The experiential exercise illustrates how order effects can affect user's judgments, a long-standing research finding. This experiential exercise was used in an attempt to make students more cognizant of…

E-learning for medical imaging specialists: introducing blended learning in a nuclear medicine specialist course

PubMed Central

Haslerud, Torjan; Tulipan, Andreas Julius; Gray, Robert M

2017-01-01

Background While e-learning has become an important tool in teaching medical students, the training of specialists in medical imaging is still dominated by lecture-based courses. Purpose To assess the potential of e-learning in specialist education in medical imaging. Material and Methods An existing lecture-based five-day course in Clinical Nuclear Medicine (NM) was enhanced by e-learning resources and activities, including practical exercises. An anonymized survey was conducted after participants had completed and passed the multiple choice electronic course examination. Results Twelve out of 15 course participants (80%) responded. Overall satisfaction with the new course format was high, but 25% of the respondents wanted more interactive elements such as discussions and practical exercises. The importance of lecture handouts and supplementary online material such as selected original articles and professional guidelines was affirmed by all the respondents (92% fully, 8% partially), while 75% fully and 25% partially agreed that the lectures had been interesting and relevant. Conclusion E-learning represents a hitherto unrealized potential in the education of medical specialists. It may expedite training of medical specialists while at the same time containing costs. PMID:28804642

The development and impact of active learning strategies on self-confidence in a newly designed first-year self-care pharmacy course - outcomes and experiences.

PubMed

Smith, Kathryn J; Grundmann, Oliver; Li, Robin Moorman

2018-04-01

The primary objective of this investigation was to determine the effectiveness of different active learning exercises in a newly-designed flipped-classroom self-care course in applying newly acquired knowledge of self-care and improving the confidence of first-year pharmacy students to recommend self-care treatments and counsel patients. The early development of these skills is essential for the subsequent Community Introductory Pharmacy Practice Experience (CIPPE). An unpaired anonymous survey was administered to students, pre- and post-course, to ascertain their opinions on the effectiveness of various teaching strategies and active learning exercises on learning and on their confidence in treatment-planning and patient counseling for self-care patients. Comparison between pre- and post-course Likert scores was conducted using a one-way ANOVA followed by a post-hoc Tukey's test with significance at p = 0.05. All other tests of significance were conducted using a student's t-test with significance at p = 0.05. Students' self-confidence in developing treatment plans and in counseling for non-prescription drugs and dietary supplements significantly improved from the beginning to the end of this self-care course. The response rate was high in both the pre- (N = 208, 88.1%) and post- (N = 198, 83.9%) course surveys. The positive change in confidence was not reflected in increased performance on the final exam represented by a lower average score than the midterm exam. Active learning sessions and the flipped classroom approach in this first-year pharmacy self-care course contributed to increased self-confidence in making recommendations and counseling patients on proper use of nonprescription medications and dietary supplements. Copyright © 2017 Elsevier Inc. All rights reserved.

Exercise impacts brain-derived neurotrophic factor plasticity by engaging mechanisms of epigenetic regulation.

PubMed

Gomez-Pinilla, F; Zhuang, Y; Feng, J; Ying, Z; Fan, G

2011-02-01

We have evaluated the possibility that the action of voluntary exercise on the regulation of brain-derived neurotrophic factor (BDNF), a molecule important for rat hippocampal learning, could involve mechanisms of epigenetic regulation. We focused the studies on the Bdnf promoter IV, as this region is highly responsive to neuronal activity. We have found that exercise stimulates DNA demethylation in Bdnf promoter IV, and elevates levels of activated methyl-CpG-binding protein 2, as well as BDNF mRNA and protein in the rat hippocampus. Chromatin immunoprecipitation assay showed that exercise increases acetylation of histone H3, and protein assessment showed that exercise elevates the ratio of acetylated :total for histone H3 but had no effects on histone H4 levels. Exercise also reduces levels of the histone deacetylase 5 mRNA and protein implicated in the regulation of the Bdnf gene [N.M. Tsankova et al. (2006)Nat. Neurosci., 9, 519-525], but did not affect histone deacetylase 9. Exercise elevated the phosphorylated forms of calcium/calmodulin-dependent protein kinase II and cAMP response element binding protein, implicated in the pathways by which neural activity influences the epigenetic regulation of gene transcription, i.e. Bdnf. These results showing the influence of exercise on the remodeling of chromatin containing the Bdnf gene emphasize the importance of exercise on the control of gene transcription in the context of brain function and plasticity. Reported information about the impact of a behavior, inherently involved in the daily human routine, on the epigenome opens exciting new directions and therapeutic opportunities in the war against neurological and psychiatric disorders. © 2010 The Authors. European Journal of Neuroscience © 2010 Federation of European Neuroscience Societies and Blackwell Publishing Ltd.

Developing the critical thinking skills of astrobiology students through creative and scientific inquiry.

PubMed

Foster, Jamie S; Lemus, Judith D

2015-01-01

Scientific inquiry represents a multifaceted approach to explore and understand the natural world. Training students in the principles of scientific inquiry can help promote the scientific learning process as well as help students enhance their understanding of scientific research. Here, we report on the development and implementation of a learning module that introduces astrobiology students to the concepts of creative and scientific inquiry, as well as provide practical exercises to build critical thinking skills. The module contained three distinct components: (1) a creative inquiry activity designed to introduce concepts regarding the role of creativity in scientific inquiry; (2) guidelines to help astrobiology students formulate and self-assess questions regarding various scientific content and imagery; and (3) a practical exercise where students were allowed to watch a scientific presentation and practice their analytical skills. Pre- and post-course surveys were used to assess the students' perceptions regarding creative and scientific inquiry and whether this activity impacted their understanding of the scientific process. Survey results indicate that the exercise helped improve students' science skills by promoting awareness regarding the role of creativity in scientific inquiry and building their confidence in formulating and assessing scientific questions. Together, the module and survey results confirm the need to include such inquiry-based activities into the higher education classroom, thereby helping students hone their critical thinking and question asking skill set and facilitating their professional development in astrobiology.

New strategies to strengthen the soil science knowledge of student during field activities

NASA Astrophysics Data System (ADS)

Benito, Marta; Hontoria, Chiquinquirá; Masaguer, Alberto; Diéguez, Carmen; Almorox, Javier; Pérez, Juana; Santano, Jesús; Mariscal, Ignacio; Gutiérrez, Jesús; Moliner, Ana

2013-04-01

Soil Science can be considered a discipline that serves as a fundamental base for other disciplines such as ecology, agronomy, plant production, etc. In order to demonstrate the relevance and connection to real world it is important to develop field and practical activities. Field activities help student to comprehend soil as part of the landscape and the natural ecosystems. These activities also help them to realize the importance of historical soil use on the quality of todaýs soil and landscapes. It is well known that fieldwork practices are essential to strengthen the soil science knowledge of students and their learning process. These fieldwork practices involve doing a physical activity rather than passively attending lectures or watching demonstrations. The simple visual and tactile observations in the field could be used to predict soil behavior and these direct observations are best made in the field. Students who learned in the field using an active work are more motivated, have more positive attitudes, and place more value in their work than those that learn passively. Therefore, when scheduling the coursework an important time is assigned to field work, which sometimes is not sufficiently profited from the standpoint of student learning taking into consideration the economic effort involved. We are aware that part of the students are simple spectators in the field so we encourage their participation by making them responsible for obtaining part of the information about the place and the types of soils that will be visited. On the other hand, we will invite the students to do some game based exercises, which are fun and force them to work in groups and to pay attention to explanations. Our objective is to present the information in a more attractive way, making the learning of soil profile description and easier task. The exercises that we propose are both field and problem-based learning to make sure that the knowledge is more memorable (non-stop learning). Fieldwork is amenable to different strategies for enhancing feedback and for providing assessments and this work presents several of them.

Why Teach Physical Education History?

ERIC Educational Resources Information Center

Patterson, Jan

2004-01-01

The physical education discipline has had a long development, incorporating concepts learned and appreciated from ancient and modern Olympics, exercise and training, physical activity and sport, and the history of physical education itself. Nevertheless, it continues to evolve as educators improve their instructional methods, medical experts…

The Basics of Exercising the Mind and Body.

ERIC Educational Resources Information Center

Leppo, Marjorie L.; Davis, Diane; Crim, Bruce

2000-01-01

Examines the link between movement experiences--and their consequences during infancy--and cognitive development. Explains how movement stimulates cognitive development, the role of aerobic activity, and the importance of skill development. Offers suggestions for enhancing preschool motor learning experiences, practicing movement fundamentals,…

Practising English Phonetic Symbols in a Communicative Way.

ERIC Educational Resources Information Center

Chu, Wai Ling

Classroom exercises designed to help students learn phonetic symbols more effectively are described. The exercises were developed for use in a Hong Kong school. The idea behind their creation was that use of the symbols in communicative situations would emphasize their utility for learning English pronunciation. Each exercise uses contextualized…

Veterinary student attitudes toward curriculum integration at James Cook University.

PubMed

Cavalieri, John

2009-01-01

The aim of this study was to investigate the attitudes of veterinary science students to activities designed to promote curriculum integration. Students (N = 33) in their second year of a five-year veterinary degree were surveyed in regard to their attitudes to activities that aimed to promote integration. Imaging, veterinary practice practicals, and a field trip to a cattle property were classified as the three most valuable learning activities that were designed to promote integration. Veterinary practice practicals, case studies, and palpable anatomy were regarded by students as helping them to learn information presented in other teaching sessions. They also appeared to enhance student motivation, and students indicated that the activities assisted them with their preparation for and performance at examinations. Attitudes to whether the learning exercises helped improve a range of skills and specific knowledge varied, with 39-88% of students agreeing that specific skills and knowledge were enhanced to a large or very large extent by the learning activities. The results indicate that learning activities designed to promote curriculum integration helped improve motivation, reinforced learning, created links between foundational knowledge and its application, and assisted with the development of skills that are related to what students will do in their future careers.

Professor Eric Can't See: A Project-Based Learning Case for Neurobiology Students.

PubMed

Ogilvie, Judith Mosinger; Ribbens, Eric

2016-01-01

"Professor Eric Can't See" is a semi-biographical case study written for an upper level undergraduate Neurobiology of Disease course. The case is integrated into a unit using a project-based learning approach to investigate the retinal degenerative disorder Retinitis pigmentosa and the visual system. Some case study scenes provide specific questions for student discussion and problem-based learning, while others provide background for student inquiry and related active learning exercises. The case was adapted from "'Chemical Eric' Can't See," and could be adapted for courses in general neuroscience or sensory neuroscience.

Influence of late-life exposure to environmental enrichmentor exercise on hippocampal function and CA1 senescent physiology

PubMed Central

Kumar, A.; Rani, A.; Tchigranova, Olga; Lee, Wei-Hua; Foster, T.C.

2011-01-01

Aged (20–22 months) male Fischer 344 rats were randomly assigned to sedentary (A-SED), environmentally enriched (A-ENR) or exercise (A-EX) conditions. After 10–12 weeks of differential experience, the three groups of aged rats and young sedentary controls were tested for physical and cognitive function. Spatial discrimination learning and memory consolidation, tested on the water maze, were enhanced in A-ENR compared to A-SED. A-EX exhibited improved and impaired performance on the cue and spatial task, respectively. Impaired spatial learning in A-EX was likely due to a bias in response selection associated with exercise training, as object recognition memory improved for A-EX rats. An examination of senescent hippocampal physiology revealed that enrichment and exercise reversed age-related changes in long-term depression (LTD) and long-term potentiation (LTP). Rats in the enrichment group exhibited an increase in cell excitability compared to the other two groups of aged animals. The results indicate that differential experience biased the selection of a spatial or a response strategy and factors common across the two conditions, such as increased hippocampal activity associated with locomotion, contribute to reversal of senescent synaptic plasticity. PMID:21820213

Making Distance Learning E.R.O.T.I.C.: Applying Interpretation Principles to Distance Learning

ERIC Educational Resources Information Center

Ross, Anne; Siepen, Greg; O'Connor, Sue

2003-01-01

Distance learners are self-directed learners traditionally taught via study books, collections of readings, and exercises to test understanding of learning packages. Despite advances in e-Learning environments and computer-based teaching interfaces, distance learners still lack opportunities to participate in exercises and debates available to…

Aerobic exercise enhances neural correlates of motor skill learning.

PubMed

Singh, Amaya M; Neva, Jason L; Staines, W Richard

2016-03-15

Repetitive, in-phase bimanual motor training tasks can expand the excitable cortical area of the trained muscles. Recent evidence suggests that an acute bout of moderate-intensity aerobic exercise can enhance the induction of rapid motor plasticity at the motor hotspot. However, these changes have not been investigated throughout the entire cortical representation. Furthermore, it is unclear how exercise-induced changes in excitability may relate to motor performance. We investigated whether aerobic exercise could enhance the neural correlates of motor learning. We hypothesized that the combination of exercise and training would increase the excitable cortical area to a greater extent than either exercise or training alone, and that the addition of exercise would enhance performance on a motor training task. 25 young, healthy, right-handed individuals were recruited and divided into two groups and three experimental conditions. The exercise group performed exercise alone (EX) and exercise followed by training (EXTR) while the training group performed training alone (TR). The combination of exercise and training increased excitability within the cortical map of the trained muscle to a greater extent than training alone. However, there was no difference in performance between the two groups. These results indicate that exercise may enhance the cortical adaptations to motor skill learning. Copyright © 2015 Elsevier B.V. All rights reserved.

Anatomical knowledge gain through a clay-modeling exercise compared to live and video observations.

PubMed

Kooloos, Jan G M; Schepens-Franke, Annelieke N; Bergman, Esther M; Donders, Rogier A R T; Vorstenbosch, Marc A T M

2014-01-01

Clay modeling is increasingly used as a teaching method other than dissection. The haptic experience during clay modeling is supposed to correspond to the learning effect of manipulations during exercises in the dissection room involving tissues and organs. We questioned this assumption in two pretest-post-test experiments. In these experiments, the learning effects of clay modeling were compared to either live observations (Experiment I) or video observations (Experiment II) of the clay-modeling exercise. The effects of learning were measured with multiple choice questions, extended matching questions, and recognition of structures on illustrations of cross-sections. Analysis of covariance with pretest scores as the covariate was used to elaborate the results. Experiment I showed a significantly higher post-test score for the observers, whereas Experiment II showed a significantly higher post-test score for the clay modelers. This study shows that (1) students who perform clay-modeling exercises show less gain in anatomical knowledge than students who attentively observe the same exercise being carried out and (2) performing a clay-modeling exercise is better in anatomical knowledge gain compared to the study of a video of the recorded exercise. The most important learning effect seems to be the engagement in the exercise, focusing attention and stimulating time on task. © 2014 American Association of Anatomists.

Poetry in teaching pharmacology: Exploring the possibilities

PubMed Central

Kalra, Juhi; Singh, Satendra; Badyal, Dinesh; Barua, Purnima; Sharma, Taruna; Dhasmana, Dinesh Chandra; Singh, Tejinder

2016-01-01

Objectives: To explore poetry as a tool for active learning in linking knowledge and affective domains and to find if correlating learning with imagination can be used in “assessment for learning.” Materials and Methods: After taking a conventional lecture on Asthma, a creative writing assignment in the form of poetry writing was given to the students. Different triggers were given to the students to channelize their thought pattern in a given direction that was linked to specific areas of academic relevance. Students were asked to reflect on this learning experience and the faculty was asked to evaluate the student assignment on a 5-point Likert scale. Results: Most student groups scored well in the “overall assessment” of creative assignments and were rated as good or fair by the faculty. Students reflections were very informative and revealed that more than 90% of the students liked the exercise and many were too exuberant and liberal with emotional reactions that breathed positive. Around 5% students found the exercise average and another 5% found it very childish. Conclusion: Poetry writing turned out to be like a simulation exercise that linked academic knowledge, creativity, and the affective domain in an assumed scenario, rehearsed in free locales of mind. The metaphorical transition embedded in its subtle creation helped assess deeper understanding of the subject and the logical sequence of thought pattern. PMID:28031611

Patients' views of receiving lessons in the Alexander technique and an exercise prescription for managing back pain in the ATEAM trial.

PubMed

Yardley, Lucy; Dennison, Laura; Coker, Rebecca; Webley, Frances; Middleton, Karen; Barnett, Jane; Beattie, Angela; Evans, Maggie; Smith, Peter; Little, Paul

2010-04-01

Lessons in the Alexander Technique and exercise prescription proved effective for managing low back pain in primary care in a clinical trial. To understand trial participants' expectations and experiences of the Alexander Technique and exercise prescription. A questionnaire assessing attitudes to the intervention, based on the Theory of Planned Behaviour, was completed at baseline and 3-month follow-up by 183 people assigned to lessons in the Alexander Technique and 176 people assigned to exercise prescription. Semi-structured interviews to assess the beliefs contributing to attitudes to the intervention were carried out at baseline with14 people assigned to the lessons in the Alexander Technique and 16 to exercise prescription, and at follow-up with 15 members of the baseline sample. Questionnaire responses indicated that attitudes to both interventions were positive at baseline but became more positive at follow-up only in those assigned to lessons in the Alexander Technique. Thematic analysis of the interviews suggested that at follow-up many patients who had learned the Alexander Technique felt they could manage back pain better. Whereas many obstacles to exercising were reported, few barriers to learning the Alexander Technique were described, since it 'made sense', could be practiced while carrying out everyday activities or relaxing, and the teachers provided personal advice and support. Using the Alexander Technique was viewed as effective by most patients. Acceptability may have been superior to exercise because of a convincing rationale and social support and a better perceived fit with the patient's particular symptoms and lifestyle.

The role of the central histaminergic receptors in the exercise-induced improvements of the spatial learning and memory in rats.

PubMed

Taati, Majid; Moghaddasi, Mehrnoush; Esmaeili, Masoumeh; Pourkhodadad, Soheila; Nayebzadeh, Hassan

2014-10-31

While it is well known that exercise can improve cognitive performance, the underlying mechanisms are not fully understood. There is now evidence that histamine can modulate learning and memory in different types of behavioral tasks. The present study was designed to examine the possible role of central histamine H1 and H2 receptors in forced treadmill running-induced enhancement of learning and memory in rats. For this purpose the animals received intracerebroventricularly chlorpheniramine (H1 receptor blocker) and cimetidine (H2 receptor blocker) before each day of fifteen consecutive days of exercise. Then their learning and memory were tested on the water maze task using a four-trial-per-day for 4 consecutive days. A probe trial was performed after the last training day. Our data showed that cimetidine reversed the exercise-induced improvement in learning and memory in rats; however, this was not the case regarding chlorpheniramine. Our findings indicate that central histamine H2 receptors play an important role in mediating the beneficial effects of forced exercise on learning and memory. Copyright © 2014 Elsevier B.V. All rights reserved.

