Science.gov

Sample records for active learning sessions

  1. An Active Learning Complementary and Alternative Medicine Session in a Self-Care Therapeutics Class

    PubMed Central

    Nemec, Eric C.

    2014-01-01

    Objective. To provide an interactive, non-supplement based complementary and alternative medicine (CAM) session in a self-care therapeutics class and to evaluate the effect of the session on pharmacy students’ perceptions and knowledge of CAM. Design. Second professional year pharmacy students enrolled in a required 3-credit course titled Self-Care Therapeutics participated in an active learning session on CAM. Students physically engaged in 5 separate active learning CAM sessions including massage therapy, Tai Chi, yoga, progressive muscle relaxation, and Reiki. Assessment. Students were assessed on both knowledge and perception of CAM. Concept mastery was assessed using a written examination and individual readiness assurance tests (iRAT) and team readiness assurance tests (tRAT). Perception of CAM was measured using both a presession and a postsession survey. Conclusion. Participating in an intensive, active learning CAM session provided an opportunity to increase students’ knowledge of CAM and an effective strategy for providing the learner with the experience to better envision incorporation into patient therapies. PMID:25258446

  2. Scenario Crisis Cases in Distance Learning Sessions

    NASA Astrophysics Data System (ADS)

    Antunes, A.

    2013-04-01

    We discuss early results using student-lead role-play of crises and disaster scenarios to encourage engagement in distance learning sessions. The disadvantage of distance learning via web interface—the lack of face-to-face and the ease with which a student can remain quiet—is balanced by the wealth of Internet-accessible media reports of past mission disasters. Capitol College minimizes the lecture component to simply frame each session's open-ended crisis in our Mission Operations engineering course. The students are presented with a historical ‘disaster’ but not its resolution; they present their course of action, then the lecturer steps in to debrief. With a wealth of past cases available on the web, use of scenarios rather than lectures shows early signs of being viable model for encouraging discussion and interaction within distance learning for a variety of course topics.

  3. Cortical Activation Changes During Simple Motor Task over Repeated Sessions

    NASA Astrophysics Data System (ADS)

    Matsuzaki, Shuichi; Yamada, Taro; Wada, Yasuhiro

    Recent fMRI studies of human motor function and learning have reported that the magnitude of brain activity involves a decreasing trend over repeated tasks in the absence of improvements in task performance, probably suggesting the effect of habituation. Here we show that similar effect can be detected by NIRS. In experiments, oxygenated hemoglobin (HbO) changes were monitored during a finger tapping task over repeated sessions. Results showed that task-related brain activity exhibited a decreasing trend on motor-related areas over the sessions. These suggest that measurements of NIRS may exhibit the brain-induced trends over repetition of simple motor tasks.

  4. Less Is More: Latent Learning Is Maximized by Shorter Training Sessions in Auditory Perceptual Learning

    PubMed Central

    Molloy, Katharine; Moore, David R.; Sohoglu, Ediz; Amitay, Sygal

    2012-01-01

    Background The time course and outcome of perceptual learning can be affected by the length and distribution of practice, but the training regimen parameters that govern these effects have received little systematic study in the auditory domain. We asked whether there was a minimum requirement on the number of trials within a training session for learning to occur, whether there was a maximum limit beyond which additional trials became ineffective, and whether multiple training sessions provided benefit over a single session. Methodology/Principal Findings We investigated the efficacy of different regimens that varied in the distribution of practice across training sessions and in the overall amount of practice received on a frequency discrimination task. While learning was relatively robust to variations in regimen, the group with the shortest training sessions (∼8 min) had significantly faster learning in early stages of training than groups with longer sessions. In later stages, the group with the longest training sessions (>1 hr) showed slower learning than the other groups, suggesting overtraining. Between-session improvements were inversely correlated with performance; they were largest at the start of training and reduced as training progressed. In a second experiment we found no additional longer-term improvement in performance, retention, or transfer of learning for a group that trained over 4 sessions (∼4 hr in total) relative to a group that trained for a single session (∼1 hr). However, the mechanisms of learning differed; the single-session group continued to improve in the days following cessation of training, whereas the multi-session group showed no further improvement once training had ceased. Conclusions/Significance Shorter training sessions were advantageous because they allowed for more latent, between-session and post-training learning to emerge. These findings suggest that efficient regimens should use short training sessions, and

  5. Setting the Standards for Sessional Staff: Quality Learning and Teaching

    ERIC Educational Resources Information Center

    Harvey, Marina

    2013-01-01

    Across the Australian Higher Education sector a focus on quality is driving a new paradigm for learning and teaching: quality standards. One challenge is to engage all academics with this progress towards systematic quality enhancement and assurance. Sessional staff, who provide most of the face-to-face teaching in Australian universities, remain…

  6. Implementing Problem-Based Learning in the Counseling Session.

    ERIC Educational Resources Information Center

    Hall, Kimberly R.

    This study examined the use of problem-based learning (PBL) in an actual counseling session and the effects on student assertiveness skills. A group of seventh-grade students, who were all victims of bullies, participated in the study. The students, two boys and one girls, were 13 and 14 years old. Teachers rated the level of assertiveness skills…

  7. Special Session 2 Innovation in teaching and learning astronomy

    NASA Astrophysics Data System (ADS)

    Ros, Rosa M.; Pasachoff, Jay M.

    2007-08-01

    On August 17 and 18, 2006, Commission 46 on Astronomy Education and Development held a Special Session at the IAU XXVI General Assembly in Prague. The session, on Innovation in Teaching/Learning Astronomy, was organized around four themes: (i) general strategies for effective teaching, (ii) connecting astronomy with the public, (iii) effective use of instruction and information technology, and (iv) practical issues connected with the implementation of the 2003 IAU Resolution that recommended including astronomy in school curricula, assisting schoolteachers in their training and backup, and informing them about available resources. Approximately 40 papers were presented orally; in addition, 60 poster papers were displayed.

  8. Contracting, equal, and expanding learning schedules: the optimal distribution of learning sessions depends on retention interval.

    PubMed

    Küpper-Tetzel, Carolina E; Kapler, Irina V; Wiseheart, Melody

    2014-07-01

    In laboratory and applied learning experiments, researchers have extensively investigated the optimal distribution of two learning sessions (i.e., initial learning and one relearning session) for the learning of verbatim materials. However, research has not yet provided a satisfying and conclusive answer to the optimal scheduling of three learning sessions (i.e., initial learning and two relearning sessions) across educationally relevant time intervals. Should the to-be-learned material be repeated at decreasing intervals (contracting schedule), constant intervals (equal schedule), or increasing intervals (expanding schedule) between learning sessions? Different theories and memory models (e.g., study-phase retrieval theory, contextual variability theory, ACT-R, and the Multiscale Context Model) make distinct predictions about the optimal learning schedule. We discuss the extant theories and derive clear predictions from each of them. To test these predictions empirically, we conducted an experiment in which participants studied and restudied paired associates with a contracting, equal, or expanding learning schedule. Memory performance was assessed immediately, 1 day, 7 days, or 35 days later with free- and cued-recall tests. Our results revealed that the optimal learning schedule is conditional on the length of the retention interval: A contracting learning schedule was beneficial for retention intervals up to 7 days, but both equal and expanding learning schedules were better for a long retention interval of 35 days. Our findings can be accommodated best by the contextual variability theory and indicate that revisions are needed to existing memory models. Our results are practically relevant, and their implications for real-world learning are discussed. PMID:24500777

  9. Creating the Potential for Organizational Learning through Interactive Simulation Debriefing Sessions.

    ERIC Educational Resources Information Center

    Proctor, Michael D.; Gubler, Justin C.

    2001-01-01

    This research reports findings from field observations of debriefing sessions following organizational operations in interactive simulation systems. Focuses on the relationship of different debriefing session techniques to identification of potential organizational learning opportunities to improve performance. (Author/LRW)

  10. Working through: In-Session Processes that Promote Between-Session Thoughts and Activities

    ERIC Educational Resources Information Center

    Owen, Jesse; Quirk, Kelley; Hilsenroth, Mark J.; Rodolfa, Emil

    2012-01-01

    This study examined whether clients' ratings of the working alliance as well as their perception of cognitive-behavioral (CB) and psychodynamic-interpersonal (PI) techniques (delivered by therapists who used both) were associated with clients' intersession processes (i.e., their thoughts about therapy and therapeutic activity between sessions).…

  11. Peer Assessment Learning Sessions (PALS): An Innovative Feedback Technique for Large Engineering Classes

    ERIC Educational Resources Information Center

    O'Moore, Liza; Baldock, Tom

    2007-01-01

    This paper reports the development of innovative assessment sessions within two core technical courses in Civil Engineering at the University of Queensland. Peer Assessment Learning Sessions (PALS) facilitate a student's peer assessment of a colleague's problem-based learning assignment or tutorial within a "traditional" whole-class setting, under…

  12. Students’ perception towards the problem based learning tutorial session in a system-based hybrid curriculum

    PubMed Central

    Al-Drees, Abdulmajeed A.; Khalil, Mahmoud S.; Irshad, Mohammad; Abdulghani, Hamza M.

    2015-01-01

    Objectives: To evaluate students’ perception towards the problem based learning (PBL) session in a system-based hybrid curriculum. Methods: We conducted a cross-sectional study in the College of Medicine, King Saud University, Saudi Arabia at the end of the 2012-2013 academic year. The survey questionnaire was self-administered, and examined perceptions of PBL session benefits, appropriate running of sessions, and tutor’s roles. Results: Out of 510 students, 275 (53.9%) completed the questionnaire. Most of the students reported that PBL sessions were helpful in understanding basic sciences concepts (p=0.04). In addition, they agreed that PBL sessions increased their knowledge of basic sciences (p=0.01). Most students reported that PBL sessions encouraged self-directed learning, collaborative learning, and improved decision making skills. However, 54.5% of students reported lack of proper training before starting the PBL sessions, and only 25.1% of students agreed that the teaching staff are well prepared to run the sessions. Most students used the internet (93.1%), lecture notes (76.7%), and books (64.4%) as learning resources. Most students reported repetition of topics between PBL sessions and lectures (p=0.07). Conclusion: The study highlighted the significant role of PBL in a system-based hybrid curriculum and helped students improve their knowledge and different learning skills. Students and staff training is required before the utilizing the PBL as an instructional method. PMID:25737178

  13. Team Learning. Training Packet for a Three-Session Workshop. Study of ABE/ESL Instructor Training Approaches.

    ERIC Educational Resources Information Center

    Tibbetts, John; And Others

    This training packet on team learning is 1 of 10 developed by the Study of Adult Basic Education (ABE)/English as a Second Language (ESL) Training Approaches Project to assist ABE instructors, both professionals and volunteers. The packet is intended to stand alone and encompasses a three-session workshop series with activities scheduled for…