Effects of harmane during treadmill exercise on spatial memory of restraint-stressed mice.

PubMed

Nasehi, Mohammad; Shahini, Faezeh; Ebrahimi-Ghiri, Mohaddeseh; Azarbayjani, MohammadAli; Zarrindast, Mohammad-Reza

2018-06-08

Chronic stress induces hippocampal-dependent memory deficits, which can be counterbalanced with prolonged exercise. On the other hand, the β-carboline alkaloid harmane exerts potential in therapies for Alzheimer's and depression diseases and modulating neuronal responses to stress. The present study investigated the effect of chronic treatment of harmane alone or during treadmill running on spatial memory deficit in restraint-stressed mice. To examine spatial memory, adult male NMRI mice were subjected to the Y-maze. Intraperitoneal administration of harmane (0.6 mg/kg, once/ 48 h for 25 days) decreased the percentage of time in the novel arm and the number of novel arm visits, indicating a spatial memory deficit. A 9-day restraint stress (3 h/day) also produced spatial learning impairment. However, a 4-week regime of treadmill running (10 m/min for 30 min/day, 5 days/week) aggravated the stress impairing effect on spatial learning of 3-day stressed mice compared to exercise/non-stressed mice. Moreover, harmane (0.3 mg/kg) associated with exercise increased the number of novel arm visits in 9-day stressed mice compared to harmane/exercise/non-stressed or 9-day stressed group. It should be noted that none of these factors alone or in combination with each other had no effect on locomotor activity. Taken together, these data suggest that there is no interaction between harmane and exercise on spatial memory in stress condition. Copyright © 2018. Published by Elsevier Inc.

Introduction to the Symposium "Leading Students and Faculty to Quantitative Biology through Active Learning".

PubMed

Waldrop, Lindsay D; Miller, Laura A

2015-11-01

The broad aim of this symposium and set of associated papers is to motivate the use of inquiry-based, active-learning teaching techniques in undergraduate quantitative biology courses. Practical information, resources, and ready-to-use classroom exercises relevant to physicists, mathematicians, biologists, and engineers are presented. These resources can be used to address the lack of preparation of college students in STEM fields entering the workforce by providing experience working on interdisciplinary and multidisciplinary problems in mathematical biology in a group setting. Such approaches can also indirectly help attract and retain under-represented students who benefit the most from "non-traditional" learning styles and strategies, including inquiry-based, collaborative, and active learning. © The Author 2015. Published by Oxford University Press on behalf of the Society for Integrative and Comparative Biology. All rights reserved. For permissions please email: journals.permissions@oup.com.

Introductory Geological Mapwork--An Active Learning Classroom

ERIC Educational Resources Information Center

Drennan, Gillian R.; Evans, Mary Y.

2011-01-01

First year Geology students at the University of the Witwatersrand experience problems with both three-dimensional and "four-dimensional" (or time) visualization when attempting to interpret geological maps. These difficulties have been addressed by the introduction of hands-on modeling exercises, which allow students to construct…

Classroom as Reality: Demonstrating Campaign Effects through Live Simulation

ERIC Educational Resources Information Center

Coffey, Daniel J.; Miller, William J.; Feuerstein, Derek

2011-01-01

Scholastic research has demonstrated that when conducted properly, active learning exercises are successful at increasing student awareness, student interest, and knowledge retention. Face-to-face simulations, in particular, have been demonstrated to add positively to classrooms focusing on comparative politics, international relations, public…

Nature's Energy, Module B. Fourth Grade. Pilot Form.

ERIC Educational Resources Information Center

Pasco County Schools, Dade City, FL.

This booklet is one of a set of learning modules on energy for use by students and teachers in the fourth grade. This module examines man's use of fossil fuels, electricity production, and other energy sources. Included are laboratory activities and values exercises. (BT)

The First Class: An Exercise for Introductory Sociology.

ERIC Educational Resources Information Center

Riffer, Roger L.

1983-01-01

The objectives of this learning activity, which compares students' estimates for selected death rates with government census figures, are to orient college students to sociology's methods and content and to increase their comprehension of their first reading assignment on Durkheim's study of suicide. (Author/RM)

Teaching Quantum Mechanics through Project-based Learning

NASA Astrophysics Data System (ADS)

Duda, Gintaras

2013-04-01

Project/Problem-based learning (PBL) is an active area of research within the physics education research (PER) community, however, work done to date has focused on introductory courses. This talk will explore research on upper division quantum mechanics, a junior/senior level course at Creighton, which was taught using PBL pedagogy with no in-class lectures. The talk will explore: 1. student learning in light of the new pedagogy and embedded meta-cognitive self-monitoring and reflective exercises and 2. the effect of the PBL curriculum on student attitudes students’ epistemologies.

Student Perceptions of Group-Based Competitive Exercises in the Chemistry Classroom

ERIC Educational Resources Information Center

Cannon, Kevin C.; Mody, Tina; Breen, Maureen P.

2008-01-01

A non-traditional teaching method that can operate as a vehicle for engaging students is group-based competitive exercises. These exercises combine cooperative learning with a competitive environment and may be employed to promote subject- and problem-based learning. Survey responses of college-level organic chemistry and biochemistry students…

Self-Assessment Exercises in Continuum Mechanics with Autonomous Learning

ERIC Educational Resources Information Center

Marcé-Nogué, Jordi; Gil, LLuís; Pérez, Marco A.; Sánchez, Montserrat

2013-01-01

The main objective of this work is to generate a set of exercises to improve the autonomous learning in "Continuum Mechanics" through a virtual platform. Students will have to resolve four exercises autonomously related to the subject developed in class and they will post the solutions on the virtual platform within a deadline. Students…

Exercise in Inquiry: Critical Thinking in an Inquiry-Based Exercise Physiology Laboratory Course.

ERIC Educational Resources Information Center

DiPasquale, Dana M.; Mason, Cheryl L.; Kolkhorst, Fred W.

2003-01-01

Describes an inquiry-based teaching method implemented in an undergraduate exercise physiology laboratory course. Indicates students' strong, positive feelings about the inquiry-based teaching method and shows that inquiry-based learning results in a higher order of learning not typically observed in traditional style classes. This teaching method…

Does a Drama-Inspired "Mirroring" Exercise Enhance Mathematical Learning?

ERIC Educational Resources Information Center

Smyrnis, Eleni; Ginns, Paul

2016-01-01

Learning from complex instructional materials typically requires sustained attention, but many learners--both children and adults--may find their minds "wandering" when learning. Drama educators have argued that "mirroring" exercises, where students in pairs or groups mirror each other's movements, improve attention; but, to…

Rethinking the learning space at work and beyond: The achievement of agency across the boundaries of work-related spaces and environments

NASA Astrophysics Data System (ADS)

Kersh, Natasha

2015-12-01

This paper focuses on the notion of the learning space at work and discusses the extent to which its different configurations allow employees to exercise personal agency within a range of learning spaces. Although the learning space at work is already the subject of extensive research, the continuous development of the learning society and the development of new types of working spaces calls for further research to advance our knowledge and understanding of the ways that individuals exercise agency and learn in the workplace. Research findings suggest that the current perception of workplace learning is strongly related to the notion of the learning space, in which individuals and teams work, learn and develop their skills. The perception of the workplace as a site only for work-specific training is gradually changing, as workplaces are now acknowledged as sites for learning in various configurations, and as contributing to the personal development and social engagement of employees. This paper argues that personal agency is constructed in the workplace, and this process involves active interrelations between agency and three dimensions of the workplace (individual, spatial and organisational), identified through both empirical and theoretical research. The discussion is supported by data from two research projects on workplace learning in the United Kingdom. This paper thus considers how different configurations of the learning space and the boundaries between a range of work-related spaces facilitate the achievement of personal agency.

Learning about Heredity and Embryology. Superific Science Book II. A Good Apple Science Activity Book for Grades 5-8+.

ERIC Educational Resources Information Center

Conway, Lorraine

Designed to provide teachers with low cost laboratory exercises, project ideas, and classroom activities for individuals and groups, this document focuses on the concepts of heredity and embryology. The materials address the topics of: (1) cell division; (2) the identification of the human embryo; (3) chromosomes; (4) DNA; (5) differences in the…

Janice VanCleave's the Human Body for Every Kid: Easy Activities That Make Learning Science Fun.

ERIC Educational Resources Information Center

VanCleave, Janice

This book provides fun experiments that teach known concepts about the human body. It is designed to teach facts, concepts, and problem-solving strategies. The scientific concepts presented can be applied to many similar situations, and the exercises and activities were selected for their ability to be explained in basic terms with little…

Using Cross-Cultural Dimensions Exercises to Improve and Measure Learning Outcomes in International Business Courses

ERIC Educational Resources Information Center

Zainuba, Mohamed; Rahal, Ahmad

2012-01-01

This article proposes an approach for using cross-cultural dimensions exercises to improve and measure learning outcomes in international business courses. The following key issues are highlighted: (a) what are the targeted learning outcomes to be assessed, (b) how to measure the accomplishment of these learning outcomes, (c) the input measures…

Effects of Integrated Physical Exercises and Gestures on Preschool Children's Foreign Language Vocabulary Learning

ERIC Educational Resources Information Center

Mavilidi, Myrto-Foteini; Okely, Anthony D.; Chandler, Paul; Cliff, Dylan P.; Paas, Fred

2015-01-01

Research suggests that integrating human movement into a cognitive learning task can be effective for learning due to its cognitive and physiological effects. In this study, the learning effects of enacting words through whole-body movements (i.e., physical exercise) and part-body movements (i.e., gestures) were investigated in a foreign language…

Intelligent Tutoring Methods for Optimizing Learning Outcomes with Embedded Training

DTIC Science & Technology

2009-01-01

used to stimulate learning activities, from practice events with real-time coaching, to exercises with after action review. Particularly with free - play virtual...variations of correct performance can be prohibitive in free - play scenarios, and so for such conditions this has led to a state-based approach for...tiered logic that evaluates team member R for proper execution during free - play execution. In the first tier, the evaluation must know when it

Does the sequence of instruction matter during simulation?

PubMed

Stefaniak, Jill E; Turkelson, Carman L

2014-02-01

Instructional strategies must be balanced when subjecting students to full-immersion simulation so as not to discourage learning and increase cognitive overload. The purpose of this study was to determine if participating in a simulation exercise before lecture yielded better performance outcomes among novice learners. Twenty-nine participants were divided into 2 groups as follows: group 1 participated in simulation exercises followed by a didactic lecture and group 2 participated in the same learning activities presented in the opposite order. Participants were administered a multiple-choice cognitive assessment upon completion of a workshop. Learners who participated in the simulated exercises followed by the didactic lecture performed better on postassessments as compared with those who participated in the simulation after the lecture. A repeated-measures or nested analysis of variance generated statistically significant results in terms of model fit F (α=0.05; 4.54)=176.07 with a P<0.0001. Despite their higher levels of increased performance, 76% of those who participated in simulation activities first indicated that they would have preferred to participate in a lecture first. The findings of this study suggest that differences occur among learners when the sequencing of instructional components is altered. Learners who participated in simulation before lecture demonstrated increased knowledge compared with learners who participated in simulation after a lecture.

The effects of exercise during pregnancy on the newborn’s brain: study protocol for a randomized controlled trial

PubMed Central

2012-01-01

Background It is generally accepted that an active lifestyle is beneficial for cognition in children, adults and the elderly. Recently, studies using the rat animal model found that the pups of mothers who exercised during pregnancy had increased hippocampal neurogenesis and better memory and learning abilities. The aim of this report is to present the experimental protocol of a study that is designed to verify if an active lifestyle during pregnancy in humans has an impact on the newborn's brain. Methods 60 pregnant women will be included in a randomized controlled study. The experimental group will be asked to exercise a minimum of 20 minutes three times per week, at a minimal intensity of 55% of their maximal aerobic capacity. The control group will not be exercising. The effect of exercise during pregnancy on the newborn's brain will be investigated 8 to 12 days postpartum by means of the mismatch negativity, a neurophysiological brain potential that is associated to auditory sensory memory. We hypothesize that children born to mothers who exercised during their pregnancy will present shorter latencies and larger mismatch negativity amplitudes, indicating more efficient auditory memory processes. Discussion As of September 2011, 17 women have joined the study. Preliminary results show that the experimental group are active 3.1 ± 0.9 days per week while the control group only exercise 0.8 ± 0.6 days per week. The results of this study will present insight on fetal neuroplasticity and will be a valuable tool for health professionals who wish to encourage pregnant women to exercise. Trial registration ClinicalTrials.gov registration: NTC01220778 PMID:22643160

Using Mobile Devices for Motor-Learning Laboratory Exercises

ERIC Educational Resources Information Center

Hill, Kory

2014-01-01

When teaching motor-learning concepts, laboratory experiments can be valuable tools for promoting learning. In certain circumstances, traditional laboratory exercises are often impractical due to facilities, time, or cost. Inexpensive or free applications (apps) that run on mobile devices can serve as useful alternatives. This article details…

An Action Research Inquiry into the Relationship Among Aerobic Activities, Memory, and Stress with Students Identified as Gifted

NASA Astrophysics Data System (ADS)

Ford, Denise Marie

Students identified as gifted come from varying socio-economic strata and nationalities with a range of talents and temperaments comprising a diverse community. They may experience stress for a variety of reasons. Although a certain amount of stress can enhance the learning process, too much stress can impede learning, especially memory. Strategies have been offered for relieving stress, yet the benefits of physical activities as stress reducers for the gifted have frequently been overlooked. The purpose of this study was to investigate the relationship among aerobic activity, stress, and memory ability in students in an elementary school gifted program. An exceptional aspect of this research was that the students were an integral part of their own study. As co-researchers they had a vested interest in what they were doing, enhancing the significance of the experience and heightening learning. This action research project conducted in a mid-western school district with fourth and fifth grade students examined the impact of aerobic movement on physical indicators of stress and memory. The study lasted twelve weeks with data collected on physical indicators of stress, memory test scores, parent observations, interviews with students, a parent focus group session, observational data, student comments, and investigator/teacher journal. By infusing regular exercise into curricula, stress levels in students identified as gifted were examined. Students' scores on declarative memory tasks conducted with and without an accompanying aerobic activity were documented. Students learned of the delicate relationship between stress and memory as they studied the physiology of the brain. Twenty-four hour retention rates of declarative memory items were higher when a 20-minute aerobic activity intervention preceded the memory activity. Perceived stress levels were lowered for 14 of the 16 co-researchers. Students indicated a positive attitude toward physical activity and its benefits for greater memory retention and reduction in stress. Student-driven action research can be a powerful educational tool. Movement activities are a positive factor in student learning and should be incorporated into the school routine. Students developed an increased awareness of the short term benefits of exercise which could catalyze aerobic activity as a regular part of the school day.

Cookbook Procedures in MBL Physics Exercises.

ERIC Educational Resources Information Center

Royuk, Brent; Brooks, David W.

2003-01-01

Presents results of a controlled experiment comparing the conceptual mechanics learning gains as measured by the Force Concept Inventory (FCI) between two laboratory groups. One group completed cookbook labs while the other completed Interactive-Engagement (IE) labs in RealTime Physics. Suggests that laboratory activities should engage students in…

Simulations in a Science and Society Course.

ERIC Educational Resources Information Center

Maier, Mark H.; Venanzi, Thomas

1984-01-01

Provides a course outline which includes simulation exercises designed as in-class activities related to science and society interactions. Simulations focus on the IQ debate, sociobiology, nuclear weapons and nulcear strategy, nuclear power and radiation, computer explosion, and cosmology. Indicates that learning improves when students take active…

Introducing Social Stratification and Inequality: An Active Learning Technique.

ERIC Educational Resources Information Center

McCammon, Lucy

1999-01-01

Summarizes literature on techniques for teaching social stratification. Describes the three parts of an exercise that enables students to understand economic and political inequality: students are given a family scenario, create household budgets, and finally rework the national budget with their family scenario groups. Discusses student…

A Computer-aided Learning Exercise in Spectrophotometry.

ERIC Educational Resources Information Center

Pamula, Frederick

1994-01-01

Discusses the use of a computer simulation program in teaching the concepts of spectrophotometry. Introduces several parts of the program and program usage. Presents an assessment activity to evaluate students' mastery of material. Concludes with the advantages of this approach to the student and to the assessor. (ASK)

Dodging Marshmallows: Simulations to Teach Ethics

ERIC Educational Resources Information Center

Weidman, Justin; Coombs, Dawan

2016-01-01

Students had just participated in an experiential learning exercise where they played dodgeball using marshmallows, but the unique context of the game introduced ethical dilemmas that integrated ethics education into a technical education classroom setting. Research shows that "Engineering curriculum and activities at the K-12 level should be…

Effects of Color Light and Relaxation Exercise Therapy on Adults with Learning Disabilities.

ERIC Educational Resources Information Center

Rustigan, Carol J.

In a study at California State University, Sacramento, the effects of color light and relaxation exercise therapy were investigated with 16 students (ages 23 to 48) with learning disabilities. Therapy consisted of either 20 sessions viewing color light through a Lumatron instrument or 20 sessions listening to relaxation exercise tapes. Diagnostic…

A Cochlear Implant Signal Processing Lab: Exploration of a Problem-Based Learning Exercise

ERIC Educational Resources Information Center

Bhatti, P. T.; McClellan, J. H.

2011-01-01

This paper presents an introductory signal processing laboratory and examines this laboratory exercise in the context of problem-based learning (PBL). Centered in a real-world application, a cochlear implant, the exercise challenged students to demonstrate a working software-based signal processor. Partnering in groups of two or three, second-year…

A Group-learning Approach to Academic and Transferable Skills through an Exercise in the Global Positioning System.

ERIC Educational Resources Information Center

Brown, Giles H.

1999-01-01

Describes a project based on the Global Positioning System (GPS) that offers students a chance to design and implement a mini-research program to prepare them for an undergraduate research project. Discusses the context of the GPS exercise, teaching and learning outcomes, and advantages and evaluation of the exercise. (CMK)

Analysis of a Constellation Lab Cooperative Learning Activity

NASA Astrophysics Data System (ADS)

Gauthier, A. J.

2001-12-01

A cooperative learning activity was designed for use in the undergraduate laboratory course Introduction to Astronomical Observation. This group exercise enhances the student's learning of constellations and will hopefully increase retention of the material throughout the semester. It also serves as an "ice-breaker" during the first week of lab, promoting student involvement and vested interest in the course. To gain some insight into the student mind, a survey was conducted to evaluate the usefulness and overall opinion of this method. The students who completed the survey had previously been enrolled in a pre-requisite astronomy course that also required a constellation lab. In this previous course they "learned" the constellations from an instructor and a flashlight beam, studied them on their own, and then promptly took a quiz. Both methods are analyzed from an instructional designer's point of view and suggestions for future activities are presented. The preliminary results and accompanying activity will be discussed in poster and hand-out medium.

FILILAB: Creation and Use of a Learning Object Repository for EFL

ERIC Educational Resources Information Center

Litzler, Mary Frances; Garcia Laborda, Jesus; Halbach, Ana

2012-01-01

Background: Students at the Universidad de Alcala need batteries of learning objects and exercises. Although student textbooks tend to include a wide range of additional exercises, students in advanced linguistics and language courses require learning objects to obtain additional practice. Online repositories offer excellent opportunities for…

Sixty minutes of what? A developing brain perspective for activating children with an integrative exercise approach.

PubMed

Myer, Gregory D; Faigenbaum, Avery D; Edwards, Nicholas M; Clark, Joseph F; Best, Thomas M; Sallis, Robert E

2015-12-01

Current recommendations for physical activity in children overlook the critical importance of motor skill acquisition early in life. Instead, they focus on the quantitative aspects of physical activity (eg, accumulate 60 min of daily moderate to vigorous physical activity) and selected health-related components of physical fitness (eg, aerobic fitness, muscular strength, muscular endurance, flexibility and body composition). This focus on exercise quantity in youth may limit considerations of qualitative aspects of programme design which include (1) skill development, (2) socialisation and (3) enjoyment of exercise. The timing of brain development and associated neuroplasticity for motor skill learning makes the preadolescence period a critical time to develop and reinforce fundamental movement skills in boys and girls. Children who do not participate regularly in structured motor skill-enriched activities during physical education classes or diverse youth sports programmes may never reach their genetic potential for motor skill control which underlies sustainable physical fitness later in life. The goals of this review are twofold: (1) challenge current dogma that is currently focused on the quantitative rather than qualitative aspects of physical activity recommendations for youth and (2) synthesise the latest evidence regarding the brain and motor control that will provide the foundation for integrative exercise programming that provide a framework sustainable activity for life. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

Impact of Exercise on Clinical Symptom Report and Neurocognition after Concussion in Children and Adolescents.

PubMed

Manikas, Vicky; Babl, Franz E; Hearps, Stephen; Dooley, Julian; Anderson, Vicki

2017-06-01

Recovery from concussion in childhood is poorly understood, despite its importance in decisions regarding return to normal activity. Resolution of post-concussive symptoms (PCS) is widely employed as a marker of recovery in clinical practice; however, it is unclear whether subtle impairments persist only to re-emerge in the context of increased physical or cognitive demands. This study aimed to examine the effect of strenuous exercise on clinical symptom report and neurocognition in children and adolescents after PCS resolution after concussion. We recruited children and adolescents with concussion (n = 30) on presentation to an Emergency Department (ED). At Day 2 and Day 10 post-self-reported symptom resolution, participants completed a strenuous exercise protocol, and pre- and post-exercise assessment of PCS and neurocognition. Results demonstrated an overall reduction in PCS from Day 2 to Day 10 post-symptom resolution, with no evidence of symptom increase after strenuous exercise at either time point. Neurocognitive performance was linked to task complexity: on less cognitively demanding tasks, processing speed was slower post-exercise and, unexpectedly, slower on Day 10 than Day 2, while for more demanding tasks (new learning), Day 2 exercise resulted in faster responses, but Day 10 processing speed post-exercise was slower. In summary, we found the expected recovery pattern for PCS, regardless of exercise, while for neurocognition, recovery was dependent on the degree of cognitive demand, and there was an unexpected reduction in performance from Day 2 to Day 10. Findings provide some suggestion that premature return to normal activities (e.g., school) may slow neurocognitive recovery.

Assessment of Learning Gains Associated with Independent Exam Analysis in Introductory Biology

PubMed Central

William, Adrienne E.; Aguilar-Roca, Nancy M.; Tsai, Michelle; Wong, Matthew; Beaupré, Marin Moravec; O’Dowd, Diane K.

2011-01-01

This study evaluates the impact of an independent postmidterm question analysis exercise on the ability of students to answer subsequent exam questions on the same topics. It was conducted in three sections (∼400 students/section) of introductory biology. Graded midterms were returned electronically, and each student was assigned a subset of questions answered incorrectly by more than 40% of the class to analyze as homework. The majority of questions were at Bloom's application/analysis level; this exercise therefore emphasized learning at these higher levels of cognition. Students in each section answered final exam questions matched by topic to all homework questions, providing a within-class control group for each question. The percentage of students who correctly answered the matched final exam question was significantly higher (p < 0.05) in the Topic Analysis versus Control Analysis group for seven of 19 questions. We identified two factors that influenced activity effectiveness: 1) similarity in topic emphasis of the midterm–final exam question pair and 2) quality of the completed analysis homework. Our data suggest that this easy-to-implement exercise will be useful in large-enrollment classes to help students develop self-regulated learning skills. Additional strategies to help introductory students gain a broader understanding of topic areas are discussed. PMID:22135369

Assessment of learning gains associated with independent exam analysis in introductory biology.

PubMed

Williams, Adrienne E; William, Adrienne E; Aguilar-Roca, Nancy M; Tsai, Michelle; Wong, Matthew; Beaupré, Marin Moravec; O'Dowd, Diane K

2011-01-01

This study evaluates the impact of an independent postmidterm question analysis exercise on the ability of students to answer subsequent exam questions on the same topics. It was conducted in three sections (∼400 students/section) of introductory biology. Graded midterms were returned electronically, and each student was assigned a subset of questions answered incorrectly by more than 40% of the class to analyze as homework. The majority of questions were at Bloom's application/analysis level; this exercise therefore emphasized learning at these higher levels of cognition. Students in each section answered final exam questions matched by topic to all homework questions, providing a within-class control group for each question. The percentage of students who correctly answered the matched final exam question was significantly higher (p < 0.05) in the Topic Analysis versus Control Analysis group for seven of 19 questions. We identified two factors that influenced activity effectiveness: 1) similarity in topic emphasis of the midterm-final exam question pair and 2) quality of the completed analysis homework. Our data suggest that this easy-to-implement exercise will be useful in large-enrollment classes to help students develop self-regulated learning skills. Additional strategies to help introductory students gain a broader understanding of topic areas are discussed.

Effects of an acute bout of exercise on memory in 6th grade children.

PubMed

Etnier, Jennifer; Labban, Jeffrey D; Piepmeier, Aaron; Davis, Matthew E; Henning, David A

2014-08-01

Research supports the positive effects of exercise on cognitive performance by children. However, a limited number of studies have explored the effects specifically on memory. The purpose of this study was to compare the effects of an acute bout of exercise on learning, short-term memory, and long-term memory in a sample of children. Children were randomly assigned to an exercise condition or to a no-treatment control condition and then performed repeated trials on an auditory verbal learning task. In the exercise condition, participants performed the PACER task, an aerobic fitness assessment, in their physical education class before performing the memory task. In the control condition, participants performed the memory task at the beginning of their physical education class. Results showed that participants in the exercise condition demonstrated significantly better learning of the word lists and significantly better recall of the words after a brief delay. There were not significant differences in recognition of the words after an approximately 24-hr delay. These results provide evidence in a school setting that an acute bout of exercise provides benefits for verbal learning and long-term memory. Future research should be designed to identify the extent to which these findings translate to academic measures.

PBMA Pause and Learn Video Nuggets Transcript

NASA Technical Reports Server (NTRS)

Rogers, Ed

2006-01-01

This document is a transcript for a video about a practice practiced at Goddard Space Flight Center called Pause and Learn (PaL). The PaL process is intended to, first of all, help the team learn. So, the team that was involved in the activity, the group that actually did the work, that handled the review, or ran the tests, or developed the piece of equipment, they sit down and actually say, "What did we learn from this exercise?" The idea is to create a learning environment at various key milestones in the execution of a process, rather than wait until the end of the given process, be it a launch or a mission.

Beyond Ethical Frameworks: Using Moral Experimentation in the Engineering Ethics Classroom.

PubMed

Walling, Olivia

2015-12-01

Although undergraduate engineering ethics courses often include the development of moral sensitivity as a learning objective and the use of active learning techniques, teaching centers on the transmission of cognitive knowledge. This article describes a complementary assignment asking students to perform an ethics "experiment" on themselves that has a potential to enhance affective learning and moral imagination. The article argues that the focus on cognitive learning may not promote, and may even impair, our efforts to foster moral sensitivity. In contrast, the active learning assignments and exercises, like the ethics "experiment" discussed, offer great potential to expand the scope of instruction in engineering ethics to include ethical behavior as well as knowledge. Engineering ethics education needs to extend beyond the narrow range of human action associated with the technical work of the engineer and explore ways to draw on broader lifeworld experiences to enrich professional practice and identity.

Deal or No Deal: using games to improve student learning, retention and decision-making

NASA Astrophysics Data System (ADS)

Chow, Alan F.; Woodford, Kelly C.; Maes, Jeanne

2011-03-01

Student understanding and retention can be enhanced and improved by providing alternative learning activities and environments. Education theory recognizes the value of incorporating alternative activities (games, exercises and simulations) to stimulate student interest in the educational environment, enhance transfer of knowledge and improve learned retention with meaningful repetition. In this case study, we investigate using an online version of the television game show, 'Deal or No Deal', to enhance student understanding and retention by playing the game to learn expected value in an introductory statistics course, and to foster development of critical thinking skills necessary to succeed in the modern business environment. Enhancing the thinking process of problem solving using repetitive games should also improve a student's ability to follow non-mathematical problem-solving processes, which should improve the overall ability to process information and make logical decisions. Learning and retention are measured to evaluate the success of the students' performance.

The Impact of Blended Learning on Student Performance in a Cardiovascular Pharmacotherapy Course

PubMed Central

McLaughlin, Jacqueline E.; Gharkholonarehe, Nastaran; Khanova, Julia; Deyo, Zach M.

2015-01-01

Objective. To examine student engagement with, perception of, and performance resulting from blended learning for venous thromboembolism in a required cardiovascular pharmacotherapy course for second-year students. Design. In 2013, key foundational content was packaged into an interactive online module for students to access prior to coming to class; class time was dedicated to active-learning exercises. Assessment. Students who accessed all online module segments participated in more in class clicker questions (p=0.043) and performed better on the examination (p=0.023). There was no difference in clicker participation or examination performance based on time of module access (prior to or after class). The majority of participants agreed or strongly agreed that foundational content learned prior to class, applied activities during class, and content-related questions in the online module greatly enhanced learning. Conclusion. This study highlights the importance of integrating online modules with classroom learning and the role of blended learning in improving academic performance. PMID:25861105

Examining physiotherapist use of structured aerobic exercise testing to decrease barriers to aerobic exercise.

PubMed

Foster B Sc, Evan; Fraser, Julia E; Inness PhD, Elizabeth L; Munce, Sarah; Biasin, Louis; Poon, Vivien; Bayley, Mark

2018-04-03

To determine the frequency of physiotherapist-administered aerobic exercise testing/training, the proportion of physiotherapists who administer this testing/training, and the barriers that currently exist across different practice environments. A secondary objective is to identify the learning needs of physiotherapists for the development of an education curriculum in aerobic exercise testing and training with electrocardiograph (ECG) administration and interpretation. National, cross-sectional survey. Registered physiotherapists practicing in Canada. Out of 137 participants, most (75%) physiotherapists prescribed aerobic exercise on a regular basis (weekly); however, 65% had never conducted an aerobic exercise test. There were no significant differences in frequency of aerobic exercise testing across different practice environments or across years of physiotherapy experience. Physiotherapists perceived the main barriers to aerobic exercise testing as being a lack of equipment/space (78%), time (65%), and knowledge (56%). Although most (82%) were uncomfortable administering 12-lead ECG-monitored aerobic exercise tests, 60% stated they would be interested in learning more about ECG interpretation. This study found that physiotherapists are regularly implementing aerobic exercise. This exercise was infrequently guided by formal aerobic exercise testing, which could increase access to safe and effective exercise within the optimal aerobic training zone. As well, this could facilitate training in patients with cardiovascular diagnoses that require additional testing for medical clearance. Increased ECG training and access to equipment for physiotherapists may augment pre-screening aerobic exercise testing. This training should include learning the key arrhythmias for aerobic exercise test termination as defined by the American College of Sports Medicine.

Duration-dependence of the effect of treadmill exercise on hyperactivity in attention deficit hyperactivity disorder rats.

PubMed

Ji, Eun-Sang; Kim, Chang-Ju; Park, Jun Heon; Bahn, Geon Ho

2014-04-01

Attention-deficit hyperactivity disorder (ADHD) is a common neurobehavioral disorder, and its symptoms are hyperactivity and deficits in learning and memory. Physical exercise increases dopamine synthesis and neuronal activity in various brain regions. In the present study, we investigate the duration-dependence of the treadmill exercise on hyperactivity in relation with dopamine expression in ADHD. Spontaneously hypertensive rats were used for the ADHD rats and Wistar-Kyoto rats were used for the control rats. The rats in the exercise groups were forced to run on a treadmill for 10 min, 30 min, and 60 min once daily for 28 consecutive days. For this experiment, open field test and immunohistochemistry for tyrosine hydroxylase were conducted. The present results revealed that ADHD rats showed hyperactivity, and tyrosine hydroxylase expression in the striatum and substantia nigra were decreased in ADHD rats. Treadmill exercise alleviated hyperactivity and also increased TH expression in ADHD rats. Treadmill exercise for 30 min per day showed most potent suppressing effect on hyperactivity, and this dose of treadmill exercise also most potently inhibited tyrosine hydroxylase expression. The present study suggests that treadmill exercise for 30 min once a day is the most effective therapeutic intervention for ADHD patients.

A Volcano Exploration Project Pu`u `O`o (VEPP) Exercise: Is Kilauea in Volcanic Unrest? (Invited)

NASA Astrophysics Data System (ADS)

Schwartz, S. Y.

2010-12-01

Volcanic activity captures the interest and imagination of students at all stages in their education. Analysis of real data collected on active volcanoes can further serve to engage students in higher-level inquiry into the complicated physical processes associated with volcanic eruptions. This exercise takes advantage of both student fascination with volcanoes and the recognized benefits of incorporating real, internet-accessible data to achieve its goals of enabling students to: 1) navigate a scientific website; 2) describe the physical events that produce volcano monitoring data; 3) identify patterns in geophysical time-series and distinguish anomalies preceding and synchronous with eruptive events; 4) compare and contrast geophysical time series and 5) integrate diverse data sets to assess the eruptive state of Kilauea volcano. All data come from the VEPP website (vepp.wr.usgs.gov) which provides background information on the historic activity and volcano monitoring methods as well as near-real time volcano monitoring data from the Pu`u `O`o eruptive vent on Kilauea Volcano. This exercise, designed for geology majors, has students initially work individually to acquire basic skills with volcano monitoring data interpretation and then together in a jigsaw activity to unravel the events leading up to and culminating in the July 2007 volcanic episode. Based on patterns established prior to the July 2007 event, students examine real-time volcano monitoring data to evaluate the present activity level of Kilauea volcano. This exercise will be used for the first time in an upper division Geologic Hazards class in fall 2010 and lessons learned including an exercise assessment will be presented.

Developing the Critical Thinking Skills of Astrobiology Students through Creative and Scientific Inquiry

PubMed Central

Lemus, Judith D.

2015-01-01

Abstract Scientific inquiry represents a multifaceted approach to explore and understand the natural world. Training students in the principles of scientific inquiry can help promote the scientific learning process as well as help students enhance their understanding of scientific research. Here, we report on the development and implementation of a learning module that introduces astrobiology students to the concepts of creative and scientific inquiry, as well as provide practical exercises to build critical thinking skills. The module contained three distinct components: (1) a creative inquiry activity designed to introduce concepts regarding the role of creativity in scientific inquiry; (2) guidelines to help astrobiology students formulate and self-assess questions regarding various scientific content and imagery; and (3) a practical exercise where students were allowed to watch a scientific presentation and practice their analytical skills. Pre- and post-course surveys were used to assess the students' perceptions regarding creative and scientific inquiry and whether this activity impacted their understanding of the scientific process. Survey results indicate that the exercise helped improve students' science skills by promoting awareness regarding the role of creativity in scientific inquiry and building their confidence in formulating and assessing scientific questions. Together, the module and survey results confirm the need to include such inquiry-based activities into the higher education classroom, thereby helping students hone their critical thinking and question asking skill set and facilitating their professional development in astrobiology. Key Words: Scientific inquiry—Critical thinking—Curriculum development—Astrobiology—Microbialites. Astrobiology 15, 89–99. PMID:25474292

Exercising Older People's Brains in Costa Rica: Design Principles for Using Information and Communication Technologies for Cognitive Activity and Social Interaction

ERIC Educational Resources Information Center

Castro Rojas, María Dolores; Bygholm, Ann; Hansen, Tia G. B.

2018-01-01

This study is part of a design-based research project aimed at designing a learning intervention for enabling Costa Rican older people to use information and communication technologies for cognitive activity and social interaction. Data from relevant literature, a focus group with older adults, and interviews with professionals teaching older…

Salinity Changes in a Tidal River. A Learning Experience for Coastal and Oceanic Awareness Studies, No. 308. [Project COAST].

ERIC Educational Resources Information Center

Delaware Univ., Newark. Coll. of Education.