  14. Studying Different Tasks of Implicit Learning across Multiple Test Sessions Conducted on the Web

    PubMed Central

    Sævland, Werner; Norman, Elisabeth

    2016-01-01

    Implicit learning is usually studied through individual performance on a single task, with the most common tasks being the Serial Reaction Time (SRT) task, the Dynamic System Control (DSC) task, and Artificial Grammar Learning (AGL). Few attempts have been made to compare performance across different implicit learning tasks within the same study. The current study was designed to explore the relationship between performance on the DSC Sugar factory task and the Alternating Serial Reaction Time (ASRT) task. We also addressed another limitation of traditional implicit learning experiments, namely that implicit learning is usually studied in laboratory settings over a restricted time span lasting for less than an hour. In everyday situations, implicit learning is assumed to involve a gradual accumulation of knowledge across several learning episodes over a longer time span. One way to increase the ecological validity of implicit learning experiments could be to present the learning material repeatedly across shorter test sessions. This can most easily be done by using a web-based setup in which participants can access the material from home. We therefore created an online web-based system for measuring implicit learning that could be administered in either single or multiple sessions. Participants (n = 66) were assigned to either a single session or a multiple session condition. Learning occurred on both tasks, and awareness measures suggested that acquired knowledge was not fully conscious on either of the tasks. Learning and the degree of conscious awareness of the learned regularities were compared across conditions and tasks. On the DSC task, performance was not affected by whether learning had taken place in one or over multiple sessions. On the ASRT task, RT improvement across blocks was larger in the multiple-session condition. Learning in the two tasks was not related. PMID:27375512

  15. Studying Different Tasks of Implicit Learning across Multiple Test Sessions Conducted on the Web.

    PubMed

    Sævland, Werner; Norman, Elisabeth

    2016-01-01

    Implicit learning is usually studied through individual performance on a single task, with the most common tasks being the Serial Reaction Time (SRT) task, the Dynamic System Control (DSC) task, and Artificial Grammar Learning (AGL). Few attempts have been made to compare performance across different implicit learning tasks within the same study. The current study was designed to explore the relationship between performance on the DSC Sugar factory task and the Alternating Serial Reaction Time (ASRT) task. We also addressed another limitation of traditional implicit learning experiments, namely that implicit learning is usually studied in laboratory settings over a restricted time span lasting for less than an hour. In everyday situations, implicit learning is assumed to involve a gradual accumulation of knowledge across several learning episodes over a longer time span. One way to increase the ecological validity of implicit learning experiments could be to present the learning material repeatedly across shorter test sessions. This can most easily be done by using a web-based setup in which participants can access the material from home. We therefore created an online web-based system for measuring implicit learning that could be administered in either single or multiple sessions. Participants (n = 66) were assigned to either a single session or a multiple session condition. Learning occurred on both tasks, and awareness measures suggested that acquired knowledge was not fully conscious on either of the tasks. Learning and the degree of conscious awareness of the learned regularities were compared across conditions and tasks. On the DSC task, performance was not affected by whether learning had taken place in one or over multiple sessions. On the ASRT task, RT improvement across blocks was larger in the multiple-session condition. Learning in the two tasks was not related. PMID:27375512

  16. Learning Disabilities in the Workplace: A Professional Development Packet. Session 1 & 2.

    ERIC Educational Resources Information Center

    Corley, Mary Ann; Tibbetts, John

    This field-tested training packet, which was designed for adult literacy providers, contains preparation materials, facilitator's notes, handout masters, and transparency masters for two 3-hour sessions on learning disabilities (LD) in the workplace. (At the end of the first session supported by the packet, participants will be able to do the…

  17. Training and Support of Sessional Staff to Improve Quality of Teaching and Learning at Universities

    PubMed Central

    Crane, Linda; Heslop, Ian; Glass, Beverley D.

    2015-01-01

    Sessional staff is increasingly involved in teaching at universities, playing a pivotal role in bridging the gap between theory and practice for students, especially in the health professions, including pharmacy. Although sessional staff numbers have increased substantially in recent years, limited attention has been paid to the quality of teaching and learning provided by this group. This review will discuss the training and support of sessional staff, with a focus on Australian universities, including the reasons for and potential benefits of training, and structure and content of training programs. Although sessional staff views these programs as valuable, there is a lack of in-depth evaluations of the outcomes of the programs for sessional staff, students and the university. Quality assurance of such programs is only guaranteed, however, if these evaluations extend to the impact of this training and support on student learning. PMID:26396280

  18. Learning as Activity.

    ERIC Educational Resources Information Center

    Jonassen, David H.

    2002-01-01

    Integrates contemporary theories of learning into a theory of learning as activity. Explains ecological psychology, changes in understanding of learning, activity systems and activity theory (including the integration of consciousness and activity), and activity structure; and discusses learning as a cognitive and social process. (LRW)

  19. Sessional Teaching Staff and Learning, Teaching, and Assessment: Engaging the Marginalised

    ERIC Educational Resources Information Center

    Bradley, Sally Ann

    2008-01-01

    This paper discusses the issues around the professional development needs of sessional teaching staff in the UK. The introduction of the UK professional standards framework for teaching and supporting learning in higher education in 2006 raised the issue of engaging the wide range of staff, faculty, and learning support in professional…

  20. Periodic Review Sessions Contribute to Student Learning across the Disciplines in Pharmacology

    ERIC Educational Resources Information Center

    Barry, Orla P.; O' Sullivan, Eleanor; McCarthy, Marian

    2015-01-01

    Background: The teaching of the discipline of pharmacology is in constant flux. In order to meet the challenges of teaching pharmacology effectively we investigated a new teaching and learning strategy. Aim: Our aim was to investigate whether structured periodic review sessions (RS) could improve teaching and learning for students in a…

  1. A Design Methodology for Complex (E)-Learning. Innovative Session.

    ERIC Educational Resources Information Center

    Bastiaens, Theo; van Merrienboer, Jeroen; Hoogveld, Bert

    Human resource development (HRD) specialists are searching for instructional design models that accommodate e-learning platforms. Van Merrienboer proposed the four-component instructional design model (4C/ID model) for competency-based education. The model's basic message is that well-designed learning environments can always be described in terms…

  2. Enhancing Tutorial Learning Experiences: A Programme to Develop Sessional-Tutor Teaching Skills by Raising Awareness about Learning

    ERIC Educational Resources Information Center

    Truuvert, Toomas

    2014-01-01

    This article outlines the trial of a programme to enhance tutorial learning experiences by raising sessional-tutor awareness about learning, and reflects on its results. The author developed the programme for an introductory undergraduate unit in finance with historically very large enrolments, diverse student populations, and high failure rates.…

  3. Session: What can we learn from developed wind resource areas

    SciTech Connect

    Thelander, Carl; Erickson, Wally

    2004-09-01

    This session at the Wind Energy and Birds/Bats workshop was composed of two parts intended to examine what existing science tells us about wind turbine impacts at existing wind project sites. Part one dealt with the Altamont Wind Resource area, one of the older wind projects in the US, with a paper presented by Carl Thelander titled ''Bird Fatalities in the Altamont Pass Wind Resource Area: A Case Study, Part 1''. Questions addressed by the presenter included: how is avian habitat affected at Altamont and do birds avoid turbine sites; are birds being attracted to turbine strings; what factors contribute to direct impacts on birds by wind turbines at Altamont; how do use, behavior, avoidance and other factors affect risk to avian species, and particularly impacts those species listed as threatened, endangered, or of conservation concern, and other state listed species. The second part dealt with direct impacts to birds at new generation wind plants outside of California, examining such is sues as mortality, avoidance, direct habitat impacts from terrestrial wind projects, species and numbers killed per turbine rates/MW generated, impacts to listed threatened and endangered species, to USFWS Birds of Conservation Concern, and to state listed species. This session focused on newer wind project sites with a paper titled ''Bird Fatality and Risk at New Generation Wind Projects'' by Wally Erickson. Each paper was followed by a discussion/question and answer period.

  4. Learning Activities.

    ERIC Educational Resources Information Center

    Tipton, Tom, Ed.

    1983-01-01

    Presents a flow chart for naming inorganic compounds. Although it is not necessary for students to memorize rules, preliminary skills needed before using the chart are outlined. Also presents an activity in which the mass of an imaginary atom is determined using lead shot, Petri dishes, and a platform balance. (JN)

  5. Method and Algorithm of Using Ontologies in E-Learning Sessions

    NASA Astrophysics Data System (ADS)

    Deliyska, Boryana; Manoilov, Peter

    2009-11-01

    In the article a method and algorithm of using ontologies in e-learning sessions is proposed. The method assumes utilization of software agents and domain and application ontologies. Software agents search, extract and submit learning objects to the learners. Depending on range and level of education, domain ontology of learner and application ontologies of curriculum, syllabus and learning object plans are used. A database of learner model is designed. Under conditions of adaptive learner-oriented e-learning an algorithm of navigation through content learning objects is composed. The algorithm includes dynamic calculation of possible routes of knowledge acquiring.

  6. Fusion of E-Learning & Knowledge Management. Innovative Session.

    ERIC Educational Resources Information Center

    Downey, Steve; Stuedemann, Reed; Van Buren, Mark; Wentling, Tim L.

    Knowledge management (KM) has traditionally been well positioned within corporations. What has been less certain is how to use the information retained by KM practices to improve employee performance. Researchers are investigating how KM data/objects can be fused with e-learning practices to produce meaningful, effective, performance-enhancing…

  7. Teachers' Contribution to the Social Life in Finnish Preschool Classrooms during Structured Learning Sessions

    ERIC Educational Resources Information Center

    Salminen, Jenni; Hännikäinen, Maritta; Poikonen, Pirjo-Liisa; Rasku-Puttonen, Helena

    2014-01-01

    This study aimed to clarify and deepen the knowledge on and understanding of the role that teachers' practices during teacher-led learning sessions play in creating and enhancing social life in Finnish preschool classrooms. Observational data pertaining to 20 preschool teachers were analysed according to the principles of thematic analysis.…

  8. A Multiple-Sessions Interactive Computer-Based Learning Tool for Ability Cultivation in Circuit Simulation

    ERIC Educational Resources Information Center

    Xu, Q.; Lai, L. L.; Tse, N. C. F.; Ichiyanagi, K.

    2011-01-01

    An interactive computer-based learning tool with multiple sessions is proposed in this paper, which teaches students to think and helps them recognize the merits and limitations of simulation tools so as to improve their practical abilities in electrical circuit simulation based on the case of a power converter with progressive problems. The…

  9. Active Learning Methods

    ERIC Educational Resources Information Center

    Zayapragassarazan, Z.; Kumar, Santosh

    2012-01-01

    Present generation students are primarily active learners with varied learning experiences and lecture courses may not suit all their learning needs. Effective learning involves providing students with a sense of progress and control over their own learning. This requires creating a situation where learners have a chance to try out or test their…

  10. Main Objectives for this I.A.U. Special Session on Innovation in Teaching/ Learning Astronomy

    NASA Astrophysics Data System (ADS)

    Pasachoff, J. M.; Ros, R. M.

    2006-08-01

    In the IAU resolution on the Value of Astronomy Education, passed by the IAU's General Assembly in 2003, it was recommended: to include astronomy in school curricula, to assist schoolteachers in their training and backup, and to inform teachers about available resources. The aim of this Special Session 2 on "Innovation in Teaching/Learning Astronomy" is to contribute to the implementation of these recommendations, introducing innovative points of view regarding methods of teaching and learning. Astronomers from all countries—developed or developing—will be equally interested. New methods of dissemination of information are making big changes in the opportunity of spreading astronomical knowledge. The World Wide Web continues to expand its reach, and the Astronomy Picture of the Day reaches the homepage of millions. The new phenomenon of podcasts is spreading rapidly. Astronomy attracts many young people to education in important fields in science and technology. But in many countries, astronomy is not part of the standard curriculum, and teachers do not receive adequate education and support. Still, many scientific and educational societies and government agencies have produced materials and educational resources in astronomy for all educational levels. Technology is used in astronomy both for obtaining observations and for teaching. In any case, it is useful to take their special opportunity to learn about the situation in different countries, to exchange opinions, and to collect information in order to continue, over at least the next triennium, the activities related to promoting astronomy throughout the world. In particular, we would like to invite all participants to explain their positive original experiences so they can be adapted for other regions. Everyone is invited to exchange their initiatives and to try to involve other countries in common projects. All of us are in the same boat. http://www.communicatingastronomy.org/innovation2006/

  11. Aviation Safety Risk Modeling: Lessons Learned From Multiple Knowledge Elicitation Sessions

    NASA Technical Reports Server (NTRS)

    Luxhoj, J. T.; Ancel, E.; Green, L. L.; Shih, A. T.; Jones, S. M.; Reveley, M. S.

    2014-01-01

    Aviation safety risk modeling has elements of both art and science. In a complex domain, such as the National Airspace System (NAS), it is essential that knowledge elicitation (KE) sessions with domain experts be performed to facilitate the making of plausible inferences about the possible impacts of future technologies and procedures. This study discusses lessons learned throughout the multiple KE sessions held with domain experts to construct probabilistic safety risk models for a Loss of Control Accident Framework (LOCAF), FLightdeck Automation Problems (FLAP), and Runway Incursion (RI) mishap scenarios. The intent of these safety risk models is to support a portfolio analysis of NASA's Aviation Safety Program (AvSP). These models use the flexible, probabilistic approach of Bayesian Belief Networks (BBNs) and influence diagrams to model the complex interactions of aviation system risk factors. Each KE session had a different set of experts with diverse expertise, such as pilot, air traffic controller, certification, and/or human factors knowledge that was elicited to construct a composite, systems-level risk model. There were numerous "lessons learned" from these KE sessions that deal with behavioral aggregation, conditional probability modeling, object-oriented construction, interpretation of the safety risk results, and model verification/validation that are presented in this paper.

  12. Summary of Session Activities: Coordination of Environmental Education Projects

    NASA Technical Reports Server (NTRS)

    Keeler, Michael; Mahootian, Farzad

    1995-01-01

    In this session, we address four fundamental questions related to environmental fields with emphasis on education. These are: What are the goals, objectives, and practical opportunities for coordinating our projects? How can we improve awareness of, interest in, access to, and support the products of our work? How can we build relationships between projects for scientific, educational, technical, and programmatic benefit? How can we evaluate the effectiveness of coordination efforts. In this working session, we produced answers to these questions and proposed a structure for future collaboration.

  13. Improving Accuracy and Temporal Resolution of Learning Curve Estimation for within- and across-Session Analysis.

    PubMed

    Deliano, Matthias; Tabelow, Karsten; König, Reinhard; Polzehl, Jörg

    2016-01-01

    Estimation of learning curves is ubiquitously based on proportions of correct responses within moving trial windows. Thereby, it is tacitly assumed that learning performance is constant within the moving windows, which, however, is often not the case. In the present study we demonstrate that violations of this assumption lead to systematic errors in the analysis of learning curves, and we explored the dependency of these errors on window size, different statistical models, and learning phase. To reduce these errors in the analysis of single-subject data as well as on the population level, we propose adequate statistical methods for the estimation of learning curves and the construction of confidence intervals, trial by trial. Applied to data from an avoidance learning experiment with rodents, these methods revealed performance changes occurring at multiple time scales within and across training sessions which were otherwise obscured in the conventional analysis. Our work shows that the proper assessment of the behavioral dynamics of learning at high temporal resolution can shed new light on specific learning processes, and, thus, allows to refine existing learning concepts. It further disambiguates the interpretation of neurophysiological signal changes recorded during training in relation to learning. PMID:27303809

  14. Improving Accuracy and Temporal Resolution of Learning Curve Estimation for within- and across-Session Analysis

    PubMed Central

    Tabelow, Karsten; König, Reinhard; Polzehl, Jörg

    2016-01-01

    Estimation of learning curves is ubiquitously based on proportions of correct responses within moving trial windows. Thereby, it is tacitly assumed that learning performance is constant within the moving windows, which, however, is often not the case. In the present study we demonstrate that violations of this assumption lead to systematic errors in the analysis of learning curves, and we explored the dependency of these errors on window size, different statistical models, and learning phase. To reduce these errors in the analysis of single-subject data as well as on the population level, we propose adequate statistical methods for the estimation of learning curves and the construction of confidence intervals, trial by trial. Applied to data from an avoidance learning experiment with rodents, these methods revealed performance changes occurring at multiple time scales within and across training sessions which were otherwise obscured in the conventional analysis. Our work shows that the proper assessment of the behavioral dynamics of learning at high temporal resolution can shed new light on specific learning processes, and, thus, allows to refine existing learning concepts. It further disambiguates the interpretation of neurophysiological signal changes recorded during training in relation to learning. PMID:27303809

  15. New Perspectives for the Evaluation of Training Sessions in Self-Regulated Learning: Time-Series Analyses of Diary Data

    ERIC Educational Resources Information Center

    Schmitz, Bernhard; Wiese, Bettina S.

    2006-01-01

    The present study combines a standardized diary approach with time-series analysis methods to investigate the process of self-regulated learning. Based on a process-focused adaptation of Zimmerman's (2000) learning model, an intervention (consisting of four weekly training sessions) to increase self-regulated learning was developed. The diaries…

  16. Learning Physical Examination Skills outside Timetabled Training Sessions: What Happens and Why?

    ERIC Educational Resources Information Center

    Duvivier, Robbert J.; van Geel, Koos; van Dalen, Jan; Scherpbier, Albert J. J. A.; van der Vleuten, Cees P. M.

    2012-01-01

    Lack of published studies on students' practice behaviour of physical examination skills outside timetabled training sessions inspired this study into what activities medical students undertake to improve their skills and factors influencing this. Six focus groups of a total of 52 students from Years 1-3 using a pre-established interview guide.…

  17. Technology Learning Activities I.

    ERIC Educational Resources Information Center

    International Technology Education Association, Reston, VA.

    This guide contains 30 technology learning activities. Activities may contain all or some of the following: an introduction, objectives, materials and equipment, challenges, limitations, notes and investigations, resources and references used, and evaluation ideas. Activity titles are: (1) Occupations in Construction Technology; (2) Designing a…

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

    ERIC Educational Resources Information Center

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

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

  19. Written Artefacts in Post-Conference Feedback Sessions: The Running Commentary as a Support for Teacher Learning

    ERIC Educational Resources Information Center

    Engin, Marion

    2015-01-01

    Written artefacts often form a significant part of teacher education activities and play a crucial role in the dialogue between tutor and student teacher in a post-observation feedback session. However, although the dialogue of feedback sessions has been extensively researched, the role of the artefact has been less explored. This research…

  20. Optimism in Active Learning

    PubMed Central

    Collet, Timothé; Pietquin, Olivier

    2015-01-01

    Active learning is the problem of interactively constructing the training set used in classification in order to reduce its size. It would ideally successively add the instance-label pair that decreases the classification error most. However, the effect of the addition of a pair is not known in advance. It can still be estimated with the pairs already in the training set. The online minimization of the classification error involves a tradeoff between exploration and exploitation. This is a common problem in machine learning for which multiarmed bandit, using the approach of Optimism int the Face of Uncertainty, has proven very efficient these last years. This paper introduces three algorithms for the active learning problem in classification using Optimism in the Face of Uncertainty. Experiments lead on built-in problems and real world datasets demonstrate that they compare positively to state-of-the-art methods. PMID:26681934

  1. Creative Activity and Learning.

    ERIC Educational Resources Information Center

    Cunningham, Flora E.

    1979-01-01

    This article compares three theories of the creative process taken from aesthetic philosophy: aesthetic enjoyment (D. W. Gotshalk), aesthetic experience (John Dewey), and aesthetic knowledge (Susanne Langer). Each shows different versions of the learning that accrues from creative activity. From this, curriculum planning and teaching suggestions…

  2. Within- and between-session reliability of the maximal voluntary knee extension torque and activation.

    PubMed

    Park, Jihong; Hopkins, J Ty

    2013-01-01

    A ratio between the torque generated by maximal voluntary isometric contraction (MVIC) and exogenous electrical stimulus, central activation ratio (CAR), has been widely used to assess quadriceps function. To date, no data exist regarding between-session reliability of this measurement. Thirteen neurologically sound volunteers underwent three testing sessions (three trials per session) with 48 hours between-session. Subjects performed MVICs of the quadriceps with the knee locked at 90° flexion and the hip at 85°. Once the MVIC reached a plateau, an electrical stimulation from superimposed burst technique (SIB: 125 V with peak output current 450 mA) was manually delivered and transmitted directly to the quadriceps via stimulating electrodes. CAR was calculated by using the following equation: CAR = MVIC torque/MVIC + SIB torque. Intraclass correlation coefficients (ICC) were calculated within- (ICC((2,1))) and between-session (ICC((2,k))) for MVIC torques and CAR values. Our data show that quadriceps MVIC and CAR are very reliable both within- (ICC((2,1)) = 0.99 for MVIC; 0.94 for CAR) and between-measurement sessions (ICC((2,k)) = 0.92 for MVIC; 0.86 for CAR) in healthy young adults. For clinical research, more data of the patients with pathological conditions are required to ensure reproducibility of calculation of CAR. PMID:23009562

  3. Combination of Didactic Lectures with Problem-Based Learning Sessions in Physiology Teaching in a Developing Medical College in Nepal.