The materials in this packet are designed to aid teachers in the implementation of a science field studies unit concerning tidal rivers. The packet consists of the following: (1) background material for the teacher; (2) lab exercises; (3) field activities; and (4) classroom activities. The overall purpose of this packet is to provide information…

Using self-efficacy theory to develop interventions that help older people overcome psychological barriers to physical activity: a discussion paper.

PubMed

Lee, Ling-Ling; Arthur, Antony; Avis, Mark

2008-11-01

Only a fifth of older people undertake a level of physical activity sufficient to lead to health benefit. Misconceptions about the ageing process and beliefs about the costs and benefits of exercise in late life may result in unnecessary self-imposed activity restriction. Thus, adhering to a physical activity can be difficult particularly when the benefits of exercise are often not immediate. Many of the barriers to engaging in physical activity among older people are attitudinal. It is therefore important to take account of the non-physical aspects of physical activity intervention programmes, such as increasing confidence. Self-efficacy is a widely applied theory used to understand health behaviour and facilitate behavioural modification, such as the increase of physical activity. This paper aims to examine the ways in which self-efficacy theory might be used in intervention programmes designed to overcome psychological barriers for increasing physical activity among older people. A number of studies have demonstrated that exercise self-efficacy is strongly associated with the amount of physical activity undertaken. Evidence from some trials supports the view that incorporating the theory of self-efficacy into the design of a physical activity intervention is beneficial. Physical activity interventions aimed at improving the self perception of exercise self-efficacy can have positive effects on confidence and the ability to initiate and maintain physical activity behaviour. There are a number of ways for nurses to facilitate older people to draw on the four information sources of self-efficacy: performance accomplishments, vicarious learning, verbal encouragement, and physiological and affective states. Research challenges that future studies need to address include the generalisability of exercise setting, the role of age as an effect modifier, and the need for more explicit reporting of how self-efficacy is operationalised in interventions.

Using prospective hazard analysis to assess an active shooter emergency operations plan.

PubMed

Card, Alan J; Harrison, Heidi; Ward, James; Clarkson, P John

2012-01-01

Most risk management activity in the healthcare sector is retrospective, based on learning from experience. This is feasible where the risks are routine, but emergency operations plans (EOP) guide the response to events that are both high risk and rare. Under these circumstances, it is important to get the response right the first time, but learning from experience is usually not an option. This case study presents the rationale for taking a proactive approach to improving healthcare organizations' EOP. It demonstrates how the Prospective Hazard Analysis (PHA) Toolkit can drive organizational learning and argues that this toolkit may lead to more efficient improvement than drills and exercises. © 2012 American Society for Healthcare Risk Management of the American Hospital Association.

Simulating Issue Networks in Small Classes using the World Wide Web.

ERIC Educational Resources Information Center

Josefson, Jim; Casey, Kelly

2000-01-01

Provides background information on simulations and active learning. Discusses the use of simulations in political science courses. Describes a simulation exercise where students performed specific institutional role playing, simulating the workings of a single congressional issue network, based on the reauthorization of the Endangered Species Act.…

Optimizing How We Teach Research Methods

ERIC Educational Resources Information Center

Cvancara, Kristen E.

2017-01-01

Courses: Research Methods (undergraduate or graduate level). Objective: The aim of this exercise is to optimize the ability for students to integrate an understanding of various methodologies across research paradigms within a 15-week semester, including a review of procedural steps and experiential learning activities to practice each method, a…

The New Youth Entrepreneur: Money To Get Started. Module 5.

ERIC Educational Resources Information Center

Kourilsky, Marilyn; And Others

The New Youth Entrepreneur curriculum is a series of 12 youth-oriented educational modules containing instructional materials, learning activities, and checkup exercises designed to teach students key elements of entrepreneurship. This document is the fifth module, and introduces students to the financial issues involved in starting a business,…

How to Teach Emotional Intelligence Skills in IT Project Management

ERIC Educational Resources Information Center

Connolly, Amy J.; Reinicke, Bryan

2017-01-01

High emotional intelligence ("EQ") is considered one of the greatest strengths of an alpha project manager, yet undergraduate project management students are not directly trained in EQ soft skills such as communication, politics and teamwork. This article describes examples of active learning exercises implemented in an undergraduate IT…

Spherical Rare-Earth Magnets in Introductory Physics

ERIC Educational Resources Information Center

Adams, Al

2007-01-01

Permanent magnets have long been used in both traditional laboratory exercises and in inquiry-based learning activities. These pedagogical applications are typically timed to correspond to the early coverage of magnetism in the second-semester sequence of introductory physics. At the initial level the concepts relate to the magnetic field of the…

Students Teach Sex Education: Introducing Alternative Conceptions of Sexuality

ERIC Educational Resources Information Center

Buck, Alison; Parrotta, Kylie

2014-01-01

In this paper, we describe an exercise that challenges hetero-normative and sexist notions of sexuality, allowing students to envision alternative models. Research shows how active learning eases student anxiety over challenging or threatening material. After reading Jessica Fields' "Risky Lessons" and Waskul, Vannini, and Weisen's…

Incorporating a Collaborative Web-Based Virtual Laboratory in an Undergraduate Bioinformatics Course

ERIC Educational Resources Information Center

Weisman, David

2010-01-01

Face-to-face bioinformatics courses commonly include a weekly, in-person computer lab to facilitate active learning, reinforce conceptual material, and teach practical skills. Similarly, fully-online bioinformatics courses employ hands-on exercises to achieve these outcomes, although students typically perform this work offsite. Combining a…

Innovation Abstracts, Volume XVI, 1994.

ERIC Educational Resources Information Center

Roueche, Suanne D., Ed.

1994-01-01

This volume of 30 one- to two-page abstracts highlights a variety of innovative approaches to teaching and learning in the community college. Topics covered in the abstracts include: (1) music in the biology classroom; (2) pairing English as a second language and freshman composition students in writing activities; (3) moot court exercises in…

Teamwork through Team Building: Face-to-Face to Online

ERIC Educational Resources Information Center

Staggers, Julie; Garcia, Susan; Nagelhout, Ed

2008-01-01

This article describes the ways the authors incorporated team-building activities into our online business writing courses by interrogating the ways that kinesthetic learning translates into the electronic realm. The authors review foundational theories of team building, including Cog's Ladder and Tuckman's Stages, and offer sample exercises they…

Metacognitive Awareness and Monitoring in Adult and College Readers.

ERIC Educational Resources Information Center

Rinehart, Steve D.; Platt, Jennifer M.

1984-01-01

A literature review was undertaken to demonstrate how knowledge of one's cognitive processes, the orchestration of strategic effort, and the monitoring of one's cognitive activities can enhance reading performance. The findings indicate that while older readers exercise more awareness of their own learning processes and greater self-control or…

Greek and Roman Myths.

ERIC Educational Resources Information Center

Carr, Fredella; Faggionato, Michael

Designed for use with the text "Greek and Roman Myths," this junior high school learning activity packet introduces students to mythology and examines the influence of myths on contemporary culture. Over 20 exercises, tagged to specific readings in the text, cover identification of the major gods, the Prometheus myth, the Atlas myth,…

Teaching Languages to Students at Risk: A Case Study.

ERIC Educational Resources Information Center

Gould, Melissa

1996-01-01

Examines how low achieving Australian students fit into the foreign language classroom beyond Year 7, and whether the course content or teaching method should be altered. Reviews the students' reasons for continuing language study, their feelings about certain teaching and learning strategies, exercises and activities, their perceptions of their…

Magic From the Woods. A Teacher's Handbook for Environmental Education.

ERIC Educational Resources Information Center

Warren, Mark

This workbook contains suggestions for environmental learning adventures for elementary school children in a forest. The activities are classified under various concepts such as sound, growth, adaptation, force, variety, water, habitat, design time, and conservation. The concept is first defined. Then a preparation exercise to get the students…

Teaching Historical Analysis through Creative Writing Assignments

ERIC Educational Resources Information Center

Peterson, Janine Larmon; Graham, Lea

2015-01-01

Incorporating creative writing exercises in history courses can heighten students' critical reading and analytical skills in an active learning model. We identify and define two types of possible assignments that use model texts as their locus: centripetal, which focuses on specific context and disciplinary terms, and centrifugal, which address…

Listening as an Act of Composing.

ERIC Educational Resources Information Center

Ronald, Katharine; Roskelly, Hephzibah

The fact that students have not learned to listen may be the reason some of them cannot write. Listening is an active process requiring the same skills of prediction, hypothesizing, checking, revising, and generalization that reading and writing demand. The following three exercises were designed to make students conscious of themselves as active…

The New Youth Entrepreneur: Types of Business Ownership. Module 7.

ERIC Educational Resources Information Center

Kourilsky, Marilyn; And Others

The New Youth Entrepreneur curriculum is a series of 12 youth-oriented educational modules containing instructional materials, learning activities, and checkup exercises designed to teach students key elements of entrepreneurship. This document is the seventh module, and examines the potential advantages and disadvantages of entering into four…

Themed Space

ERIC Educational Resources Information Center

Lynch, Christopher O.

2010-01-01

This article presents a classroom activity that introduces students to the concept of themed space. Students learn to think critically about the spaces they encounter on a regular basis by analyzing existing spaces and by working in groups to create their own themed space. This exercise gives students the chance to see the relevance of critical…

Learning Mathematics through Games

ERIC Educational Resources Information Center

Gough, John

2015-01-01

When considering the use of games for teaching mathematics, educators should distinguish between an "activity" and a "game". Gough (1999) states that "A 'game' needs to have two or more players, who take turns, each competing to achieve a 'winning' situation of some kind, each able to exercise some choice about how to move…

Indiana in the World.

ERIC Educational Resources Information Center

Erickson, Robert; Lowrie, Jane

This handbook for secondary teachers contains activities, exercises, and strategies designed to make more obvious and concrete the opportunities local communities and states provide for students to learn about and to participate in global affairs. A major objective is to help high school students develop the competencies needed to identify and to…

Writing to Learn in Social Studies

ERIC Educational Resources Information Center

Boyer, Tara L.

2006-01-01

One of the best ways to enrich students' social studies experience is to include assignments in which students interact with social studies content and skills. In this article, the author explains how teachers can use writing exercises to encourage such interaction. She describes the following writing activities: (1) acrostics; (2) haiku; (3)…

Using "Shrek" to Teach about Stigma

ERIC Educational Resources Information Center

Melchiori, Kala J.; Mallett, Robyn K.

2015-01-01

We describe an active learning exercise to teach students about social stigma. After lecturing on the topic, the instructor distributes a worksheet and shows several clips from the movie "Shrek," pausing after each clip to lead a discussion of the concepts. We provide information about the movie scenes, the student worksheet, and…

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

NASA Astrophysics Data System (ADS)

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

2012-05-01

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

An Algorithm for Automatic Checking of Exercises in a Dynamic Geometry System: iGeom

ERIC Educational Resources Information Center

Isotani, Seiji; de Oliveira Brandao, Leonidas

2008-01-01

One of the key issues in e-learning environments is the possibility of creating and evaluating exercises. However, the lack of tools supporting the authoring and automatic checking of exercises for specifics topics (e.g., geometry) drastically reduces advantages in the use of e-learning environments on a larger scale, as usually happens in Brazil.…

Development and evaluation of an interactive electronic laboratory manual for cooperative learning of medical histology.

PubMed

Khalil, Mohammed K; Kirkley, Debbie L; Kibble, Jonathan D

2013-01-01

This article describes the development of an interactive computer-based laboratory manual, created to facilitate the teaching and learning of medical histology. The overarching goal of developing the manual is to facilitate self-directed group interactivities that actively engage students during laboratory sessions. The design of the manual includes guided instruction for students to navigate virtual slides, exercises for students to monitor learning, and cases to provide clinical relevance. At the end of the laboratory activities, student groups can generate a laboratory report that may be used to provide formative feedback. The instructional value of the manual was evaluated by a questionnaire containing both closed-ended and open-ended items. Closed-ended items using a five-point Likert-scale assessed the format and navigation, instructional contents, group process, and learning process. Open-ended items assessed student's perception on the effectiveness of the manual in facilitating their learning. After implementation for two consecutive years, student evaluation of the manual was highly positive and indicated that it facilitated their learning by reinforcing and clarifying classroom sessions, improved their understanding, facilitated active and cooperative learning, and supported self-monitoring of their learning. Copyright © 2013 American Association of Anatomists.

Hybrid assistive systems for rehabilitation: lessons learned from functional electrical therapy in hemiplegics.

PubMed

Popović, Dejan B; Popović, Mirjana B

2006-01-01

This paper suggests that the optimal method for promoting of the recovery of upper extremity function in hemiplegic individuals is the use of hybrid assistive systems (HAS). The suggested HAS is a combination of stimulation of paralyzed distal segments (hand) in synchrony with robot controlled movements of proximal segments (upper arm and forearm). The use of HAS is envisioned as part of voluntary activation of preserved sensory-motor systems during task related exercise. This HAS design follows our results from functional electrical therapy, constraint induced movement therapy, intensive exercise therapy, and use of robots for rehabilitation. The suggestion is also based on strong evidences that cortical plasticity is best promoted by task related exercise and patterned electrical stimulation.

Does Formative Assessment Improve Student Learning and Performance in Soil Science?

ERIC Educational Resources Information Center

Kopittke, Peter M.; Wehr, J. Bernhard; Menzies, Neal W.

2012-01-01

Soil science students are required to apply knowledge from a range of disciplines to unfamiliar scenarios to solve complex problems. To encourage deep learning (with student performance an indicator of learning), a formative assessment exercise was introduced to a second-year soil science subject. For the formative assessment exercise, students…

Problem-Based Learning and Creative Instructional Approaches for Laboratory Exercises in Introductory Crop Science

ERIC Educational Resources Information Center

Teplitski, Max; McMahon, Margaret J.

2006-01-01

The implementation of problem-based learning (PBL) and other inquiry-driven educational techniques is often resisted by both faculty and students, who may not be comfortable with this learning/instructional style. We present here a hybrid approach, which combines elements of expository education with inquiry-driven laboratory exercises and…

Flipped Learning, MOOCs and Learning Analytics: Lessons learnt from a Web Map Design course redesign

NASA Astrophysics Data System (ADS)

Treves, R.

2013-12-01

Five weeks content of a 12 week course in web map design were converted to 'flipped learning': Lecture sessions were replaced by online short video lectures and multiple choice questions to be completed outside class. Class time was taken up with activities and exercises linked to the online learning. Students use of the online content was carefully tracked and detailed student feedback gathered. The response from students was good, 90% of them completed all the out of class activities and their feedback was very positive. The format has the advantage of being easily repurposed as a MOOC or scaled up in other ways. Lessons learnt from the implementation of the materials and the analysis of the VLE logs will be discussed as will ongoing efforts to reuse the materials in a MOOC.

Benefits of computer screen-based simulation in learning cardiac arrest procedures.

PubMed

Bonnetain, Elodie; Boucheix, Jean-Michel; Hamet, Maël; Freysz, Marc

2010-07-01

What is the best way to train medical students early so that they acquire basic skills in cardiopulmonary resuscitation as effectively as possible? Studies have shown the benefits of high-fidelity patient simulators, but have also demonstrated their limits. New computer screen-based multimedia simulators have fewer constraints than high-fidelity patient simulators. In this area, as yet, there has been no research on the effectiveness of transfer of learning from a computer screen-based simulator to more realistic situations such as those encountered with high-fidelity patient simulators. We tested the benefits of learning cardiac arrest procedures using a multimedia computer screen-based simulator in 28 Year 2 medical students. Just before the end of the traditional resuscitation course, we compared two groups. An experiment group (EG) was first asked to learn to perform the appropriate procedures in a cardiac arrest scenario (CA1) in the computer screen-based learning environment and was then tested on a high-fidelity patient simulator in another cardiac arrest simulation (CA2). While the EG was learning to perform CA1 procedures in the computer screen-based learning environment, a control group (CG) actively continued to learn cardiac arrest procedures using practical exercises in a traditional class environment. Both groups were given the same amount of practice, exercises and trials. The CG was then also tested on the high-fidelity patient simulator for CA2, after which it was asked to perform CA1 using the computer screen-based simulator. Performances with both simulators were scored on a precise 23-point scale. On the test on a high-fidelity patient simulator, the EG trained with a multimedia computer screen-based simulator performed significantly better than the CG trained with traditional exercises and practice (16.21 versus 11.13 of 23 possible points, respectively; p<0.001). Computer screen-based simulation appears to be effective in preparing learners to use high-fidelity patient simulators, which present simulations that are closer to real-life situations.

Health Instruction Packages: Consumer--Exercise and Rehabilitation.

ERIC Educational Resources Information Center

Hughes, Caroline; And Others

Text, illustrations and exercises are utilized in these six learning modules to instruct patients and the general public in exercise and rehabilitative techniques. The first module, "Exercise and Your Life" by Caroline Hughes, distinguishes between static and dynamic exercise and discusses the benefits of exercise. The second module,…

Error amplification to promote motor learning and motivation in therapy robotics.

PubMed

Shirzad, Navid; Van der Loos, H F Machiel

2012-01-01

To study the effects of different feedback error amplification methods on a subject's upper-limb motor learning and affect during a point-to-point reaching exercise, we developed a real-time controller for a robotic manipulandum. The reaching environment was visually distorted by implementing a thirty degrees rotation between the coordinate systems of the robot's end-effector and the visual display. Feedback error amplification was provided to subjects as they trained to learn reaching within the visually rotated environment. Error amplification was provided either visually or through both haptic and visual means, each method with two different amplification gains. Subjects' performance (i.e., trajectory error) and self-reports to a questionnaire were used to study the speed and amount of adaptation promoted by each error amplification method and subjects' emotional changes. We found that providing haptic and visual feedback promotes faster adaptation to the distortion and increases subjects' satisfaction with the task, leading to a higher level of attentiveness during the exercise. This finding can be used to design a novel exercise regimen, where alternating between error amplification methods is used to both increase a subject's motor learning and maintain a minimum level of motivational engagement in the exercise. In future experiments, we will test whether such exercise methods will lead to a faster learning time and greater motivation to pursue a therapy exercise regimen.

Remote Sensing Mars Landing Sites: An Out-of-School Time Planetary Science Education Activity for Middle School Students

NASA Astrophysics Data System (ADS)

Anderson, R. B.; Gaither, T. A.; Edgar, L. A.; Milazzo, M. P.; Vaughan, R. G.; Rubino-Hare, L.; Clark, J.; Ryan, S.