    ERIC Educational Resources Information Center

    Ghosh, Sarmishtha; Dawka, Violet

    2000-01-01

    Introduces the SPICES curriculum of the Manipal College of Medical Sciences in Nepal, which is student centered, problem based, integrated, community-based, elective oriented, and systematic. Reports that the majority of students opined that the combination of didactic lectures and problem-based learning sessions were definitely beneficial.…

  4. Striving for Excellence. The International Conference of the Learning Disabilities Association of America (Atlanta, Georgia, March 4-7, 1992). Research Poster Session Abstract. Volume 1.

    ERIC Educational Resources Information Center

    Russell, Steven C., Comp.

    Eleven abstracts of research projects related to individuals with learning disabilities are compiled in this booklet. The research projects were presented in poster sessions at the March 1992 International Conference of the Learning Disabilities Association of America. Titles and authors of poster sessions include: "Perceptual and Verbal Skills of…

  5. LDA '94: A Capital IDEA. Poster Session Abstracts of the International Conference of the Learning Disabilities Association of America (Washington, D.C., March 16-19, 1994).

    ERIC Educational Resources Information Center

    Russell, Steven C., Comp.

    This booklet brings together one-page to two-page abstracts from research poster sessions held at a conference on learning disabilities. The 17 research abstracts are presented within four poster session categories: (1) research on assessment and characteristics of students with learning disabilities (with abstracts on handwriting, mainstreaming…

  6. Essential activities in a session of brief dynamic/interpersonal psychotherapy.

    PubMed

    Binder, Jeffrey L; Betan, Ephi J

    2013-09-01

    Therapeutic discourse combines inquiry and dialogue strategies, which correspond, respectively, to the construction and deconstruction of a patient's maladaptive personal story line. This story line refers to a pattern of dysfunctional thinking/emotional management and a corresponding maladaptive interpersonal pattern that has been identified as the root cause of the patient's presenting problems. Identifying and critically examining a patient's personal story line is the superordinate technical strategy that guides our work each session. More specific technical guidance is provided by the change processes that we attempt to activate in each session: cognitive insight around emotionally loaded issues, corrective emotional/interpersonal experiences, and practice implementing the insights gained during a therapy session. PMID:24000865

  7. IFLA General Conference, 1991. Official Opening and Plenary Session, Open Forum on IFLA's Professional Activities, Contributed Papers Session. Booklet 0.

    ERIC Educational Resources Information Center

    International Federation of Library Associations and Institutions, The Hague (Netherlands).

    The nine papers in this booklet were presented at three sessions of the IFLA General Conference. The text of the first paper, "Presidential Address at the Opening of the IFLA Council and General Conference: Moscow 1991" (Hans-Peter Geh, President of IFLA), is provided in English, German, and Russian. The text of the second paper, "Libraries and…

  8. Blood phagocyte activity after race training sessions in Thoroughbred and Arabian horses.

    PubMed

    Cywinska, Anna; Szarska, Ewa; Degorski, Andrzej; Guzera, Maciej; Gorecka, Renata; Strzelec, Katarzyna; Kowalik, Sylwester; Schollenberger, Antoni; Winnicka, Anna

    2013-10-01

    Intensive exercise and exertion during competition promote many changes that may result in the impairment of immunity and increased susceptibility to infections. The aim of this study was to evaluate the activity of "the first line of defense": neutrophils and monocytes in racing Thoroughbred and Arabian horses after routine training sessions. Twenty-three (12 Thoroughbred and 11 Arabian) horses were examined. Routine haematological (number of red blood cells - RBC, haemoglobin concentration - HGB, haematocrit - HCT, total number of white blood cells - WBC), biochemical (creatine phosphokinase activity - CPK and total protein concentration - TP) parameters, cortisol concentration as well as phagocytic and oxidative burst activity of neutrophils and monocytes were determined. The values of basic parameters and the activity of phagocytes differed between breeds and distinct patterns of exercise-induced changes were observed. The training sessions did not produce the decrease in phagocyte activity that might lead to the suppression of immunity. PMID:23664016

  9. Pharmacological evidence that both cognitive memory and habit formation contribute to within-session learning of concurrent visual discriminations

    PubMed Central

    Turchi, Janita; Devan, Bryan; Yin, Pingbo; Sigrist, Emmalynn; Mishkin, Mortimer

    2010-01-01

    The monkey's ability to learn a set of visual discriminations presented concurrently just once a day on successive days (24-hr ITI task) is based on habit formation, which is known to rely on a visuo-striatal circuit and to be independent of visuo-rhinal circuits that support one-trial memory. Consistent with this dissociation, we recently reported that performance on the 24-hr ITI task is impaired by a striatal-function blocking agent, the dopaminergic antagonist haloperidol, and not by a rhinal-function blocking agent, the muscarinic cholinergic antagonist scopolamine. In the present study, monkeys were trained on a short-ITI form of concurrent visual discrimination learning, one in which a set of stimulus pairs is repeated not only across daily sessions but also several times within each session (in this case, at about 4-min ITIs). Asymptotic discrimination learning rates in the non-drug condition were reduced by half, from ~11 trials/pair on the 24-hr ITI task to ~5 trials/pair on the 4-min ITI task, and this faster learning was impaired by systemic injections of either haloperidol or scopolamine. The results suggest that in the version of concurrent discrimination learning used here, the short ITIs within a session recruit both visuo-rhinal and visuo-striatal circuits, and that the final performance level is driven by both cognitive memory and habit formation working in concert. PMID:20144631

  10. Pharmacological evidence that both cognitive memory and habit formation contribute to within-session learning of concurrent visual discriminations.

    PubMed

    Turchi, Janita; Devan, Bryan; Yin, Pingbo; Sigrist, Emmalynn; Mishkin, Mortimer

    2010-07-01

    The monkey's ability to learn a set of visual discriminations presented concurrently just once a day on successive days (24-h ITI task) is based on habit formation, which is known to rely on a visuo-striatal circuit and to be independent of visuo-rhinal circuits that support one-trial memory. Consistent with this dissociation, we recently reported that performance on the 24-h ITI task is impaired by a striatal-function blocking agent, the dopaminergic antagonist haloperidol, and not by a rhinal-function blocking agent, the muscarinic cholinergic antagonist scopolamine. In the present study, monkeys were trained on a short-ITI form of concurrent visual discrimination learning, one in which a set of stimulus pairs is repeated not only across daily sessions but also several times within each session (in this case, at about 4-min ITIs). Asymptotic discrimination learning rates in the non-drug condition were reduced by half, from approximately 11 trials/pair on the 24-h ITI task to approximately 5 trials/pair on the 4-min ITI task, and this faster learning was impaired by systemic injections of either haloperidol or scopolamine. The results suggest that in the version of concurrent discrimination learning used here, the short ITIs within a session recruit both visuo-rhinal and visuo-striatal circuits, and that the final performance level is driven by both cognitive memory and habit formation working in concert. PMID:20144631

  11. Active inference and learning.

    PubMed

    Friston, Karl; FitzGerald, Thomas; Rigoli, Francesco; Schwartenbeck, Philipp; O'Doherty, John; Pezzulo, Giovanni

    2016-09-01

    This paper offers an active inference account of choice behaviour and learning. It focuses on the distinction between goal-directed and habitual behaviour and how they contextualise each other. We show that habits emerge naturally (and autodidactically) from sequential policy optimisation when agents are equipped with state-action policies. In active inference, behaviour has explorative (epistemic) and exploitative (pragmatic) aspects that are sensitive to ambiguity and risk respectively, where epistemic (ambiguity-resolving) behaviour enables pragmatic (reward-seeking) behaviour and the subsequent emergence of habits. Although goal-directed and habitual policies are usually associated with model-based and model-free schemes, we find the more important distinction is between belief-free and belief-based schemes. The underlying (variational) belief updating provides a comprehensive (if metaphorical) process theory for several phenomena, including the transfer of dopamine responses, reversal learning, habit formation and devaluation. Finally, we show that active inference reduces to a classical (Bellman) scheme, in the absence of ambiguity. PMID:27375276

  12. Effects of an Activity-Based Anorexia Procedure on Within-Session Changes in Nose-Poke Responding

    ERIC Educational Resources Information Center

    Aoyama, Kenjiro

    2012-01-01

    This study tested the effects of an activity-based anorexia (ABA) procedure on within-session changes in responding. In the ABA group (N = 8), rats were given a 60-min feeding session and allowed to run in a running wheel for the remainder of each day. During the daily 60-min feeding session, each nose-poke response was reinforced by a food…

  13. Activating the Desire to Learn

    ERIC Educational Resources Information Center

    Sullo, Bob

    2007-01-01

    Wouldn't your job be easier if students were just more interested in learning? Now, here's a book that will open your eyes to where the desire to learn actually comes from and what teachers can really do to activate it. Using stories from classroom teachers, counselors, administrators, and students, Bob Sullo explains why the desire to learn is…

  14. Active Learning with Irrelevant Examples

    NASA Technical Reports Server (NTRS)

    Mazzoni, Dominic; Wagstaff, Kiri L.; Burl, Michael

    2006-01-01

    Active learning algorithms attempt to accelerate the learning process by requesting labels for the most informative items first. In real-world problems, however, there may exist unlabeled items that are irrelevant to the user's classification goals. Queries about these points slow down learning because they provide no information about the problem of interest. We have observed that when irrelevant items are present, active learning can perform worse than random selection, requiring more time (queries) to achieve the same level of accuracy. Therefore, we propose a novel approach, Relevance Bias, in which the active learner combines its default selection heuristic with the output of a simultaneously trained relevance classifier to favor items that are likely to be both informative and relevant. In our experiments on a real-world problem and two benchmark datasets, the Relevance Bias approach significantly improved the learning rate of three different active learning approaches.

  15. Floriculture. Selected Learning Activity Packages.

    ERIC Educational Resources Information Center

    Clemson Univ., SC. Vocational Education Media Center.

    This series of learning activity packages is based on a catalog of performance objectives, criterion-referenced measures, and performance guides for gardening/groundskeeping developed by the Vocational Education Consortium of States (V-TECS). Learning activity packages are presented in four areas: (1) preparation of soils and planting media, (2)…

  16. Student Perceptions of Active Learning

    ERIC Educational Resources Information Center

    Lumpkin, Angela; Achen, Rebecca M.; Dodd, Regan K.

    2015-01-01

    A paradigm shift from lecture-based courses to interactive classes punctuated with engaging, student-centered learning activities has begun to characterize the work of some teachers in higher education. Convinced through the literature of the values of using active learning strategies, we assessed through an action research project in five college…

  17. In Defense of Active Learning

    ERIC Educational Resources Information Center

    Pica, Rae

    2008-01-01

    Effective early childhood teachers use what they know about and have observed in young children to design programs to meet children's developmental needs. Play and active learning are key tools to address those needs and facilitate children's early education. In this article, the author discusses the benefits of active learning in the education of…

  18. Using Oceanography to Support Active Learning

    NASA Astrophysics Data System (ADS)

    Byfield, V.