2017-12-01

As part of the Planetary Learning that Advances the Nexus of Engineering, Technology, and Science (PLANETS) project, we have developed an out-of-school time unit for middle school students focused on planetary remote sensing. The activity is divided into two exercises, with the goal of choosing a scientifically interesting and safe landing site for a future Mars mission. Students are introduced to NASA data from several actual and proposed landing sites and must use what they learn about remote sensing to choose a site that satisfies scientific and engineering criteria. The activity also includes background information for educators, including a summary of how landing on Mars helps answer major scientific questions, brief overviews of the data sets that the students will use, summaries of the site geology, and a list of relevant vocabulary. The first exercise introduces students to the concept of reflectance spectroscopy and how it can be used to identify the "fingerprints" of different minerals on the surface of Mars. Students are provided with simplified maps of mineral spectra at the four sites, based on Compact Reconnaissance Imaging Spectrometer (CRISM) observations, as well as a reference sheet with the spectra of common minerals on Mars. They can use this information to determine which sites have hydrated minerals, mafic minerals, or both. The second exercise adds data from the Mars Orbital Laser Altimeter (MOLA), and high resolution visible data from the Context Camera (CTX) on the Mars Reconnaissance Orbiter. Students learn about laser altimetry and how to interpret topographic contours to assess whether a landing site is too rough. The CTX data allow students to study the sites at higher resolution, with annotations that indicate key landforms of interest. These data, along with the spectroscopy data, allow students to rank the sites based on science and engineering criteria. This activity was developed as a collaboration between subject matter experts at the USGS Astrogeology Science Center and education experts from the Northern Arizona University Center for Science Teaching and Learning. It works as either a stand-alone activity or as an extension of the "Worlds Apart" Engineering is Everywhere unit, also developed as part of the PLANETS project in collaboration with the Boston Museum of Science.

Strategies to improve learning of all students in a class

NASA Astrophysics Data System (ADS)

Suraishkumar, G. K.

2018-05-01

The statistical distribution of the student learning abilities in a typical undergraduate engineering class poses a significant challenge to simultaneously improve the learning of all the students in the class. With traditional instruction styles, the students with significantly high learning abilities are not satisfied due to a feeling of unfulfilled potential, and the students with significantly low learning abilities feel lost. To address the challenge in an undergraduate core/required course on 'transport phenomena in biological systems', a combination of learning strategies such as active learning including co-operative group learning, challenge exercises, and others were employed in a pro-advising context. The short-term and long-term impacts were evaluated through student course performances and input, respectively. The results show that it is possible to effectively address the challenge posed by the distribution of student learning abilities in a class.

Motor Learning Versus StandardWalking Exercise in Older Adults with Subclinical Gait Dysfunction: A Randomized Clinical Trial

PubMed Central

Brach, Jennifer S.; Van Swearingen, Jessie M.; Perera, Subashan; Wert, David M.; Studenski, Stephanie

2013-01-01

Background Current exercise recommendationsfocus on endurance and strength, but rarely incorporate principles of motor learning. Motor learning exerciseis designed to address neurological aspects of movement. Motor learning exercise has not been evaluated in older adults with subclinical gait dysfunction. Objectives Tocompare motor learning versus standard exercise on measures of mobility and perceived function and disability. Design Single-blind randomized trial. Setting University research center. Participants Olderadults (n=40), mean age 77.1±6.0 years), who had normal walking speed (≥1.0 m/s) and impaired motor skill (Figure of 8 walk time > 8 s). Interventions The motor learning program (ML) incorporated goal-oriented stepping and walking to promote timing and coordination within the phases of the gait cycle. The standard program (S) employed endurance training by treadmill walking.Both included strength training and were offered twice weekly for one hour for 12 weeks. Measurements Primary outcomes included mobility performance (gait efficiency, motor skill in walking, gait speed, and walking endurance)and secondary outcomes included perceived function and disability (Late Life Function and Disability Instrument). Results 38 of 40 participants completed the trial (ML, n=18; S, n=20). ML improved more than Sin gait speed (0.13 vs. 0.05 m/s, p=0.008) and motor skill (−2.2 vs. −0.89 s, p<0.0001). Both groups improved in walking endurance (28.3 and 22.9m, but did not differ significantly p=0.14). Changes in gait efficiency and perceived function and disability were not different between the groups (p>0.10). Conclusion In older adults with subclinical gait dysfunction, motor learning exercise improved some parameters of mobility performance more than standard exercise. PMID:24219189

Workshop on active learning: two examples

NASA Astrophysics Data System (ADS)

Ben Lakhdar, Zohra; Lahmar, Souad; Lakshminarayanan, Vasudevan

2014-07-01

Optics is an enabling science that has far ranging importance in many diverse fields. However, many students do not find it to be of great interest. A solution to this problem is to train teachers in active learning methodologies so that the subject matter can be presented to generate student interest. We describe a workshop to present an example of an active learning process in Optics developed for training of teachers in developing countries (a UNESCO project) and will focus on 2 two different activities: 1. Interference and diffraction is considered by students as being very hard to understand and is taught in most developing countries as purely theoretical with almost no experiments. Simple experiments to enhance the conceptual understanding of these wave phenomena will be presented and 2. Image formation by the eye. Here we will discuss myopia, hyperopia and astigmatism as well as accommodation. In this module we will discuss image. The objective of the workshop will be to provide an experience of the use of the active learning method in optics including the use of experiments, mind's on and hands-on exercises, group and class discussions

Role of computer-based learning in tooth carving in dentistry: An Indian perspective.

PubMed

Juneja, Saurabh; Juneja, Manjushree

2016-01-01

Tooth carving is an important practical preclinical exercise in the curriculum in Indian dental education setup. It forms the basis of introduction to tooth anatomy, morphology and occlusion of primary and permanent teeth through practical approach. It requires enormous time and manpower to master the skill. Therefore, there is an imminent necessity to incorporate computer-based learning of the art of tooth carving for effective teaching and efficient student learning. This will ensure quality time to be spent on other academic and research activities by students and faculty in addition to adding value as a teaching aid.

PBL Trigger Design by Medical Students: An Effective Active Learning Strategy Outside the Classroom.

PubMed

Roche, Maya; Adiga, Indira Kakkunje; Nayak, Akshatha G

2016-12-01

Problem Based Learning (PBL) is known world over as an effective, active learning strategy with many benefits for the student. Usually, in medical schools, PBL triggers are designed by a well-trained group of faculty from basic and clinical sciences. The challenge was whether this task could be given to students in the first year of their curriculum and be executed by them effectively. To enhance active learning, comprehension and critical thinking with a view to promote horizontal and vertical integration between subjects. Student volunteers of the first year MBBS course (n=10), who had been exposed to the curriculum for approximately 38 weeks and were familiar with the PBL process were recruited for the study. In addition to a handout on the topic 'gout', they were given the freedom to access any resource in the university library to construct the PBL triggers. The PBL triggers were vetted by two faculties. In addition to a focus group discussion with students, students' and faculty's responses were collected on a Likert scale. Students opined that the exercise helped improve their comprehension (100%), critical thinking abilities (90%) and clinical orientation to the topic (100%). They felt that designing a PBL trigger was a relevant active learning strategy (100%) and would help them answer questions on this topic better in the future (90%). The clinicians who examined the PBL triggers, felt that they were of good quality and that the process was a good tool for vertical integration between basic and clinical sciences. The results prove that students when given a challenge will rise to the occasion. Unfamiliarity with the nuances of a disease did not prevent them from going the extra mile to achieve their target. By taking part in this exercise, students benefitted in many ways and got a holistic understanding of the topic. PBL trigger design can be introduced as an active learning strategy for students in medical schools where PBL is part of the curriculum. It promotes integration across subjects and is very effective in augmenting student motivation.

PBL Trigger Design by Medical Students: An Effective Active Learning Strategy Outside the Classroom

PubMed Central

Adiga, Indira Kakkunje; Nayak, Akshatha G.

2016-01-01

Introduction Problem Based Learning (PBL) is known world over as an effective, active learning strategy with many benefits for the student. Usually, in medical schools, PBL triggers are designed by a well-trained group of faculty from basic and clinical sciences. The challenge was whether this task could be given to students in the first year of their curriculum and be executed by them effectively. Aim To enhance active learning, comprehension and critical thinking with a view to promote horizontal and vertical integration between subjects. Materials and Methods Student volunteers of the first year MBBS course (n=10), who had been exposed to the curriculum for approximately 38 weeks and were familiar with the PBL process were recruited for the study. In addition to a handout on the topic ‘gout’, they were given the freedom to access any resource in the university library to construct the PBL triggers. The PBL triggers were vetted by two faculties. In addition to a focus group discussion with students, students’ and faculty’s responses were collected on a Likert scale. Results Students opined that the exercise helped improve their comprehension (100%), critical thinking abilities (90%) and clinical orientation to the topic (100%). They felt that designing a PBL trigger was a relevant active learning strategy (100%) and would help them answer questions on this topic better in the future (90%). The clinicians who examined the PBL triggers, felt that they were of good quality and that the process was a good tool for vertical integration between basic and clinical sciences. Discussion The results prove that students when given a challenge will rise to the occasion. Unfamiliarity with the nuances of a disease did not prevent them from going the extra mile to achieve their target. By taking part in this exercise, students benefitted in many ways and got a holistic understanding of the topic. Conclusion PBL trigger design can be introduced as an active learning strategy for students in medical schools where PBL is part of the curriculum. It promotes integration across subjects and is very effective in augmenting student motivation. PMID:28208882

Incorporating a Modified Problem-Based Learning Exercise in a Traditional Lecture and Lab-Based Dairy Products Course

ERIC Educational Resources Information Center

Liceaga, Andrea M.; Ballard, Tameshia S.; Skura, Brent J.

2011-01-01

A modified problem-based learning (PBL) exercise was implemented in a food science Dairy Products course, which had previously been taught in the traditional lecture and laboratory format only. The first 10 wk of the course consisted of weekly lectures and laboratory exercises. During the remaining 3 wk, students were presented with a case study…

Stereological Investigation of the Effects of Treadmill Running Exercise on the Hippocampal Neurons in Middle-Aged APP/PS1 Transgenic Mice.

PubMed

Chao, Fenglei; Jiang, Lin; Zhang, Yi; Zhou, Chunni; Zhang, Lei; Tang, Jing; Liang, Xin; Qi, Yingqiang; Zhu, Yanqing; Ma, Jing; Tang, Yong

2018-01-01

The risk of cognitive decline during Alzheimer's disease (AD) can be reduced if physical activity is maintained; however, the specific neural events underlying this beneficial effect are still uncertain. To quantitatively investigate the neural events underlying the effect of running exercise on middle-aged AD subjects, 12-month-old male APP/PS1 mice were randomly assigned to a control group or running group, and age-matched non-transgenic littermates were used as a wild-type group. AD running group mice were subjected to a treadmill running protocol (regular and moderate intensity) for four months. Spatial learning and memory abilities were assessed using the Morris water maze. Hippocampal amyloid plaques were observed using Thioflavin S staining and immunohistochemistry. Hippocampal volume, number of neurons, and number of newborn cells (BrdU+ cells) in the hippocampus were estimated using stereological techniques, and newborn neurons were observed using double-labelling immunofluorescence. Marked neuronal loss in both the CA1 field and dentate gyrus (DG) and deficits in both the neurogenesis and survival of new neurons in the DG of middle-aged APP/PS1 mice were observed. Running exercise could improve the spatial learning and memory abilities, reduce amyloid plaques in the hippocampi, delay neuronal loss, induce neurogenesis, and promote the survival of newborn neurons in the DG of middle-aged APP/PS1 mice. Exercise-induced protection of neurons and adult neurogenesis within the DG might be part of the important structural basis of the improved spatial learning and memory abilities observed in AD mice.

Motivating and assisting physical exercise in independently living older adults: a pilot study.

PubMed

Silveira, Patrícia; van het Reve, Eva; Daniel, Florian; Casati, Fabio; de Bruin, Eling D

2013-05-01

With age reaction time, coordination and cognition tend to deteriorate, which may lead to gait impairments, falls and injuries. To reduce this problem in elderly and to improve health, well-being and independence, regular balance and strength exercises are recommended. However, elderly face strong barriers to exercise. We developed Active Lifestyle, an IT-based system for active and healthy aging aiming at improving elderly's balance and strength. Active Lifestyle is a proactive training application, running on a tablet, which assists, monitors and motivates elderly to follow personalized training plans autonomously at home, while integrating them socially. The objective is to run a pilot study to investigate: (i) the feasibility of assisting the autonomous, physical training of independently living elderly with the Active Lifestyle system, (ii) the adherence of the participants to the training plans, and (iii) the effectiveness of the motivation instruments built into the system. After three introductory meetings, 13 elderly adults followed personalized two-weeks strength and balance training plans using the Active Lifestyle app autonomously at home. Questionnaires were used to assess the technological familiarity of the participants, the feasibility aspects of the physical intervention, and the effectiveness of the motivation instruments. Adherence to the exercise plan was evaluated using the performance data collected by the app during the study. A total of 13 participants were enrolled, of whom 11 (85%) completed the study (mean age 77 ± 7 years); predominantly females (55%), vocational educated (64%), and their past profession requiring moderate physical activity (64%). The Active Lifestyle app facilitated autonomous physical training at home (median=7 on a 7-point Likert scale), and participants expressed a high intention to use the app also after the end of the study (median=7). Adherence with the training plans was 73% (89% on the balance exercises and 60% on the strength exercises). The outcome from our questionnaires showed that without the app the participants did not feel motivated to perform exercises; with the support of the app they felt more motivated (median=6). Participants were especially motivated by being part of a virtual exercise group and by the capability to automatically monitor their performance (median=6 for both). This study shows that the Active Lifestyle app prototype has valuable potential to support physical exercise practice at home and it is worthwhile to further develop it into a more mature system. Furthermore, the results add to the knowledge base into mobile-based applications for elderly, in that it shows that elderly users can learn to work with mobile-based systems. The Active Lifestyle app proved viable to support and motivate independently living elderly to autonomously perform balance and strength exercises. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

Student Preferences for Live versus Virtual Rats in a Learning Course

ERIC Educational Resources Information Center

Elcoro, Mirari; Trundle, Melissa B.

2013-01-01

We examined the preference of undergraduate students for a live or a virtual rat when learning about concepts of operant conditioning. Students were provided with the opportunity to directly compare a virtual and a live rat in a supplemental exercise for Learning courses. We argue that the design of teaching exercises should involve a systematic…

Use of Interactive Web-Based Exercises for English as a Foreign Language Learning: Learners' Perceptions

ERIC Educational Resources Information Center

Wang, Yen-Hui

2014-01-01

The study investigated the learner perceptions of a CALL component in a blended language learning context. 52 Taiwanese college students attended instructional classroom sessions and did weekly online assignments in the form of interactive web-based exercises over one semester. Their learning performance was measured by means of two computer-based…

The State System Exercise. Learning Packages in International Relations. Learning Package One.

ERIC Educational Resources Information Center

Coplin, William D.

Learning package 1, the first in a series of four, incorporates a simulation exercise designed to help students in higher education understand factors that affect the stability of the international relations system. Focus is on a "system" perspective in order to show the historical development and to point up the operation of various…

Exercise counteracts declining hippocampal function in aging and Alzheimer's disease.

PubMed

Intlekofer, Karlie A; Cotman, Carl W

2013-09-01

Alzheimer's disease (AD) afflicts more than 5.4 million Americans and ranks as the most common type of dementia (Thies and Bleiler, 2011), yet effective pharmacological treatments have not been identified. Substantial evidence indicates that physical activity enhances learning and memory for people of all ages, including individuals that suffer from cognitive impairment. The mechanisms that underlie these benefits have been explored using animal models, including transgenic models of AD. Accumulating research shows that physical activity reinstates hippocampal function by enhancing the expression of brain-derived neurotrophic factor (BDNF) and other growth factors that promote neurogenesis, angiogenesis, and synaptic plasticity. In addition, several studies have found that physical activity counteracts age- and AD-associated declines in mitochondrial and immune system function. A growing body of evidence also suggests that exercise interventions hold the potential to reduce the pathological features associated with AD. Taken together, animal and human studies indicate that exercise provides a powerful stimulus that can countervail the molecular changes that underlie the progressive loss of hippocampal function in advanced age and AD. 2012 Published by Elsevier Inc

Behavioral self-management strategies for practice and exercise should be included in neurologic rehabilitation trials and care

PubMed Central

Dobkin, Bruce H.

2018-01-01

Purpose Rehabilitation trials and post-acute care to lessen impairments and disability after stroke, spinal cord injury, and traumatic brain injury almost never include training to promote long-term self-management of skills practice, strengthening and fitness. Without behavioral training to develop self-efficacy, clinical trials and home-based therapy may fail to show robust results. Findings Behavioral theories about self-management and self-efficacy for physical activity have been successfully incorporated into interventions for chronic diseases, but rarely for neurologic rehabilitation. The elements of behavioral training include education about the effects of practice and exercise that are relevant to the person, goal setting, identification of possible barriers, problem solving, feedback about performance, tailored instruction, decision making, and ongoing personal or social support. Mobile health and tele-rehabilitation technologies offer new ways to remotely enable such training by monitoring activity from wearable wireless sensors and instrumented exercise devices to allow real-world feedback, goal setting, and instruction. Summary Motivation, sense of responsibility and confidence to practice and exercise in the home can be trained to increase adherence to skills practice and exercise both during and after formal rehabilitation. To optimize motor learning and improve long-term outcomes, self-management training should be an explicit component of rehabilitation care and clinical trials. PMID:27608301

Attitudes of postmenopausal women toward interactive video dance for exercise.

PubMed

Inzitari, Marco; Greenlee, Adam; Hess, Rachel; Perera, Subashan; Studenski, Stephanie A

2009-08-01

Although physical activity (PA) is universally recommended, most adults are not regular exercisers. Interactive video dance is a novel form of PA in widespread use among young adults, but interest among adults is not known. Postmenopausal women are an appropriate target for interventions to promote PA because they have an increased risk of health problems related to sedentary behavior. We explored perceived advantages and disadvantages of video dance as a personal exercise option in postmenopausal women. Forty sedentary postmenopausal women (mean age +/- SD 57 +/- 5 years), were oriented in eight small groups to interactive video dance, which uses a force-sensing pad with directional panels: the player steps on the panels in response to arrows scrolling on a screen, synchronized to music. Perceived advantages and disadvantages were elicited through a nominal group technique (NGT) process. Participants generated 113 advantages and 71 disadvantages. The most frequently cited advantages were "it's fun" and "improves coordination" (seven of eight groups), the fact that challenge encourages progress (five of eight groups), the potential for weight loss (four of eight groups), and the flexibility of exercise conditions (three of eight groups). Concerns were the potentially long and frustrating learning process, cost (six of eight groups), and possible technical issues (two of eight groups). The recreational nature of interactive dance exercise was widely appealing to postmenopausal women and might help promote adherence to PA. Initial support to learn basic technical and movement skills may be needed.

An interactive, web-based tool for learning anatomic landmarks.

PubMed

Hallgren, Richard C; Parkhurst, Perrin E; Monson, Carol L; Crewe, Nancy M

2002-03-01

To evaluate the effectiveness of a Web-based interactive teaching tool that uses self-assessment exercises with real-time feedback to aid students' learning in a gross anatomy class. A total of 107 of 124 first-year medical students at one school were enrolled in the study. Students were divided into three groups: Group 1 (n = 63) received introductory material and activated their Web-based accounts; Group 2 (n = 44) received introductory material but did not activate their Web-based accounts; and Group 3 (n = 17) were not enrolled in the study and received no introductory material. Students in Group 1 had access to a graphic showing the locations of anatomic landmarks, a drill exercise, and a self-evaluation exercise. Students' ability to identify the anatomic landmarks on a 30-question midterm and a 30-question final exam were compared among the groups. The mean scores of students in Group 1 (midterm = 28.5, final = 28.1) were significantly higher than were the mean scores of students in Group 2 (midterm = 26.8, p <.001; final = 26.9, p <.017) and Group 3 (midterm = 24.8, p <.001; final = 26.4, p <.007). The Web-based tool was effective in improving students' scores on anatomic landmark exams. Future studies will determine whether the tool aids students in identifying structures located in three-dimensional space within regions such as the cranium and the abdominal cavity.

Adherence to prescribed exercise and diet regimens two months post-cardiac rehabilitation.

PubMed

Scotto, Carrie J; Waechter, Donna J; Rosneck, James

2011-01-01

Adherence to diet and exercise regimens significantly limits morbidity and mortality for cardiac patients. Research at six and 12 months post CR program indicates that healthy behaviours learned in CR are not sustained. However, little is known about the extent of adherence in the immediate program completion period. To determine CR participants' knowledge of their diet and exercise prescription and the degree of adherence two months after completing CR, and to examine demographic and clinical variables to identify relationships to adherence behaviours. Participants (n = 174) were recruited from Phase II CR over a one-year period. The Diet Habit Survey (DHS) and Duke Activity Status Index (DASI) scores were administered at admission, discharge, and two months post discharge. Structured telephone interviews were conducted to evaluate adherence behaviours. Spearman correlation was used to determine relationships between demographic and clinical variables and adherence behaviours. Repeated measures ANOVA showed DHS and DASI scores were significantly higher at discharge (p < 0.001) without significant drift at two months post program (p < 0.09). These scores were in contrast with low self-report of knowledge of dietary and exercise recommendations and adherence to dietary and exercise instructions. Lower knowledge about diet and exercise were correlated with employment (diet, p < 0.001; exercise, p < 0.025). Decreased dietary adherence was correlated with BMI (p < 0.005). Exercise adherence was correlated with gender (p < 0.021) and marital status (p < 0.042). Although CR participants gain and retain knowledge about necessary dietary changes and improve their exercise activity tolerance during CR, most fail to translate the information into health promoting behaviour changes beginning in the immediate discharge period. Research to identify methods that transform knowledge into lasting behaviour change post CR is needed.

Fossils, Facies and Geologic Time: Active Learning Yields More Expert-Like Thinking in a Large Class for Senior Science Students

NASA Astrophysics Data System (ADS)

Sutherland, S.; Jones, F. M.

2012-12-01

Teaching and assessing concepts involving the relationships between deep time and the Earth System can be challenging. This is especially true in elective courses for senior general science students who should be starting to think more like experts, but lack background knowledge in geology. By comparing student activities and work, both before and after introducing active learning strategies, we show that increased maturity of thinking about geological time was achieved in the science elective "Earth and Life through Time" taken by 150 upper level general science students. Student demographics were very similar in 2010 and 2011 allowing comparison of data from a consistent end of term survey, classroom observations, and test or exercise questions used in both years. Students identified the workload as greater in 2011, yet they also gave the course a stronger overall rating of excellence. Also, students in 2011 felt assessments and homework were more appropriate and expressed a nearly unanimous preference for group versus solo class work. More objective indicators of improvement include item analysis on test questions which shows increased difficulty and discrimination without compromising overall scores. The wide variety of changes introduced in 2011 do make it difficult to rigorously ascribe specific causes for improvement in how students think about geologic time. However the shift towards more sophisticated thinking involving skills rather than recall can be demonstrated by comparing geological interpretations produced by students in early and improved versions of exercises. For example, labs have always involved basic identification of rocks and fossils. Now, the new in-class group-based activities enable students to use data to establish the relative history of a geologic section, including environments, ages of known materials, and time spans of materials missing at unconformities. In addition to activities, specific exam questions and corresponding results from both versions of the course also reveal improvements. In order to help educators improve teaching and assessment of geologic time in similar settings, we will offer some details about course modifications and activities. First, learning goals were adjusted to emphasize skills geologists use when interpreting the geological record, rather than focusing on specific knowledge such dates, time spans and rock or fossil names. Then, one third of the lectures were replaced with 50-minute guided group activities, higher level clicker-based questioning strategies were introduced, labs were restructured to include follow up in-class group activities, structured reading and homework exercises were added, and formative and evaluative assessments were diversified. In conclusion, we will show that introducing active learning strategies has helped meet the challenges of increasing the sophistication of students' thinking about geologic time, at the same time as increasing their satisfaction. The specific strategies should be transferrable to any course in which senior general science students learn to use the rock and fossil record to experience the ways in which geoscientists integrate geology and paleontology to interpret the Earth System's evolution.

OER Approach for Specific Student Groups in Hardware-Based Courses

ERIC Educational Resources Information Center

Ackovska, Nevena; Ristov, Sasko

2014-01-01

Hardware-based courses in computer science studies require much effort from both students and teachers. The most important part of students' learning is attending in person and actively working on laboratory exercises on hardware equipment. This paper deals with a specific group of students, those who are marginalized by not being able to…

The New Youth Entrepreneur: Records and Books. Did You Make Any Money? Module 9.

ERIC Educational Resources Information Center

Kourilsky, Marilyn; And Others

The New Youth Entrepreneur curriculum is a series of 12 youth-oriented educational modules containing instructional materials, learning activities, and checkup exercises designed to teach students key elements of entrepreneurship. This document is the ninth module, and introduces students to recordkeeping and bookkeeping strategies essential for…

Undergraduate Student Attitudes and Perceptions toward Low- and High-Level Inquiry Exercise Physiology Teaching Laboratory Experiences

ERIC Educational Resources Information Center

Henige, Kim

2011-01-01

The purpose of this investigation was to compare student attitudes toward two different science laboratory learning experiences, specifically, traditional, cookbook-style, low-inquiry level (LL) activities and a high-inquiry level (HL) investigative project. In addition, we sought to measure and compare students' science-related attitudes and…

Does Conspecific Fighting Yield Conditioned Taste Aversion in Rats?

ERIC Educational Resources Information Center

Nakajima, Sadahiko; Kumazawa, Gaku; Ieki, Hayato; Hashimoto, Aya

2012-01-01

Running in an activity wheel yields conditioned aversion to a taste solution consumed before the running, but its underlying physiological mechanism is unknown. According to the claim that energy expenditure or general stress caused by physical exercise is a critical factor for this taste-aversion learning, not only running but also other…

Firearms Safety: Instructor Manual. Shooting Skills Series.

ERIC Educational Resources Information Center

Green, Rodney J.; Powell, Cheryl Riley, Ed.

Although written with the classroom teacher in mind, this learning module on firearms safety can be adapted by leaders of camps, 4-H clubs, outdoor educators, scouting organizations or any workers with junior and senior high school youth. The self-contained unit includes information on the subject, lesson plans, activities, class exercises, tests,…

Learning to Express Gratitude in Mandarin Chinese through Web-Based Instruction

ERIC Educational Resources Information Center

Yang, Li

2016-01-01

This study explored the effectiveness of a self-access website as a tool to teach expressions of gratitude to learners of Mandarin Chinese. The web-based instruction included explicit instruction on how to express gratitude appropriately in Mandarin and various consciousness-raising exercises/activities. Two groups of learners who differed in…

Acknowledging Students' Collaborations through Peer Review: A Footnoting Practice

ERIC Educational Resources Information Center

Poe, Shelli M.; Gravett, Emily O.

2016-01-01

Student-to-student peer review or peer feedback is commonly used in student-centered or active-learning classrooms. In this article, we describe a footnoting exercise that we implemented in two of our undergraduate courses as one way to encourage students to acknowledge collaborations and contributions made during peer-review processes. This…

Tissue Regeneration in the Classroom!

ERIC Educational Resources Information Center

Hassoun, Lama; Hable, Whitney; Payne-Ferreira, Tracie L.

2008-01-01

Hands-on biological exploration has been shown to have a great impact on learning. When students "do" something, they remember more details than when they sit through a lecture describing the same activity. In this article, the authors present an exercise that has the potential to get all levels of students into the lab for practical experience…

The New Youth Entrepreneur: How To Mind Your Own Business. Module 11.

ERIC Educational Resources Information Center

Kourilsky, Marilyn; And Others

The New Youth Entrepreneur curriculum is a series of 12 youth-oriented educational modules containing instructional materials, learning activities, and checkup exercises designed to teach students key elements of entrepreneurship. This document is the eleventh module, and focuses on issues related to managing the day-to-day affairs of a small…

A Field Exercise on Groundwater Flow Using Seepage Meters and Mini-Piezometers.

ERIC Educational Resources Information Center

Lee, David R.; Cherry, John A.

1979-01-01

Basic principles of physical hydrogeology and the nature of hydrologic interactions between groundwater and surface water can be demonstrated using two devices, the miniature piezometer and the seepage meter which can be cheaply constructed by the teacher and students. Use of the devices and learning activities are presented. (RE)

Use of Molecular Models for Active Learning in Biochemistry Lecture Courses

ERIC Educational Resources Information Center

Hageman, James H.

2010-01-01

The pedagogical value of having biochemistry and organic chemistry students build and manipulate physical models of chemical species is well established in the literature. Nevertheless, for the most part, the use of molecular models is generally limited to several laboratory exercises or to demonstrations in the classroom setting. A simple…

Active Learning through Appellate Simulation: A Simple Recipe for a Business Law Course

ERIC Educational Resources Information Center

McDevitt, William J.

2009-01-01

Business law professors have long recognized the pedagogical value of using simulations in the classroom. In-class simulations can serve to develop the all-important critical thinking skills that educated people are expected to possess in today's complex legal environment. Moot court exercises, also known as appellate argumentation or appellate…

Active Involvement of Students in the Learning Process of the American Health Care System.

ERIC Educational Resources Information Center

Poirier, Sylvie

1997-01-01

Over 200 pharmacy students in a University of Georgia class on the American health care system engaged in debates on health care issues, discussed newspaper articles, conducted client home visits, analyzed county health statistics, and completed exercises on pharmacists' compensation and health care planning. Most participating students responded…

TechXcite: Discover Engineering--A New STEM Curriculum

ERIC Educational Resources Information Center

Sallee, Jeff; Schmitt-McQuitty, Lynn; Swint, Sherry; Meek, Amanda; Ybarra, Gary; Dalton, Rodger

2015-01-01

TechXcite is an engineering-focused, discovery-based after-school science, technology, engineering, and math (STEM) program. The free curriculum is downloadable from http://techxcite.pratt.duke.edu/ and is comprised of eight Modules, each with four to five 45-minute activities that exercise the science and math learned in school by using…

Third-Grade Students' Mental Models of Energy Expenditure during Exercise

ERIC Educational Resources Information Center

Pasco, Denis; Ennis, Catherine D.

2015-01-01

Background: Students' prior knowledge plays an important role in learning new knowledge. In physical education (PE) and physical activity settings, studies have confirmed the role of students' prior knowledge. According to Placek and Griffin, these studies demonstrate that: "our students are not empty balls waiting to be filled with knowledge…

Introducing the Lifetime Exercise and Physical Activity Service-Learning (LE PAS) Program

ERIC Educational Resources Information Center

Carson, Russell L.

2008-01-01

In August and September 2005, two violent hurricanes--Katrina and Rita--hit Louisiana. Hundreds of thousands of residents were relocated to temporary living communities, where most of the economically poor remain today. This state's largest trailer community, "Renaissance Village," was erected almost overnight in a cow pasture in Baker,…

Shells: A Study Guide for the Second Grade. Alaska Sea Week Curriculum Series.

ERIC Educational Resources Information Center

Kelsey, Claudia; Parsons, Mary Beth

Presented are several elementary school lessons dealing with marine shell-bearing animals. Among the aspects of mollusk biology investigated are anatomy, diversity of form, adaptations, and classification. Learning strategies used include field trips, creative writing exercises, art activities, poetry, and scientific observation. A set of 40…

Preparing public health nurses for pandemic influenza through distance learning.

PubMed

Macario, Everly; Benton, Lisa D; Yuen, Janet; Torres, Mara; Macias-Reynolds, Violet; Holsclaw, Patricia; Nakahara, Natalie; Jones, Marcy Connell

2007-01-01

As a global influenza pandemic appears imminent with the spread of avian influenza, the California Department of Health Services (CDHS) and the California Distance Learning Health Network (CDLHN) presented a live 90-min satellite broadcast and subsequent 2-hr small group problem-solving tabletop exercise to practice interventions needed to minimize the consequences of a pandemic event. Public health nurses (PHNs), managers, and other staff in laboratories, clinical care, veterinary medicine, environmental health, public information and safety, emergency management, and transportation down linked the program, broadcast by satellite from the CDHS Richmond Laboratory Campus, to view on-site locally. PHNs represented the professional category with the highest number of participants for those conducting the program outside of California. For those in California, PHNs represented the professional category with the second highest number of participants. Participants and distance-learning facilitators completed a training evaluation survey. Continuing education credits were provided by the Centers for Disease Control and Prevention to participants who completed the satellite broadcast evaluation. This distance-learning-by-satellite method of education paired with an activities-based tabletop exercise, and a focus on local rather than State-based responsibility, marks an innovative method of training PHNs and other staff in emergency preparedness response.

Using analogy role-play activity in an undergraduate biology classroom to show central dogma revision.

PubMed

Takemura, Masaharu; Kurabayashi, Mario

2014-01-01

For the study of biology in an undergraduate classroom, a classroom exercise was developed: an analogy role-play to learn mechanisms of gene transcription and protein translation (central dogma). To develop the central dogma role-play exercise, we made DNA and mRNA using paper sheets, tRNA using a wire dress hanger, and amino acids using Lego® blocks (Lego System A/S, Denmark). Students were studying in the course of mathematics, physics, or chemistry, so biology was not among their usual studies. In this exercise, students perform the central dogma role-play and respectively act out nuclear matrix proteins, a transcription factor, an RNA polymerase II, an mRNA transport protein, nuclear pore proteins, a large ribosomal subunit, a small ribosomal subunit, and several amino-acyl tRNA synthetases. Questionnaire results obtained after the activity show that this central dogma role-play analogy holds student interest in the practical molecular biological processes of transcription and translation. © 2014 The International Union of Biochemistry and Molecular Biology.

Mitochondrial impairments contribute to spatial learning and memory dysfunction induced by chronic tramadol administration in rat: Protective effect of physical exercise.

PubMed

Mehdizadeh, Hajar; Pourahmad, Jalal; Taghizadeh, Ghorban; Vousooghi, Nasim; Yoonessi, Ali; Naserzadeh, Parvaneh; Behzadfar, Ladan; Rouini, Mohammad Reza; Sharifzadeh, Mohammad

2017-10-03

Despite the worldwide use of tramadol, few studies have been conducted about its effects on memory and mitochondrial function, and controversial results have been reported. Recently, there has been an increasing interest in physical exercise as a protective approach to neuronal and cognitive impairments. Therefore, the aim of this study was to investigate the effects of physical exercise on spatial learning and memory and brain mitochondrial function in tramadol-treated rats. After completion of 2-week (short-term) and 4-week (long-term) treadmill exercise regimens, male Wistar rats received tramadol (20, 40, 80mg/kg/day) intraperitoneally for 30days. Then spatial learning and memory was assessed by Morris water maze test (MWM). Moreover, brain mitochondrial function was evaluated by determination of mitochondrial reactive oxygen species (ROS) level, mitochondrial membrane potential (MMP), mitochondrial swelling and cytochrome c release from mitochondria. Chronic administration of tramadol impaired spatial learning and memory as well as brain mitochondrial function as indicated by increased ROS level, MMP collapse, increased mitochondrial swelling and cytochrome c release from mitochondria. Conversely, treadmill exercise significantly attenuated the impairments of spatial learning and memory and brain mitochondrial dysfunction induced by tramadol. The results revealed that chronic tramadol treatment caused memory impairments through induction of brain mitochondrial dysfunction. Furthermore, pre-exposure to physical exercise markedly mitigated these impairments through its positive effects on brain mitochondrial function. Copyright © 2017. Published by Elsevier Inc.

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

ERIC Educational Resources Information Center

Gabrielsson, Jonas; Tell, Joakim; Politis, Diamanto

2010-01-01

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

Student Performance in Computing Education: An Empirical Analysis of Online Learning in Programming Education Environments

ERIC Educational Resources Information Center

Xia, Belle Selene; Liitiäinen, Elia

2017-01-01

The benefits of using online exercises have been analysed in terms of distance learning, automatic assessment and self-regulated learning. In this study, we have not found a direct proportional relationship between student performance in the course exercises that use online technologies and the exam grades. We see that the average submission rate…

Using Software Testing Techniques for Efficient Handling of Programming Exercises in an e-Learning Platform

ERIC Educational Resources Information Center

Schwieren, Joachim; Vossen, Gottfried; Westerkamp, Peter

2006-01-01

e-Learning has become a major field of interest in recent years, and multiple approaches and solutions have been developed. A typical form of e-learning application comprises exercise submission and assessment systems that allow students to work on assignments whenever and where they want (i.e., dislocated, asynchronous work). In basic computer…

Application of Stochastic Learning Theory to Elementary Arithmetic Exercises. Technical Report No. 302. Psychology and Education Series.