    2012-04-01

    Teachers are always on the lookout for material to give their brightest students, in order to keep them occupied, stimulated and challenged, while the teacher gets on with helping the rest. They are also looking for material that can inspire and enthuse those who think that school is 'just boring!' Oceanography, well presented, has the capacity to do both. As a relatively young science, oceanography is not a core curriculum subject (possibly an advantage), but it draws on the traditional sciences of biology, chemistry, physic and geology, and can provide wonderful examples for teaching concepts in school sciences. It can also give good reasons for learning science, maths and technology. Exciting expeditions (research cruises) to far-flung places; opportunities to explore new worlds, a different angle on topical debates such as climate change, pollution, or conservation can bring a new life to old subjects. Access to 'real' data from satellites or Argo floats can be used to develop analytical and problem solving skills. The challenge is to make all this available in a form that can easily be used by teachers and students to enhance the learning experience. We learn by doing. Active teaching methods require students to develop their own concepts of what they are learning. This stimulates new neural connections in the brain - the physical manifestation of learning. There is a large body of evidence to show that active learning is much better remembered and understood. Active learning develops thinking skills through analysis, problem solving, and evaluation. It helps learners to use their knowledge in realistic and useful ways, and see its importance and relevance. Most importantly, properly used, active learning is fun. This paper presents experiences from a number of education outreach projects that have involved the National Oceanography Centre in Southampton, UK. All contain some element of active learning - from quizzes and puzzles to analysis of real data from

  19. Learning and Active Aging

    ERIC Educational Resources Information Center

    Boulton-Lewis, Gillian M.; Buys, Laurie; Lovie-Kitchin, Jan

    2006-01-01

    Learning is an important aspect of aging productively. This paper describes results from 2645 respondents (aged from 50 to 74+ years) to a 165-variable postal survey in Australia. The focus is on learning and its relation to work; social, spiritual, and emotional status; health; vision; home; life events; and demographic details. Clustering…

  20. Psychosocial and demographic correlates of objectively measured physical activity in structured and unstructured after-school recreation sessions.

    PubMed

    Rosenkranz, Richard R; Welk, Gregory J; Hastmann, Tanis J; Dzewaltowski, David A

    2011-07-01

    Most studies of psychosocial and demographic correlates of physical activity (PA) have examined relationships across various types of physical and social environments, rather than within a specific environmental behavior setting. The objective of this study was to investigate correlates of PA in structured and unstructured after-school recreation sessions. This study is cross-sectional. School records, questionnaires, and anthropometry were used to obtain demographic and psychosocial variables. Third and fourth-grade children (n = 230) from seven schools wore Actigraph GT1M accelerometers up to six times per year during after-school programming. Accelerometer data were processed to determine percentage of time in moderate-to-vigorous PA (T scores, reflective of an individual child's PA level relative to group mean, were computed for each session and averaged across sessions). Pearson correlations, point-biserial correlations, and mixed-model analyses were used to determine significant associations with PA for each session type (structured and unstructured). For structured sessions, gender, PA barriers self-efficacy, and PA enjoyment were significantly related to PA. For unstructured sessions, only gender was related to PA. Despite equivalent opportunities to participate in active recreation, boys were more active than girls, and children varied in PA level partly due to psychosocial factors. Our results showed that PA self-efficacy and enjoyment explained variability in structured PA sessions. PMID:21349765

  1. Situational Interest and Academic Achievement in the Active-Learning Classroom

    ERIC Educational Resources Information Center

    Rotgans, Jerome I.; Schmidt, Henk G.

    2011-01-01

    The aim of the present study was to investigate how situational interest develops over time and how it is related to academic achievement in an active-learning classroom. Five measures of situational interest were administered at critical points in time to 69 polytechnic students during a one-day, problem-based learning session. Results revealed…

  2. The Learners' Experience of Variation: Following Students' Threads of Learning Physics in Computer Simulation Sessions

    ERIC Educational Resources Information Center

    Ingerman, Ake; Linder, Cedric; Marshall, Delia

    2009-01-01

    This article attempts to describe students' process of learning physics using the notion of experiencing variation as the basic mechanism for learning, and thus explores what variation, with respect to a particular object of learning, that students experience in their process of constituting understanding. Theoretically, the analysis relies on…

  3. Learning Organization Practices. [Concurrent Symposium Session at AHRD Annual Conference, 1998.

    ERIC Educational Resources Information Center

    1998

    This document contains three papers from a symposium on learning organization practices. "The Beliefs of Managers as Facilitators of Learning in Learning Organizations" (Andrea D. Ellinger) reports selected findings from a qualitative study that examined the perceptions of managers regarding their beliefs, behaviors, triggers, and outcomes when…

  4. Facilitating Facilitators to Facilitate, in Problem or Enquiry Based Learning Sessions

    ERIC Educational Resources Information Center

    Coelho, Catherine

    2014-01-01

    Problem based learning (PBL) has been used in dental education over the past 20 years and uses a patient case scenario to stimulate learning in a small group setting, where a trained facilitator does not teach but guides the group to bring about deep contextualized learning, to be empathetic to each other and to encourage fair and equitable…

  5. Assessing the Learning Organization. Symposium 10. [Concurrent Symposium Session at AHRD Annual Conference, 2000.

    ERIC Educational Resources Information Center

    2000

    This packet contains three papers from a symposium on assessing the learning organization. The first paper, "Relationship between Learning Organization Strategies and Performance Driver Outcomes" (Elwood F. Holton III, Sandra M. Kaiser), reports on a study of a new learning organization assessment instrument that was administered to 440 employees…

  6. Session: Bat ecology related to wind development and lessons learned about impacts on bats from wind development

    SciTech Connect

    Johnson, Greg; Kunz, Thomas

    2004-09-01

    This session at the Wind Energy and Birds/Bats workshop consisted of two paper presentations followed by a discussion/question and answer period. It was the first of the sessions to shift the focus to the issue of wind energy development's impacts specifically to bats. The presentations discussed lessons that have been learned regarding direct and indirect impacts on bats and strategies planned to address such issues. Presenters addressed what the existing science demonstrates about land-based wind turbine impacts on bats, including: mortality, avoidance, direct habitat impacts, species and numbers killed, per turbine rates/per MW generated, and impacts on threatened and endangered species. They discussed whether there is sufficient data for wind turbines and bat impacts for projects in the eastern US, especially on ridge tops. Finally, the subject of offshore impacts on bats was briefly addressed, including what lessons have been learned in Europe and how these can be applied in the U S. Paper one, by Greg Johnson, was titled ''A Review of Bat Impacts at Wind Farms in the US''. Paper two, by Thomas Kunz, was titled ''Wind Power: Bats and Wind Turbines''.

  7. The Public Poster Session

    ERIC Educational Resources Information Center

    Levine-Rasky, Cynthia

    2009-01-01

    This note describes the use of a student poster session as an innovative approach to student learning. The local context for the assignment is provided, followed by a description of the course for which the poster was prepared, details about the assignment including its evaluation, and practical considerations for planning a poster session. The…

  8. The Constitutional Law Sessions

    ERIC Educational Resources Information Center

    White, Daniel O.

    1972-01-01

    Teachers, attorneys, and law educators met to evaluate 1971 workshops in law education and to plan improved learning experiences at future workshops. Coordination between substantive law sessions and teaching methodology sessions was cited as a major necessity. Teachers were encouraged to develop their own material. (JB)

  9. Open Discussion Session: Challenges and Advancements in Coordinated Space Weather Activities

    NASA Astrophysics Data System (ADS)

    Kauristie, Kirsti

    2016-07-01

    Besides addressing the key questions in space weather research the Cospar/ILWS Roadmap presents also recommendations for teaming in the research environment and for collaboration between agencies and communities. Coordinated work of different research groups facilitate our efforts for a holistic view on the entire Sun-Earth system with its complicated feedback processes in different scale sizes. Seamless knowledge transfer from research to operational services is a crucial factor for the success of space weather research field. In this open discussion session we encourage the participants to share their views on most important challenges and advancements in our field, both in science and in collaboration. We also welcome comments on the roadmap recommendations and guidance for similar activities in the future.

  10. Advances in Distance Learning. Symposium 38. [Concurrent Symposium Session at AHRD Annual Conference, 2000.

    ERIC Educational Resources Information Center

    2000

    Three presentations are provided from Symposium 38, Advances in Distance Learning, of the Academy of Human Resource Development 2000 Conference Proceedings. "Teaching Strategies in a Synchronous Learning Environment for Adult Students" (Luis A. C. Lima, Kathryn S. Hoff) reports the responses of intact cohort groups enrolled in spring semester 1999…

  11. Learning within Scripted and Nonscripted Peer-Tutoring Sessions: The Malaysian Context

    ERIC Educational Resources Information Center

    Ismail, Hairul N.; Alexander, Joyce M.

    2005-01-01

    Many learning and instructional approaches that manipulate the environment in which learners work and cooperate with each other have illustrated growth in cognitive, intellectual, social, and affective areas. To date, however, uncertainty still exists as to the mechanism by which various types of peer tutoring facilitate learning. This study seeks…

  12. Motivation for Learning and Performance. Symposium 3. [Concurrent Symposium Session at AHRD Annual Conference, 2000.

    ERIC Educational Resources Information Center

    2000

    This document contains three papers from a symposium on motivation for learning and performance that was conducted as part of a conference on human resource development (HRD). "A Holistic Approach towards Motivation To Learn" (Constantine Kontoghiorghes) reports on a study that identified the following key variables within and outside the learning…

  13. Self-Directed and Incidental Learning. Symposium 26. [Concurrent Symposium Session at AHRD Annual Conference, 2000.

    ERIC Educational Resources Information Center

    2000

    This packet contains three papers on self-directed and incidental learning from a symposium on human resource development (HRD). The first paper, "Self-Directed Learning for Supervisory Development" (Judy O'Neil, Maria Lamattina), reports on a study that looks at what research says needs to be in place to engage workers in self-directed learning…

  14. Special Session: Lessons Learned From the L'Aquila Earthquake Case

    NASA Astrophysics Data System (ADS)

    Ambrogio, Olivia

    2013-01-01

    The verdict and prison sentences, delivered on 22 October 2012, that found six Italian scientists and one government official guilty of manslaughter in connection with the 2009 L'Aquila earthquake shocked the scientific community worldwide. A late-breaking special session co-convened by John Bates, at the National Climatic Data Center of the National Oceanic and Atmospheric Administration, and Stephen Sparks, University of Bristol, was added to the Fall Meeting schedule to address this case and to discuss the complex process of assessing and communicating the risks associated with natural hazards.