ERIC Educational Resources Information Center

Wagner, William J.

The application of a linear learning model, which combines learning theory with a structural analysis of the exercises given to students, to an elementary mathematics curriculum is examined. Elementary arithmetic items taken by about 100 second-grade students on 26 weekly tests form the data base. Weekly predictions of group performance on…

Interprofessional Peer Teaching of Pharmacy and Physical Therapy Students.

PubMed

Sadowski, Cheryl A; Li, Johnson Ching-hong; Pasay, Darren; Jones, C Allyson

2015-12-25

To evaluate an interprofessional peer-teaching activity during which physical therapy students instructed undergraduate pharmacy students on 3 ambulatory devices (canes, crutches, walkers). The pre/post evaluation of 2 pharmacy undergraduate classes included 220 students, 110 per year. After pharmacy students completed a 10-point, knowledge-based pretest, they participated in a hands-on activity with physical therapy students teaching them about sizing, use, and safety of canes, crutches, and walkers. A 10-point posttest was completed immediately afterward. The mean difference of pre/post scores was 3.5 (SD 1.9) for the peer-led teaching, and 3.8 (SD 2.2) for the peer learning group. Students had positive responses regarding the learning exercise and recommended further peer teaching. The peer-learning activity involving physical therapy students teaching pharmacy students was an effective method of improving knowledge and skills regarding basic ambulatory devices.

Interprofessional Peer Teaching of Pharmacy and Physical Therapy Students

PubMed Central

Sadowski, Cheryl A.; Li, Johnson Ching-hong; Pasay, Darren

2015-01-01

Objective. To evaluate an interprofessional peer-teaching activity during which physical therapy students instructed undergraduate pharmacy students on 3 ambulatory devices (canes, crutches, walkers). Design. The pre/post evaluation of 2 pharmacy undergraduate classes included 220 students, 110 per year. After pharmacy students completed a 10-point, knowledge-based pretest, they participated in a hands-on activity with physical therapy students teaching them about sizing, use, and safety of canes, crutches, and walkers. A 10-point posttest was completed immediately afterward. Assessment. The mean difference of pre/post scores was 3.5 (SD 1.9) for the peer-led teaching, and 3.8 (SD 2.2) for the peer learning group. Students had positive responses regarding the learning exercise and recommended further peer teaching. Conclusion. The peer-learning activity involving physical therapy students teaching pharmacy students was an effective method of improving knowledge and skills regarding basic ambulatory devices. PMID:26889067

Lifelong learning in obstetrics and gynaecology: how theory can influence clinical practice.

PubMed

Mukhopadhyay, S; Smith, S; Cresswell, J

2011-08-01

Lifelong learning refers to the systematic acquisition, renewal, updating and completion of knowledge. It is synonymous with the term 'self-directed learning'. This is a new educational strategy meant to consolidate knowledge in a fashion that is reproducible for a lifetime with successful application to both known and unknown clinical exercises. The development of lifelong learning is based on the principles of andragogy (autonomy and independence in one's learning activities), reflection and learning from experience. This paper deals with the development of these theories culminating in the advent of self-directed learning. Evidence to support experiential, reflective and self-directed learning is provided, including the use of rating scales. An example from obstetrics is used to highlight the application of these principles. There are barriers to adopting a new educational paradigm, however, lifelong learning remains an excellent tool for continuous professional development.

Differential Training Facilitates Early Consolidation in Motor Learning

PubMed Central

Henz, Diana; Schöllhorn, Wolfgang I.

2016-01-01

Current research demonstrates increased learning rates in differential learning (DL) compared to repetitive training. To date, little is known on the underlying neurophysiological processes in DL that contribute to superior performance over repetitive practice. In the present study, we measured electroencephalographic (EEG) brain activation patterns after DL and repetitive badminton serve training. Twenty-four semi-professional badminton players performed badminton serves in a DL and repetitive training schedule in a within-subjects design. EEG activity was recorded from 19 electrodes according to the 10–20 system before and immediately after each 20-min exercise. Increased theta activity was obtained in contralateral parieto-occipital regions after DL. Further, increased posterior alpha activity was obtained in DL compared to repetitive training. Results indicate different underlying neuronal processes in DL and repetitive training with a higher involvement of parieto-occipital areas in DL. We argue that DL facilitates early consolidation in motor learning indicated by post-training increases in theta and alpha activity. Further, brain activation patterns indicate somatosensory working memory processes where attentional resources are allocated in processing of somatosensory information in DL. Reinforcing a somatosensory memory trace might explain increased motor learning rates in DL. Finally, this memory trace is more stable against interference from internal and external disturbances that afford executively controlled processing such as attentional processes. PMID:27818627

Using a simulation cell for exercise realism.

PubMed

Lerner, Ken

2013-01-01

A simulation cell or SimCell is an effective and flexible tool for control of emergency management exercises. It allows exercise participants to interact, via simulation, with a wide variety of nonplaying organizations and officials. Adapted from military application, the Chemical Stockpile Emergency Preparedness Program (CSEPP) applied, developed, and refined the SimCell concept for emergency management exercises. It has now been incorporated into national exercise guidance through the Homeland Security Exercise and Evaluation Program, and has been used in a wide variety of national, regional, and local exercises. This article reviews development of the SimCell concept in CSEPP, briefly surveys current practice incorporating SimCells in exercise control, and offers practical lessons-learned and tips on using a SimCell to best advantage. Lessons learned include using a SimCell as an exercise-control hub; preparing inject material for exercise controllers as part of the Master Scenario Event List; laying the groundwork for success through exercise player and controller training; developing protocol for SimCell communications; and capturing feedback from SimCell controllers for inclusion in the exercise evaluation reporting process. The SimCell concept is flexible and can be applied to a variety of exercise types and through a variety of methods.

Review of July 2013 Nuclear Security Insider Threat Exercise November 2013

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

Pederson, Ann C.; Snow, Catherine L.; Townsend, Jeremy

2013-11-01

This document is a review of the Nuclear Security Insider Threat Exercise which was hosted at ORNL in July 2013. Nuclear security culture and the insider threat are best learned through experience. Culture is inherently difficult to teach, and as such is best learned through modeled behaviors and learning exercise. This TTX, NSITE, is a tool that strives to aid students in learning what an effective (and ineffective) nuclear security culture might look like by simulating dynamic events that strengthen or weaken the nuclear security regime. The goals of NSITE are to stimulate complex thought and discussion and assist decisionmore » makers and management in determining the most effective policies and procedures for their country or facility.« less

One-single physical exercise session after object recognition learning promotes memory persistence through hippocampal noradrenergic mechanisms.

PubMed

da Silva de Vargas, Liane; Neves, Ben-Hur Souto das; Roehrs, Rafael; Izquierdo, Iván; Mello-Carpes, Pâmela

2017-06-30

Previously we showed the involvement of the hippocampal noradrenergic system in the consolidation and persistence of object recognition (OR) memory. Here we show that one-single physical exercise session performed immediately after learning promotes OR memory persistence and increases norepinephrine levels in the hippocampus. Additionally, effects of exercise on memory are avoided by an intra-hippocampal beta-adrenergic antagonist infusion. Taken together, these results suggest that exercise effects on memory can be related to noradrenergic mechanisms and acute physical exercise can be a non-pharmacological intervention to assist memory consolidation and persistence, with few or no side effects. Copyright © 2017 Elsevier B.V. All rights reserved.

"The mirror" and "the village": a new method for teaching practice-based learning and improvement and systems-based practice.

PubMed

Ziegelstein, Roy C; Fiebach, Nicholas H

2004-01-01

Practice-based learning and improvement (PBLI) and systems-based practice (SBP) may be conceptually difficult for both residents and faculty. Methods for introducing these concepts are needed if PBLI and SBP are to be incorporated into education and practice. In 2001, PBLI and SBP were introduced at Johns Hopkins Bayview Medical Center in Baltimore, Maryland, using the metaphors "the mirror" and "the village." PBLI was likened to residents' holding up a mirror to document, assess, and improve their practice. Specific tools for residents (e.g., weekly morbidity and mortality morning reports, continuity clinic chart self-audits, and resident learning portfolios) became the mirrors. SBP was introduced through specific training activities (e.g., multidisciplinary patient care rounds, nursing evaluations, and quality assessment-systems improvement exercises) using the metaphor of the village made famous by Hillary Clinton in the phrase: "It takes a village to raise a child." Residents completed a questionnaire in which they rated these initiatives' impact on their training. The majority of residents who participated in specific activities agreed that quality assessment-systems improvement exercises (92.9%), multidisciplinary rounds (92.1%), morbidity and mortality morning reports (86.8%), clinic chart self-audits (76.4%), and nursing evaluations (52.8%) helped to improve their proficiency in specific aspects of PBLI and SBP. Residents' retrospective self-assessments of their PBLI abilities demonstrated significant improvement after the introduction of specific training activities. PBLI and SBP can be introduced effectively in residency training by incorporating specific activities that use the metaphors of the mirror and the village.

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.

Relationship between observational learning and health belief with physical activity among adolescents girl in Isfahan, Iran.

PubMed

Rostamian, Marzieh; Kazemi, Ashraf

2016-01-01

Physical activities among adolescents affects health during pubescence and adolescence and decrease in physical activities among adolescents has become a global challenge. The aim of the present study was to define the relation between the level of physical activity among adolescent girls and their health beliefs as personal factor and level of observational learning as environmental factor. The present study was a cross-sectional study that was conducted on 400 students aged from 11 to 19 years in Isfahan, Iran. Information regarding the duration of physical activity with moderate/severe intensity was measured in four dimensions of leisure time (exercising and hiking), daily activities, and transportation-related activities using the International Physical Activity questionnaire. Health belief structures included perceived sensitivity, intensity of perceived threat, perceived benefits, and barriers and self-efficacy; observational learning was measured using a researcher-made questionnaire. Results showed that perceived barriers, observational learning, and level of self-efficacy were related to the level of physical activity in all dimensions. In addition, the level of physical activity at leisure time, transportation, and total physical activity were dependent on the intensity of perceived threats ( P < 0.05). This study showed that the intensity of perceived threats, perceived barriers and self-efficacy structures, and observational learning are some of the factors related to physical activity among adolescent girls, and it is possible that by focusing on improving these variables through interventional programs physical activity among adolescent girls can be improved.

Aerobic physical exercise as a possible treatment for neurocognitive dysfunction in bipolar disorder.

PubMed

Kucyi, Aaron; Alsuwaidan, Mohammad T; Liauw, Samantha S; McIntyre, Roger S

2010-11-01

Neurocognitive dysfunction associated with bipolar disorder (BD) is pervasive, persistent across illness phases, and is demonstrated to predispose and portend psychosocial impairment. Moreover, no approved therapies for various phases of BD have been shown to reliably improve any dimension of neurocognitive performance. In this article, we emphasize that aerobic physical exercise is a viable neurocognitive-enhancing adjunctive treatment for patients with BD. The overarching aim of this review is to emphasize that aerobic physical exercise is a viable neurocognitive-enhancing adjunctive treatment for patients with BD. We conducted PubMed and Google Scholar searches of all English-language articles published between January 1966 and February 2010 using the search terms bipolar disorder, major depressive disorder, depression, exercise, and physical activity cross-referenced with each other and the following terms: cognition, executive function, learning, memory, attention, emotion, and behavior. Articles selected for review were based on adequacy of sample size, use of standardized experimental procedures, validated assessment measures, and overall quality. Available studies have documented an array of persisting neurocognitive deficits across disparate bipolar populations. Abnormalities in verbal working memory are highly replicated; deficits in executive function, learning, attention, and processing speed are also a consistent abnormality. The effect sizes of neurocognitive deficits in BD are intermediate between those reported in schizophrenia and major depressive disorder. Several original reports and reviews have documented the neurocognitive-enhancing effects of aerobic exercise in the general population as well as across diverse medical populations and ages. Proposed mechanisms involve nonexclusive effects on neurogenesis, neurotrophism, immunoinflammatory systems, insulin sensitivity, and neurotransmitter systems. Each of these effector systems are implicated in both normal and abnormal neurocognitive processes in BD. Available evidence provides a rationale for empirically evaluating the neurocognitive benefits of aerobic exercise in BD.

Planning and executing complex large-scale exercises.

PubMed

McCormick, Lisa C; Hites, Lisle; Wakelee, Jessica F; Rucks, Andrew C; Ginter, Peter M

2014-01-01

Increasingly, public health departments are designing and engaging in complex operations-based full-scale exercises to test multiple public health preparedness response functions. The Department of Homeland Security's Homeland Security Exercise and Evaluation Program (HSEEP) supplies benchmark guidelines that provide a framework for both the design and the evaluation of drills and exercises; however, the HSEEP framework does not seem to have been designed to manage the development and evaluation of multiple, operations-based, parallel exercises combined into 1 complex large-scale event. Lessons learned from the planning of the Mississippi State Department of Health Emergency Support Function--8 involvement in National Level Exercise 2011 were used to develop an expanded exercise planning model that is HSEEP compliant but accounts for increased exercise complexity and is more functional for public health. The Expanded HSEEP (E-HSEEP) model was developed through changes in the HSEEP exercise planning process in areas of Exercise Plan, Controller/Evaluator Handbook, Evaluation Plan, and After Action Report and Improvement Plan development. The E-HSEEP model was tested and refined during the planning and evaluation of Mississippi's State-level Emergency Support Function-8 exercises in 2012 and 2013. As a result of using the E-HSEEP model, Mississippi State Department of Health was able to capture strengths, lessons learned, and areas for improvement, and identify microlevel issues that may have been missed using the traditional HSEEP framework. The South Central Preparedness and Emergency Response Learning Center is working to create an Excel-based E-HSEEP tool that will allow practice partners to build a database to track corrective actions and conduct many different types of analyses and comparisons.

The impact of collaborative groups versus individuals in undergraduate inquiry-based astronomy laboratory learning exercises

NASA Astrophysics Data System (ADS)

Sibbernsen, Kendra J.

One of the long-standing general undergraduate education requirements common to many colleges and universities is a science course with a laboratory experience component. One of the objectives frequently included in the description of most of these courses is that a student will understand the nature and processes of scientific inquiry. However, recent research has shown that learners in traditional undergraduate science laboratory environments are not developing a sufficiently meaningful understanding of scientific inquiry. Recently, astronomy laboratory activities have been developed that intentionally scaffold a student from guided activities to open inquiry ones and preliminary results show that these laboratories are successful for supporting students to understand the nature of scientific inquiry (Slater, S., Slater, T. F., & Shaner, 2008). This mixed-method quasi-experimental study was designed to determine how students in an undergraduate astronomy laboratory increase their understanding of inquiry working in relative isolation compared to working in small collaborative learning groups. The introductory astronomy laboratory students in the study generally increased their understanding of scientific inquiry over the course of the semester and this held true similarly for students working in groups and students working individually in the laboratories. This was determined by the examining the change in responses from the pretest to the posttest administration of the Views of Scientific Inquiry (VOSI) survey, the increase in scores on laboratory exercises, and observations from the instructor. Because the study was successful in determining that individuals in the astronomy laboratory do as well at understanding inquiry as those who complete their exercises in small groups, it would be appropriate to offer these inquiry-based exercises in an online format.

Effective weight-loss using an e-health delivered physical activity and dietary intervention: A federal credit union pilot study.

PubMed

Gregoski, Mathew J; Newton, Janis; Ling, Catherine G; Blaylock, Kathleen; Smith, Sheila A O; Paguntalan, John; Treiber, Frank A

2016-04-06

This pilot study investigated the effectiveness of a distance-based e-health program delivered across multiple rural Federal Credit Union worksites that focused on physical activity and dietary education. Program design and implementation were based on the premises of Social Impact Theory (SIT). A sample of fifty-four participants (47 white. 7 black) aged 24 to 58 across different worksite locations completed 10 weeks of e-health delivered physical activity and dietary intervention. Pre to post weight changes were examined as a primary outcome. The findings showed that regardless of worksite location, participants on average reduced their weight by 10.13 lbs if they completed both the exercise and lunch and learn components of the study compared to a decrease of 2.73 lbs for participants who chose not to engage in the exercise related activities. Participant dropout from either group was less than four percent. The results of this study show the beneficial influence of physical activity integration using SIT upon distance programs targeting weight loss. In addition, the high adherence and weight loss success show promise and demonstrates the potential for e-health delivered exercise and lifestyle interventions. Further replication of results via additional randomized controlled trials is needed.

Enhancing Study Motivation and Efficacy among First-year Students Using Minute Papers in the Interdisciplinary Subject of Yakugaku Nyumon.

PubMed

Yamaki, Kouya; Ikeda, Koji; Ueda, Kumiko; Habu, Yasushi; Nakayama, Yoshiaki; Takeda, Norihiko; Moriwaki, Kensuke; Wada, Akimori; Koyama, Junko; Kodama, Noriko; Kitagawa, Shuji

2017-01-01

Active learning in higher education is important for learning efficacy and motivation. Accordingly, lectures that integrate strategies toward active learning, such as minute papers, debates, and collaborative learning, have become widely adopted. Minute papers facilitate communication among both teachers and students, and can be used as a tool for reviewing lectures. In the present study, we examined the effect of using minute papers on learning efficacy and motivation. To enhance the curriculum of the interdisciplinary course Yakugaku Nyumon, which consists of an omnibus lecture series and problem-based learning, minute papers with exercises were provided to applicants. In a follow-up questionnaire, students who used minute papers (S-USE) responded that they had a better understanding of the relationships, ranging from basic to clinical subject matter, than students who did not use such papers (S-NON). Using the Attention, Relevance, Confidence, and Satisfaction (ARCS) model questionnaire to measure study motivation, S-USE scored higher for some questionnaires than S-NON. This finding indicates that minute papers promoted learning motivation among students taking the Yakugaku Nyumon course. In regular examinations, the average score of S-USE was also statistically higher than that of S-NON. These results demonstrate that minute papers possibly encouraged students to actively review the lectures, thereby increasing both learning efficacy and motivation. This study shows that through promoting active, self-learning, minute papers are suitable for improving curricular strategies in subjects that rely on passive learning methods.