  15. Learn about AGU's scientific integrity policies during a Fall Meeting listening session

    NASA Astrophysics Data System (ADS)

    Uhlenbrock, Kristan

    2011-11-01

    AGU members are invited to hear about the Union's new Scientific Integrity and Ethics Policy during a listening session at Fall Meeting. (See also the About AGU article by Peter Gleick and Randy Townsend on p. 433.) At this event, members of the Task Force on Scientific Ethics will discuss current efforts to update the Union's policies on scientific integrity. In addition, AGU members will have the opportunity to become involved in helping to shape the future of AGU by providing feedback, ideas, and insights.

  16. Finite Element Learning Modules as Active Learning Tools

    ERIC Educational Resources Information Center

    Brown, Ashland O.; Jensen, Daniel; Rencis, Joseph; Wood, Kristin; Wood, John; White, Christina; Raaberg, Kristen Kaufman; Coffman, Josh

    2012-01-01

    The purpose of active learning is to solicit participation by students beyond the passive mode of traditional classroom lectures. Reading, writing, participating in discussions, hands-on activities, engaging in active problem solving, and collaborative learning can all be involved. The skills acquired during active learning tend to go above and…

  17. [Field Learning Activities].

    ERIC Educational Resources Information Center

    Nolde Forest Environmental Education Center, Reading, PA.

    Seventy field activities, pertinent to outdoor, environmental studies, are described in this compilation. Designed for elementary and junior high school students, the activities cover many discipline areas--science, social studies, language arts, health, history, mathematics, and art--and many are multidisciplinary in use. Topics range from soil…

  18. Weekly Active-Learning Activities in a Drug Information and Literature Evaluation Course

    PubMed Central

    Motl, Susannah E.; Eichner, Samantha F.

    2006-01-01

    Objectives To incorporate learning activities into the weekly 2-hour Drug Information and Literature Evaluation class sessions to improve student ability and confidence in performing course objectives, as well as to assess student perception of the value of these activities. Methods In-class activities that emphasized content and skills taught within class periods were created and implemented. Three different surveys assessing student ability and confidence in completing drug information and literature retrieval and evaluation tasks were administered prior to and following the appropriate class sessions. At the completion of the course, an additional evaluation was administered to assess the students' impressions of the value of the learning activities. Results Students reported increased ability and confidence in all course objectives. The teaching activities were also stated to be useful in students' learning of the material. Conclusions Incorporation of weekly learning activities resulted in an improvement in student ability and confidence to perform course objectives. Students considered these activities to be beneficial and to contribute to the completion of course objectives. PMID:17136173

  19. Dynamics of changes in electrical activity in the rabbit cerebral cortex during sequential sessions of "animal hypnosis".

    PubMed

    Rusinova, E V; Davydov, V I

    2010-06-01

    The dynamics of changes in individual electrical activity rhythms in the premotor, sensorimotor, and temporal-parietal areas of the cortex in both hemispheres were studied in chronic experiments in rabbits during sequential sessions of "animal hypnosis." These experiments showed that during the first session of "animal hypnosis," significant changes in electrical activity occurred only in the premotor area of the cortex of the right hemisphere, where there were increases in spectral power in the delta-1 and delta-2 ranges and decreases in spectral power in other ranges of electrical activity. Subsequent sessions of "animal hypnosis" formed increasing changes in electrical activity, which were particularly marked in cortical areas in the right hemisphere. Significant changes in spectral power in the delta and theta ranges of electrical activity in cortical areas did not arise at the beginning of the hypnotic state, but after 4-6 min. During the third session of "animal hypnosis," the course of electrical activity in the alpha and beta rhythms in the premotor and sensorimotor areas of the cortex became wave-like in nature. PMID:20490695

  20. Open Space Learning Activities

    ERIC Educational Resources Information Center

    Knapp, Clifford E.

    1976-01-01

    Describes a science activity in which students are given an opportunity to consider the values of open space. The program includes direct involvement as communicators of feelings and facts, leading students to a position of making wise decisions for land use in the future. (EB)

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

    PubMed Central

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

    2016-01-01

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

  2. Learning to modulate one's own brain activity: the effect of spontaneous mental strategies

    PubMed Central

    Kober, Silvia E.; Witte, Matthias; Ninaus, Manuel; Neuper, Christa; Wood, Guilherme

    2013-01-01

    Using neurofeedback (NF), individuals can learn to modulate their own brain activity, in most cases electroencephalographic (EEG) rhythms. Although a large body of literature reports positive effects of NF training on behavior and cognitive functions, there are hardly any reports on how participants can successfully learn to gain control over their own brain activity. About one third of people fail to gain significant control over their brain signals even after repeated training sessions. The reasons for this failure are still largely unknown. In this context, we investigated the effects of spontaneous mental strategies on NF performance. Twenty healthy participants performed either a SMR (sensorimotor rhythm, 12–15 Hz) based or a Gamma (40–43 Hz) based NF training over ten sessions. After the first and the last training session, they were asked to write down which mental strategy they have used for self-regulating their EEG. After the first session, all participants reported the use of various types of mental strategies such as visual strategies, concentration, or relaxation. After the last NF training session, four participants of the SMR group reported to employ no specific strategy. These four participants showed linear improvements in NF performance over the ten training sessions. In contrast, participants still reporting the use of specific mental strategies in the last NF session showed no changes in SMR based NF performance over the ten sessions. This effect could not be observed in the Gamma group. The Gamma group showed no prominent changes in Gamma power over the NF training sessions, regardless of the mental strategies used. These results indicate that successful SMR based NF performance is associated with implicit learning mechanisms. Participants stating vivid reports on strategies to control their SMR probably overload cognitive resources, which might be counterproductive in terms of increasing SMR power. PMID:24151462

  3. Active learning of introductory optics: real-time physics labs, interactive lecture demonstrations and magic

    NASA Astrophysics Data System (ADS)

    Sokoloff, David R.

    2005-10-01

    Widespread physics education research has shown that most introductory physics students have difficulty learning essential optics concepts - even in the best of traditional courses, and that well-designed active learning approaches can remedy this problem. This mini-workshop and the associated poster session will provide direct experience with methods for promoting students' active involvement in the learning process in lecture and laboratory. Participants will have hands-on experience with activities from RealTime Physics labs and Interactive Lecture Demonstrations - a learning strategy for large (and small) lectures, including specially designed Optics Magic Tricks. The poster will provide more details on these highly effective curricula.

  4. Adapting Active Learning in Ethiopia

    ERIC Educational Resources Information Center

    Casale, Carolyn Frances

    2010-01-01

    Ethiopia is a developing country that has invested extensively in expanding its educational opportunities. In this expansion, there has been a drastic restructuring of its system of preparing teachers and teacher educators. Often, improving teacher quality is dependent on professional development that diversifies pedagogy (active learning). This…

  5. Oral Hygiene. Learning Activity Package.

    ERIC Educational Resources Information Center

    Hime, Kirsten

    This learning activity package on oral hygiene is one of a series of 12 titles developed for use in health occupations education programs. Materials in the package include objectives, a list of materials needed, a list of definitions, information sheets, reviews (self evaluations) of portions of the content, and answers to reviews. These topics…

  6. Active Learning in Introductory Climatology.

    ERIC Educational Resources Information Center

    Dewey, Kenneth F.; Meyer, Steven J.

    2000-01-01

    Introduces a software package available for the climatology curriculum that determines possible climatic events according to a long-term climate history. Describes the integration of the software into the curriculum and presents examples of active learning. (Contains 19 references.) (YDS)

  7. Adult Learning in the Workplace. [Concurrent Symposium Session at AHRD Annual Conference, 1998.

    ERIC Educational Resources Information Center

    1998

    This document contains three papers from a symposium on adult learning in the workplace. "Coaching: Facilitating the Training of Subject-Matter Specialists. Development and Evaluation of an Andragogical Model of Continuing Vocational Education" (Jost Reischmann) describes the new insights into the problems of continuing vocational training that…

  8. 76 FR 50224 - Medicare Program; Accountable Care Organization Accelerated Development Learning Sessions; Center...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-08-12

    ... Federal Register (76 FR 28988). Each participating team should consist of two to four senior-level leaders... the opportunity to learn about core functions of an ACO and ways to build their organization's... at https://acoregister.rti.org/ . Click on ``contact us'' to send questions or comments via...

  9. Using Technology for Learning. Symposium 1. [Concurrent Symposium Session at AHRD Annual Conference, 2000.

    ERIC Educational Resources Information Center

    2000

    This document contains three papers from a symposium on using technology for learning that was conducted as part of a conference on human resource development (HRD). "Openness to Technology in Virtual Teams: Implications for International Human Resource Development" (Mary R. Watson, Leigh Anne Liu) reports on a study that examined the attitudes of…

  10. Individual Learning Issues. Symposium 44. [Concurrent Symposium Session at AHRD Annual Conference, 2000.

    ERIC Educational Resources Information Center

    2000

    This document contains three papers from a symposium on individual learning issues that was conducted as part of a conference on human resource development (HRD). "Communication in the Workplace: Using Myers-Briggs To Build Communication Effectiveness" (Patrice M. Scanlon, Judy K. Schmitz, Tracey Murray, Lisa M. Hooper) reports on a study of…

  11. Stimulating Deep Learning Using Active Learning Techniques

    ERIC Educational Resources Information Center

    Yew, Tee Meng; Dawood, Fauziah K. P.; a/p S. Narayansany, Kannaki; a/p Palaniappa Manickam, M. Kamala; Jen, Leong Siok; Hoay, Kuan Chin

    2016-01-01

    When students and teachers behave in ways that reinforce learning as a spectator sport, the result can often be a classroom and overall learning environment that is mostly limited to transmission of information and rote learning rather than deep approaches towards meaningful construction and application of knowledge. A group of college instructors…

  12. Connecting Family Learning and Active Citizenship

    ERIC Educational Resources Information Center

    Flanagan, Mary

    2009-01-01

    In Ireland family learning and active citizenship has not been linked together until 2006. It was while the Clare Family Learning Project was involved in a family learning EU learning network project, that a suggestion to create a new partnership project linking both areas was made and FACE IT! was born (Families and Active Citizenship…

  13. Evolution of Surface Motor Activation Zones in Hemiplegic Patients During 20 Sessions of FES Therapy with Multi-pad Electrodes.

    PubMed

    Malešević, Jovana; Štrbac, Matija; Isaković, Milica; Kojić, Vladimir; Konstantinović, Ljubica; Vidaković, Aleksandra; Dedijer, Suzana; Kostić, Miloš; Keller, Thierry

    2016-06-13

    The purpose of this study was to examine surface motor activation zones for wrist, fingers and thumb extension movements and their temporal change during 20 therapy sessions using advanced multi-pad functional electrical stimulation system. Results from four hemiplegic patients indicate that certain zones have higher probability of eliciting each of the target movements. However, mutual overlap and variations of the zones are present not just between the subjects, but also on the intrasubject level, reflected through these session to session transformations of the selected virtual electrodes. The obtained results could be used as a priori knowledge for semi-automated optimization algorithm and could shorten the time required for calibration of the multi-pad electrode. PMID:27478575

  14. Evolution of Surface Motor Activation Zones in Hemiplegic Patients During 20 Sessions of FES Therapy with Multi-pad Electrodes

    PubMed Central

    Malešević, Jovana; Štrbac, Matija; Isaković, Milica; Kojić, Vladimir; Konstantinović, Ljubica; Vidaković, Aleksandra; Dedijer, Suzana; Kostić, Miloš; Keller, Thierry

    2016-01-01

    The purpose of this study was to examine surface motor activation zones for wrist, fingers and thumb extension movements and their temporal change during 20 therapy sessions using advanced multi-pad functional electrical stimulation system. Results from four hemiplegic patients indicate that certain zones have higher probability of eliciting each of the target movements. However, mutual overlap and variations of the zones are present not just between the subjects, but also on the intrasubject level, reflected through these session to session transformations of the selected virtual electrodes. The obtained results could be used as a priori knowledge for semi-automated optimization algorithm and could shorten the time required for calibration of the multi-pad electrode. PMID:27478575

  15. Active Learning with Irrelevant Examples

    NASA Technical Reports Server (NTRS)

    Wagstaff, Kiri; Mazzoni, Dominic

    2009-01-01

    An improved active learning method has been devised for training data classifiers. One example of a data classifier is the algorithm used by the United States Postal Service since the 1960s to recognize scans of handwritten digits for processing zip codes. Active learning algorithms enable rapid training with minimal investment of time on the part of human experts to provide training examples consisting of correctly classified (labeled) input data. They function by identifying which examples would be most profitable for a human expert to label. The goal is to maximize classifier accuracy while minimizing the number of examples the expert must label. Although there are several well-established methods for active learning, they may not operate well when irrelevant examples are present in the data set. That is, they may select an item for labeling that the expert simply cannot assign to any of the valid classes. In the context of classifying handwritten digits, the irrelevant items may include stray marks, smudges, and mis-scans. Querying the expert about these items results in wasted time or erroneous labels, if the expert is forced to assign the item to one of the valid classes. In contrast, the new algorithm provides a specific mechanism for avoiding querying the irrelevant items. This algorithm has two components: an active learner (which could be a conventional active learning algorithm) and a relevance classifier. The combination of these components yields a method, denoted Relevance Bias, that enables the active learner to avoid querying irrelevant data so as to increase its learning rate and efficiency when irrelevant items are present. The algorithm collects irrelevant data in a set of rejected examples, then trains the relevance classifier to distinguish between labeled (relevant) training examples and the rejected ones. The active learner combines its ranking of the items with the probability that they are relevant to yield a final decision about which item

  16. [Flipped classroom as a strategy to enhance active learning].

    PubMed

    Wakabayashi, Noriyuki

    2015-03-01

    This paper reviews the introduction of a flipped class for fourth grade dentistry students, and analyzes the characteristics of the learning method. In fiscal 2013 and 2014, a series of ten three-hour units for removable partial prosthodontics were completed with the flipped class method; a lecture video of approximately 60 minutes was made by the teacher (author) and uploaded to the university's e-learning website one week before each class. Students were instructed to prepare for the class by watching the streaming video on their PC, tablet, or smartphone. In the flipped class, students were not given a lecture, but were asked to solve short questions displayed on screen, to make a short presentation about a part of the video lecture, and to discuss a critical question related to the main subject of the day. An additional team-based learning (TBL) session with individual and group answers was implemented. The average individual scores were considerably higher in the last two years, when the flipped method was implemented, than in the three previous years when conventional lectures were used. The following learning concepts were discussed: the role of the flipped method as an active learning strategy, the efficacy of lecture videos and short questions, students' participation in the class discussion, present-day value of the method, cooperation with TBL, the significance of active learning in relation with the students' learning ability, and the potential increase in the preparation time and workload for students. PMID:26043555

  17. History and Evolution of Active Learning Spaces

    ERIC Educational Resources Information Center

    Beichner, Robert J.

    2014-01-01

    This chapter examines active learning spaces as they have developed over the years. Consistently well-designed classrooms can facilitate active learning even though the details of implementing pedagogies may differ.

  18. Teaching massage to nursing students of geriatrics through active learning.

    PubMed

    Adler, Patricia A

    2009-03-01

    The use of massage in nursing practice has declined through the years in favor of high-tech interventions. This article describes a project using active learning to teach nursing students massage with dementia residents in assisted living. Students participated in a workshop to practice basic relaxation massage techniques with the guidance of their clinical instructor and then provided massages to resident volunteers. Afterward, students discussed their experience and completed a resident assessment form. The students requested more such activities, and the residents and facility management invited the students to return for another session. The instructor observed growth in the students' assessment skills and in their confidence. Use of massage to teach nursing students how to care for and relate to older adults with cognitive impairment is recommended. Further research is needed on the use of massage as an active learning method for nursing students in long-term care. PMID:19181909

  19. Active Learning: Historical and Contemporary Perspectives.

    ERIC Educational Resources Information Center

    Page, Marilyn

    The purposes of the first two parts of this literature review are to clarify the concept of active learning and discuss the use and value of active learning models. In Part I, the perspectives of five historical proponents of active learning, Rousseau, Pestalozzi, Dewey, Kilpatrick, and Piaget, are discussed. The views of four contemporary…

  20. Student Active Learning Methods in Physical Chemistry

    NASA Astrophysics Data System (ADS)

    Hinde, Robert J.; Kovac, Jeffrey

    2001-01-01

    We describe two strategies for implementing active learning in physical chemistry. One involves supplementing a traditional lecture course with heavily computer-based active-learning exercises carried out by cooperative groups in a department computer lab. The other uses cooperative learning almost exclusively, supplemented by occasional mini-lectures. Both approaches seemed to result in better student learning and a more positive attitude toward the subject. On the basis of our respective experiences using active learning techniques, we discuss some of the strengths of these techniques and some of the challenges we encountered using the active-learning approach in teaching physical chemistry.

  1. Active Learning through Service-Learning

    ERIC Educational Resources Information Center

    Goldberg, Lynette R.; Richburg, Cynthia McCormick; Wood, Lisa A.

    2006-01-01

    Service-learning (SL) is a relatively new pedagogical approach to facilitate student learning at the university level. In SL, students enrolled in an academic course provide a needed service to a community partner. Through guided reflection, students link classroom-based, theoretical knowledge with clinical applications. Students' active…

  2. Blockade of Dopamine Activity in the Nucleus Accumbens Impairs Learning Extinction of Conditioned Fear

    ERIC Educational Resources Information Center

    Holtzman-Assif, Orit; Laurent, Vincent; Westbrook, R. Frederick

    2010-01-01

    Three experiments used rats to investigate the role of dopamine activity in learning to inhibit conditioned fear responses (freezing) in extinction. In Experiment 1, rats systemically injected with the D2 dopamine antagonist, haloperidol, froze more across multiple extinction sessions and on a drug-free retention test than control rats. In…

  3. A Controlled Trial of Active versus Passive Learning Strategies in a Large Group Setting

    ERIC Educational Resources Information Center

    Haidet, Paul; Morgan, Robert O.; O'Malley, Kimberly; Moran, Betty Jeanne; Richards, Boyd F.

    2004-01-01

    Objective: To compare the effects of active and didactic teaching strategies on learning- and process-oriented outcomes. Design: Controlled trial. Setting: After-hours residents' teaching session. Participants: Family and Community Medicine, Internal Medicine, and Pediatrics residents at two academic medical institutions. Interventions: We…

  4. Transforming an Introductory Programming Course: From Lectures to Active Learning via Wireless Laptops

    ERIC Educational Resources Information Center

    Barak, Miri; Harward, Judson; Kocur, George; Lerman, Steven

    2007-01-01

    Within the framework of MIT's course 1.00: Introduction to Computers and Engineering Problem Solving, this paper describes an innovative project entitled: "Studio 1.00" that integrates lectures with in-class demonstrations, active learning sessions, and on-task feedback, through the use of wireless laptop computers. This paper also describes a…

  5. Developing Metacognition: A Basis for Active Learning

    ERIC Educational Resources Information Center

    Vos, Henk; de Graaff, E.

    2004-01-01

    The reasons to introduce formats of active learning in engineering (ALE) such as project work, problem-based learning, use of cases, etc. are mostly based on practical experience, and sometimes from applied research on teaching and learning. Such research shows that students learn more and different abilities than in traditional formats of…

  6. Learning activism, acting with phronesis

    NASA Astrophysics Data System (ADS)

    Lee, Yew-Jin

    2015-12-01

    The article "Socio-political development of private school children mobilising for disadvantaged others" by Darren Hoeg, Natalie Lemelin, and Lawrence Bencze described a language-learning curriculum that drew on elements of Socioscientific issues and Science, Technology, Society and Environment. Results showed that with a number of enabling factors acting in concert, learning about and engagement in practical action for social justice and equity are possible. An alternative but highly compatible framework is now introduced—phronetic social research—as an action-oriented, wisdom-seeking research stance for the social sciences. By so doing, it is hoped that forms of phronetic social research can gain wider currency among those that promote activism as one of many valued outcomes of an education in science.

  7. Linking Mission to Learning Activities for Assurance of Learning

    ERIC Educational Resources Information Center

    Yeung, Shirley Mo-ching

    2011-01-01

    Can accreditation-related requirements and mission statements measure learning outcomes? This study focuses on triangulating accreditation-related requirements with mission statements and learning activities to learning outcomes. This topic has not been comprehensively explored in the past. After looking into the requirements of AACSB, ISO, and…

  8. Learning from Picture Book Characters in Readaloud Sessions for Students with ADHD

    ERIC Educational Resources Information Center

    Zambo, Debby M.