Implementing Machine Learning in the PCWG Tool

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

Clifton, Andrew; Ding, Yu; Stuart, Peter

The Power Curve Working Group (www.pcwg.org) is an ad-hoc industry-led group to investigate the performance of wind turbines in real-world conditions. As part of ongoing experience-sharing exercises, machine learning has been proposed as a possible way to predict turbine performance. This presentation provides some background information about machine learning and how it might be implemented in the PCWG exercises.

The Effects of Acute Exercise on Memory and Brain-Derived Neurotrophic Factor (BDNF).

PubMed

Etnier, Jennifer L; Wideman, Laurie; Labban, Jeffrey D; Piepmeier, Aaron T; Pendleton, Daniel M; Dvorak, Kelly K; Becofsky, Katie

2016-08-01

Acute exercise benefits cognition, and some evidence suggests that brain-derived neurotrophic factor (BDNF) plays a role in this effect. The purpose of this study was to explore the dose-response relationship between exercise intensity, memory, and BDNF. Young adults completed 3 exercise sessions at different intensities relative to ventilator threshold (Vt) (VO 2max , Vt - 20%, Vt + 20%). For each session, participants exercised for approximately 30 min. Following exercise, they performed the Rey Auditory Verbal Learning Test (RAVLT) to assess short-term memory, learning, and long-term memory recall. Twenty-four hours later, they completed the RAVLT recognition trial, which provided another measure of long-term memory. Blood was drawn before exercise, immediately postexercise, and after the 30-min recall test. Results indicated that long-term memory as assessed after the 24-hr delay differed as a function of exercise intensity with the largest benefits observed following maximal intensity exercise. BDNF data showed a significant increase in response to exercise; however, there were no differences relative to exercise intensity and there were no significant associations between BDNF and memory. Future research is warranted so that we can better understand how to use exercise to benefit cognitive performance.

Association Between Dental Student-Developed Exam Questions and Learning at Higher Cognitive Levels.

PubMed

Gonzalez-Cabezas, Carlos; Anderson, Olivia S; Wright, Mary C; Fontana, Margherita

2015-11-01

New dental accreditation standards emphasize that graduates must be competent in the use of critical thinking (a high cognitive-level skill). Despite this new standard, most written assessments in dental school courses are still based on low cognitive-level questions. The aim of this study was to determine if an exercise that allows students to collaboratively write exam questions would help cultivate higher cognitive levels of learning. To evaluate this exercise at one U.S. dental school, the cognitive level (according to Bloom's taxonomy) of multiple-choice exam questions and students' scores across two cohorts in a cariology course were compared. This evaluation took place using a control group in which questions were instructor-generated and an intervention group in which students worked in groups to develop questions. All students in one first-year class participated in the intervention group (n=104); all students in the first-year class two years earlier served as the control group (n=106). Among students in the intervention group, the response rate to a post-intervention survey measuring students' attitudes about the experience was 70% (N=73). The results showed that the students generating their own assessments developed higher cognitive-level exam questions than the instructor-generated assessments. The intervention group (with student-generated assessments) also performed as well or better on tests compared to the control group (with instructor-generated assessments). In the intervention group survey, the vast majority of students agreed that the exercise was helpful for their overall learning experience, but working in teams was said to be the least valuable component of the activity for their learning. This study suggests that student-driven, collaborative assessments can be an important tool for building critical thinking skills in dental classrooms and that it may be worthwhile to expand this type of exercise into other courses.

Summary and recommendations for initial exercise prescription

NASA Technical Reports Server (NTRS)

Stewart, Donald F.; Harris, Bernard A., Jr.

1989-01-01

The recommendations summarized herein constitute a basis on which an initial exercise prescription can be formulated. It is noteworthy that any exercise program designed currently would be an approximation. Examination of the existing space-flight data reveals a scarcity of in-flight data on which to rigorously design an exercise program. The relevant experience within the U.S. space program (with regard to long-duration space flight) is limited to the Skylab Program. Lessons learned from Skylab are relevant to the design of a Space Station exercise program, especially with regard to the total length of exercise time required, cardiovascular (CV) deconditioning/reconditioning, and bone loss. Certain observations of the U.S.S.R. exercise activities can also contribute to the formulation of an exercise prescription of Space Station. Reportedly, the U.S.S.R. uses both a bicycle ergometer and a treadmill device on long-duration missions with some degree of success. Using the third crew of Salyut 6, which was a 175-day stay, as a representative mission, the typical time dedicated to exercise varies from 2 to 3 hours per day. In addition, the cosmonauts wear an elasticized suit, called a penquin suit, for time periods ranging from 12 to 16 hours per day. This device provides a load across the axial skeleton against which the wearer must exert himself. Despite these extensive countermeasures, the effects of adaptation are not totally prevented.

H2Oh!: Classroom demonstrations and activities for improving student learning of water concepts

NASA Astrophysics Data System (ADS)

Chan-Hilton, A.; Neupauer, R. M.; Burian, S. J.; Lauer, J. W.; Mathisen, P. P.; Mays, D. C.; Olson, M. S.; Pomeroy, C. A.; Ruddell, B. L.; Sciortino, A.

2012-12-01

Research has shown that the use of demonstrations and hands-on activities in the classroom enhances student learning. Students learn more and enjoy classes more when visual and active learning are incorporated into the lecture. Most college-aged students prefer visual modes of learning, while most instruction is conducted in a lecture, or auditory, format. The use of classroom demonstrations provides opportunities for incorporating visual and active learning into the classroom environment. However, while most instructors acknowledge the benefits of these teaching methods, they typically do not have the time and resources to develop and test such activities and to develop plans to incorporate them into their lectures. Members of the Excellence in Water Resources Education Task Committee of the Environmental and Water Resources Institute (EWRI) of the American Society of Civil Engineers (ASCE) have produced a publication that contains a collection of activities aimed to foster excellence in water resources and hydrology education and improve student learning of principles. The book contains forty-five demonstrations and activities that can be used in water-related classes with topics in fluid mechanics, hydraulics, surface water hydrology, groundwater hydrology, and water quality. We present examples of these activities, including topics such as conservation of momentum, buoyancy, Bernoulli's principle, drag force, pipe flow, watershed delineation, reservoir networks, head distribution in aquifers, and molecular diffusion in a porous medium. Unlike full laboratory exercises, these brief demonstrations and activities (most of which take less than fifteen minutes) can be easily incorporated into classroom lectures. For each demonstration, guidance for preparing and conducting the activity, along with a brief overview of the principles that are demonstrated, is provided. The target audience of the activities is undergraduate students, although the activities also may be used in K-12 and graduate classes.

Didactical Design Material Units of Distance and Speed to Developed Mathematical Connection in Elementary School

NASA Astrophysics Data System (ADS)

Jannah, R. R.; Apriliya, S.; Karlimah

2017-03-01

This study aims to develop alternative instructional design based of barriers learning which identified by developing mathematical connection capabilities to the material unit of distance and speed. The research was conducted in the fifth grade elementary school Instructional design is complemented with a hypothetical learning trajectory in the form of a pedagogical didactic anticipation. The method used is descriptive method with qualitative approach. Techniques data collection used were observation, interviews, and documentation. The instrument used the researchers themselves are equipped with an instrument written test. The data were analyzed qualitatively to determine the student learning obstacles, then arrange hypothetical learning trajectory and pedagogical didactic anticipation. Learning obstacle are identified, it is learning obstacle related the connections between mathematical topics, learning obstacle related with other disciplines, and learning obstacle related with everyday life. The results of this research are improvement and development of didactic design in mathematics which has activities mathematical connection to the material unit of distance and speed in elementary school. The learning activities are carried out is using varied methods include method lectures, demonstrations, practice and exercise, as well as using the modified instructional media.

Protective effects of forced exercise against nicotine-induced anxiety, depression and cognition impairment in rat.

PubMed

Motaghinejad, Majid; Fatima, Sulail; Karimian, Morteza; Ganji, Saeid

2016-01-01

Nicotine is one of the psychostimulant agents displaying parasympathomimetic activity; the chronic neurochemical and behavioral effects of nicotine remain unclear. Exercise lowers stress and anxiety and can act as a non-pharmacologic neuroprotective agent. In this study, the protective effects of exercise in nicotine withdrawal syndrome-induced anxiety, depression, and cognition impairment were investigated. Seventy adult male rats were divided randomly into five groups. Group 1 served as negative control and received normal saline (0.2 mL/rat, i.p.) for 30 days, whereas group 2 (as positive control) received nicotine (6 mg/kg/day, s.c.) for the first 15 days. Groups 4, 5, and 6 were treated with nicotine (6 mg/kg/day, s.c.) for the first 15 days and then were treated with forced exercise, bupropion (20 mg/kg/day, i.p.), or a combination of the two for the following 15 days. Between day 25 and day 30, Morris water maze was used to evaluate spatial learning and memory. From days 31 to 35, the elevated plus maze (EPM), open field test (OFT), forced swim test (FST), and tail suspension test (TST) were used to investigate the level of anxiety and depression in the subjects. Nicotine-dependent animals indicated a reflective depression and anxiety in a dose-dependent manner in FST, EPM, and TST, which were significantly different from the control group and also can significantly attenuate the motor activity and anxiety in OFT. Forced exercise, bupropion, or their combination can attenuate nicotine cessation-induced anxiety, depression, and motor activity in the mentioned behavioral assay. We conclude that forced exercise can protect the brain against nicotine withdrawal-induced anxiety, depression, and cognitive alteration.

The effects of a single bout of exercise on motor memory interference in the trained and untrained hemisphere.

PubMed

Lauber, Benedikt; Franke, Steffen; Taube, Wolfgang; Gollhofer, Albert

2017-04-07

Increasing evidence suggests that cardiovascular exercise has positive effects on motor memory consolidation. In this study, we investigated whether a single session of high-intensity interval training (HIIT) mitigates the effects of practicing an interfering motor task. Furthermore, learning and interference effects were assessed in the actively trained and untrained limb as it is known that unilateral motor learning can cause bilateral adaptations. Subjects performed a ballistic training and then the HIIT either before (HIIT_before) or after (HIIT_after) practicing an interfering accuracy task (AT). The control group (No_HIIT) did not participate in the HIIT but rested instead. Performance in the ballistic task (BT) was tested before and after the ballistic training, after the exercise and practice of the AT and 24h later. After ballistic training, all groups showed comparable increases in performance in the trained and untrained limb. Despite the practice of the AT, HIIT_before maintained their BT performance after the high-intensity interval training whereas HIIT_after (trend) & No_HIIT showed prominent interference effects. After 24h, HIIT_before still did not show any interference effects but further improved ballistic motor performance. HIIT_after counteracted the interference resulting in a comparable BT performance after 24h than directly after the ballistic training while No_HIIT had a significantly lower BT performance in the retention test. The results were similar in the trained and untrained limb. The current results imply that a single session of cardiovascular exercise can prevent motor interference in the trained and untrained hemisphere. Overall learning was best, and interference least, when HIIT was performed before the interfering motor task. Copyright © 2017 IBRO. Published by Elsevier Ltd. All rights reserved.

Video laboratories for the teaching and learning of professional ethics in exercise physiology curricula.

PubMed

Senchina, David S

2011-09-01

Student researchers in physiology courses often interact with human subjects in classroom research but may be unfamiliar with the professional ethics of experimenter-subject interactions. This communication describes experiences related to an interactive video used in exercise science and general biology courses to help students become aware of, sensitive to, and comfortable with implementing professional ethics into their own thinking and behavior as researchers before entering the laboratory. The activity consisted of a filmed exercise physiology experiment complemented with interactive question sheets followed by small- and large-group discussion and culminating with individual student reflections. Student written responses from multiple courses indicated that students were able to 1) identify and consider the ethics of experimenter-subject interactions from the movie, 2) generalize broader ideas of professional ethics from those observations, and 3) consider their observations in terms of future experiments they would be conducting personally and how they should interact with human subjects. A majority of students indicated a positive reaction to the video and identified specific aspects they appreciated. It is hoped that this report will encourage other instructors to consider the use of interactive videos in the teaching and learning of professional ethics related to their courses.

Promoting Inquiry-Based Teaching in Laboratory Courses: Are We Meeting the Grade?

PubMed Central

Butler, Amy; Burke da Silva, Karen

2014-01-01

Over the past decade, repeated calls have been made to incorporate more active teaching and learning in undergraduate biology courses. The emphasis on inquiry-based teaching is especially important in laboratory courses, as these are the courses in which students are applying the process of science. To determine the current state of research on inquiry-based teaching in undergraduate biology laboratory courses, we reviewed the recent published literature on inquiry-based exercises. The majority of studies in our data set were in the subdisciplines of biochemistry, cell biology, developmental biology, genetics, and molecular biology. In addition, most exercises were guided inquiry, rather than open ended or research based. Almost 75% of the studies included assessment data, with two-thirds of these studies including multiple types of assessment data. However, few exercises were assessed in multiple courses or at multiple institutions. Furthermore, assessments were rarely based on published instruments. Although the results of the studies in our data set show a positive effect of inquiry-based teaching in biology laboratory courses on student learning gains, research that uses the same instrument across a range of courses and institutions is needed to determine whether these results can be generalized. PMID:25185228

Planning for the Future: Students Learn the Value of Resource Management Planning.

ERIC Educational Resources Information Center

Lynch, Karen

1994-01-01

Reports activities at the Native American Fish and Wildlife Society's annual National Inter-Tribal Youth Practicum held to enhance student interest in natural resource careers. This year, 94 high school students from tribes around the United States participated in the week-long experiential field exercise on the Yakima Reservation and prepared a…

The New Youth Entrepreneur: Getting Ready for Entrepreneurship. Opportunities-They Are All Around You. Module 2.

ERIC Educational Resources Information Center

Kourilsky, Marilyn; And Others

The New Youth Entrepreneur curriculum is a series of 12 youth-oriented educational modules containing instructional materials, learning activities, and checkup exercises designed to teach students key elements of entrepreneurship. This document is the second module, designed to help students define the notion of opportunity, determine sources of…

An Active Learning Exercise to Facilitate Understanding of Nephron Function: Anatomy and Physiology of Renal Transporters

ERIC Educational Resources Information Center

Dirks-Naylor, Amie J.

2016-01-01

Renal transport is a central mechanism underlying electrolyte homeostasis, acid base balance and other essential functions of the kidneys in human physiology. Thus, knowledge of the anatomy and physiology of the nephron is essential for the understanding of kidney function in health and disease. However, students find this content difficult to…

The New Youth Entrepreneur: Getting Ready for Entrepreneurship. Business Ideas for All Communities. Module 3.

ERIC Educational Resources Information Center

Kourilsky, Marilyn; And Others

The New Youth Entrepreneur curriculum is a series of 12 youth-oriented educational modules containing instructional materials, learning activities, and checkup exercises designed to teach students key elements of entrepreneurship. This document is the third module, which focuses on issues related to starting a business and providing ideas for…

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…

Development of a Laboratory Project to Determine Human ABO Genotypes--Limitations Lead to Further Student Explorations

ERIC Educational Resources Information Center

Salerno, Theresa A.

2009-01-01

A multiplex allele-specific PCR analysis was developed to identify six "common" genotypes: AA, AO, BB, BO, OO, and AB. This project included a pre-laboratory exercise that provided active learning experiences and developed critical thinking skills. This laboratory resulted in many successful analyses, which were verified by student knowledge of…

"Physiology in the News": Using Press Releases to Enhance Lay Communication and Introduce Current Physiology Research to Undergraduates

ERIC Educational Resources Information Center

Kelly, Kevin L.; Poteracki, James M.; Steury, Michael D.; Wehrwein, Erica A.

2015-01-01

Michigan State University's senior-level undergraduate physiology capstone laboratory uses a simple exercise termed "Physiology in the News," to help students explore the current research within the field of physiology while also learning to communicate science in lay terms. "Physiology in the News" is an activity that charges…

Teaching Evolution through the Hardy-Weinberg Principle: A Real-Time, Active-Learning Exercise Using Classroom Response Devices

ERIC Educational Resources Information Center

Brewer, Michael S.; Gardner, Grant E.

2013-01-01

Teaching population genetics provides a bridge between genetics and evolution by using examples of the mechanisms that underlie changes in allele frequencies over time. Existing methods of teaching these concepts often rely on computer simulations or hand calculations, which distract students from the material and are problematic for those with…

The New Youth Entrepreneur: You Can Make It Happen. YESS! You. The Business Plan. Module 12.

ERIC Educational Resources Information Center

Kourilsky, Marilyn; And Others

The New Youth Entrepreneur curriculum is a series of 12 youth-oriented educational modules containing instructional materials, learning activities, and checkup exercises designed to teach students key elements of entrepreneurship. This document is the twelfth module, and discusses the usefulness of a business plan for entrepreneurs starting small…

Studying How Plants Defend Themselves: A Chemical Weapon Produced by Chilli Fruit

ERIC Educational Resources Information Center

Nantawanit, Nantawan; Panijpan, Bhinyo; Ruenwongsa, Pintip

2011-01-01

Students often prefer to study animals rather than plants, because they see plants as passive, less interesting organisms. This paper proposes a simple hands-on laboratory exercise for high-school students (grade 12) to arouse their interest in learning about plants and to demonstrate to them that plants are active organisms capable of defending…

A Picture is Worth a 1,000 Words: Using Collage to Explore Students Beliefs and Feelings about Marketing

ERIC Educational Resources Information Center

Swanson, Scott R.; Wald, Karla A.

2013-01-01

This paper describes a simple creative exercise that utilizes collage as a tool for student expression of feelings and impressions as well as reflection and understanding of the question "What is marketing?" This engaging activity can enhance student learning and understanding of the marketing field by identifying and clarifying…

The First Amendment: Free Speech & a Free Press. A Curriculum Guide for High School Teachers.

ERIC Educational Resources Information Center

Eveslage, Thomas

This curriculum guide is intended to encourage students to learn how everyone benefits when young people, other citizens, and the media exercise the constitutional rights of free speech and free press. Background information on free speech issues is provided, along with classroom activities, discussion questions, and student worksheets. There are…