    2006-01-01

    Students with attention-deficit/hyperactivity disorder are physically active and impulsive often to the point of being difficult to contain. Fortunately, advances in research and practice are helping unravel some of the mysteries of ADHD and with this information comes an imperative to inform individuals with ADHD about their disability.…

  9. Active Learning in the Middle Grades

    ERIC Educational Resources Information Center

    Edwards, Susan

    2015-01-01

    What is active learning and what does it look like in the classroom? If students are participating in active learning, they are playing a more engaged role in the learning process and are not overly reliant on the teacher (Bransford, Brown, & Cocking, 2003; Petress, 2008). The purpose of this article is to propose a framework to describe and…

  10. Learning Activities for the Young Handicapped Child.

    ERIC Educational Resources Information Center

    Bailey, Don; And Others

    Presented is a collection of learning activities for the young handicapped child covering 295 individual learning objectives in six areas of development: gross motor skills, fine motor skills, social skills, self help skills, cognitive skills, and language skills. Provided for each learning activity are the teaching objective, teaching procedures,…

  11. Research on Mobile Learning Activities Applying Tablets

    ERIC Educational Resources Information Center

    Kurilovas, Eugenijus; Juskeviciene, Anita; Bireniene, Virginija

    2015-01-01

    The paper aims to present current research on mobile learning activities in Lithuania while implementing flagship EU-funded CCL project on application of tablet computers in education. In the paper, the quality of modern mobile learning activities based on learning personalisation, problem solving, collaboration, and flipped class methods is…

  12. Active Learning: The Way Children Construct Knowledge.

    ERIC Educational Resources Information Center

    Hohmann, Mary; Weikart, David P.

    2002-01-01

    The High/Scope approach to early childhood education promotes the belief that active learning is fundamental to the development of human potential and occurs most effectively in settings that provide developmentally appropriate learning opportunities. Describes five ingredients of active learning (materials, manipulation, choice, language from…

  13. Reinforcement learning or active inference?

    PubMed

    Friston, Karl J; Daunizeau, Jean; Kiebel, Stefan J

    2009-01-01

    This paper questions the need for reinforcement learning or control theory when optimising behaviour. We show that it is fairly simple to teach an agent complicated and adaptive behaviours using a free-energy formulation of perception. In this formulation, agents adjust their internal states and sampling of the environment to minimize their free-energy. Such agents learn causal structure in the environment and sample it in an adaptive and self-supervised fashion. This results in behavioural policies that reproduce those optimised by reinforcement learning and dynamic programming. Critically, we do not need to invoke the notion of reward, value or utility. We illustrate these points by solving a benchmark problem in dynamic programming; namely the mountain-car problem, using active perception or inference under the free-energy principle. The ensuing proof-of-concept may be important because the free-energy formulation furnishes a unified account of both action and perception and may speak to a reappraisal of the role of dopamine in the brain. PMID:19641614

  14. Reinforcement Learning or Active Inference?

    PubMed Central

    Friston, Karl J.; Daunizeau, Jean; Kiebel, Stefan J.

    2009-01-01

    This paper questions the need for reinforcement learning or control theory when optimising behaviour. We show that it is fairly simple to teach an agent complicated and adaptive behaviours using a free-energy formulation of perception. In this formulation, agents adjust their internal states and sampling of the environment to minimize their free-energy. Such agents learn causal structure in the environment and sample it in an adaptive and self-supervised fashion. This results in behavioural policies that reproduce those optimised by reinforcement learning and dynamic programming. Critically, we do not need to invoke the notion of reward, value or utility. We illustrate these points by solving a benchmark problem in dynamic programming; namely the mountain-car problem, using active perception or inference under the free-energy principle. The ensuing proof-of-concept may be important because the free-energy formulation furnishes a unified account of both action and perception and may speak to a reappraisal of the role of dopamine in the brain. PMID:19641614

  15. The Performance of Learning Tasks by the Church Session: Implications from the Literature on Leadership and the Group Task.

    ERIC Educational Resources Information Center

    Sparks, James Allen

    The parish administrative board--the Session--is an interactional group according to the operational definition as advanced by Gibb, Proshansky and Seidenberg. As a group it shares relatively common religious and moral values, as well as institutional goals. The perimeters of the Session's group life are clearly, if not legalistically, defined by…

  16. Failure of further learning: activities, structure, and meaning.

    PubMed

    Fritz, Catherine O; Morris, Peter E; Reid, Barbara; Aghdassi, Roya; Naven, Claire E

    2015-02-01

    Previous research has shown that little benefit is achieved through spaced study and recall of text passages after the first recall attempt, an effect that we term the failure-of-further-learning. We hypothesized that the effect occurs because a situation model of the text's gist is formed when the text is first comprehended and is consolidated when recalled; it dominates later recall after verbatim memories of more recent study episodes have been lost. Experiments 1 and 2 attempted to circumvent the effect by varying the activities of participants and requiring interactive exploration. In both experiments, recall after four, weekly sessions showed little benefit beyond performance on the first recall. Experiment 3 interfered with the formation of an immediate situation model by introducing passages that were hard to comprehend without a title. Performance improved substantially across four sessions when titles were not supplied, but the standard effect was replicated when titles were given. Experiment 4 made verbatim memories available by incorporating all re-presentations and tests into one session; as predicted, recall improved over successive tests. PMID:24345182

  17. Modelling Typical Online Language Learning Activity

    ERIC Educational Resources Information Center

    Montoro, Carlos; Hampel, Regine; Stickler, Ursula

    2014-01-01

    This article presents the methods and results of a four-year-long research project focusing on the language learning activity of individual learners using online tasks conducted at the University of Guanajuato (Mexico) in 2009-2013. An activity-theoretical model (Blin, 2010; Engeström, 1987) of the typical language learning activity was used to…

  18. Activities for Science: Cooperative Learning Lessons (Challenging).

    ERIC Educational Resources Information Center

    Jasmine, Grace; Jasmine, Julia

    This book is designed to help advanced elementary students learn science skills while actively engaged in cooperative activities based on the earth sciences and natural disasters. The first section explains how to make cooperative learning a part of the curriculum and includes an overview, instructions and activities to bring cooperative learning…

  19. Alpha-band EEG activity in perceptual learning

    PubMed Central

    Bays, Brett C.; Visscher, Kristina M.; Le Dantec, Christophe C.; Seitz, Aaron R.

    2015-01-01

    In studies of perceptual learning (PL), subjects are typically highly trained across many sessions to achieve perceptual benefits on the stimuli in those tasks. There is currently significant debate regarding what sources of brain plasticity underlie these PL-based learning improvements. Here we investigate the hypothesis that PL, among other mechanisms, leads to task automaticity, especially in the presence of the trained stimuli. To investigate this hypothesis, we trained participants for eight sessions to find an oriented target in a field of near-oriented distractors and examined alpha-band activity, which modulates with attention to visual stimuli, as a possible measure of automaticity. Alpha-band activity was acquired via electroencephalogram (EEG), before and after training, as participants performed the task with trained and untrained stimuli. Results show that participants underwent significant learning in this task (as assessed by threshold, accuracy, and reaction time improvements) and that alpha power increased during the pre-stimulus period and then underwent greater desynchronization at the time of stimulus presentation following training. However, these changes in alpha-band activity were not specific to the trained stimuli, with similar patterns of posttraining alpha power for trained and untrained stimuli. These data are consistent with the view that participants were more efficient at focusing resources at the time of stimulus presentation and are consistent with a greater automaticity of task performance. These findings have implications for PL, as transfer effects from trained to untrained stimuli may partially depend on differential effort of the individual at the time of stimulus processing. PMID:26370167

  20. Out of Class--Out of Mind? The Use of a Virtual Learning Environment to Encourage Student Engagement in Out of Class Activities

    ERIC Educational Resources Information Center

    Leese, Maggie

    2009-01-01

    With increasing student numbers and a diverse student body, it is crucial to consider a range of methods to engage students in learning and teaching activities. This project was used to encourage 1st-year undergraduate students to engage in out of class activities between taught sessions. The project used a virtual learning environment (VLE) known…

  1. Kinaesthetic Learning Activities and Learning about Solar Cells

    ERIC Educational Resources Information Center

    Richards, A. J.; Etkina, Eugenia

    2013-01-01

    Kinaesthetic learning activities (KLAs) can be a valuable pedagogical tool for physics instructors. They have been shown to increase engagement, encourage participation and improve learning outcomes. This paper details several KLAs developed at Rutgers University for inclusion in an instructional unit about semiconductors, p-n junctions and solar…

  2. Adult Learning Principles in Designing Learning Activities for Teacher Development

    ERIC Educational Resources Information Center

    Gravani, Maria N.

    2012-01-01

    The research reported in this paper is an investigation of the application of adult learning principles in designing learning activities for teachers' life-long development. The exploration is illustrated by qualitative data from a case study of adult educators' and adult learners' insights and experiences of a teacher development course organised…

  3. Student Activity and Learning Outcomes in a Virtual Learning Environment

    ERIC Educational Resources Information Center

    Romanov, Kalle; Nevgi, Anne

    2008-01-01

    The aim of the study was to explore the relationship between degree of participation and learning outcomes in an e-learning course on medical informatics. Overall activity in using course materials and degree of participation in the discussion forums of an online course were studied among 39 medical students. Students were able to utilise the…

  4. Effect of an EBM course in combination with case method learning sessions: an RCT on professional performance, job satisfaction, and self-efficacy of occupational physicians

    PubMed Central

    Schaafsma, Frederieke G.; Nieuwenhuijsen, Karen; van Dijk, Frank J. H.

    2008-01-01

    Objective An intervention existing of an evidence-based medicine (EBM) course in combination with case method learning sessions (CMLSs) was designed to enhance the professional performance, self-efficacy and job satisfaction of occupational physicians. Methods A cluster randomized controlled trial was set up and data were collected through questionnaires at baseline (T0), directly after the intervention (T1) and 7 months after baseline (T2). The data of the intervention group [T0 (n = 49), T1 (n = 31), T2 (n = 29)] and control group [T0 (n = 49), T1 (n = 28), T2 (n = 28)] were analysed in mixed model analyses. Mean scores of the perceived value of the CMLS were calculated in the intervention group. Results The overall effect of the intervention over time comparing the intervention with the control group was statistically significant for professional performance (p < 0.001). Job satisfaction and self-efficacy changes were small and not statistically significant between the groups. The perceived value of the CMLS to gain new insights and to improve the quality of their performance increased with the number of sessions followed. Conclusion An EBM course in combination with case method learning sessions is perceived as valuable and offers evidence to enhance the professional performance of occupational physicians. However, it does not seem to influence their self-efficacy and job satisfaction. PMID:18386046

  5. Faculty Adoption of Active Learning Classrooms

    ERIC Educational Resources Information Center

    Van Horne, Sam; Murniati, Cecilia Titiek

    2016-01-01

    Although post-secondary educational institutions are incorporating more active learning classrooms (ALCs) that support collaborative learning, researchers have less often examined the cultural obstacles to adoption of those environments. In this qualitative research study, we adopted the conceptual framework of activity theory to examine the…

  6. Active Learning in American History Class.

    ERIC Educational Resources Information Center

    Brill, Janice

    1996-01-01

    Describes the activities of a high school class that discovered the joy of history through experiential learning. Students learned traditional military tactics for their unit on the French and Indian Wars, and tried to apply them to a nearby woods. Includes similar activities for other historic periods. (MJP)

  7. Active Ageing, Active Learning: Policy and Provision in Hong Kong

    ERIC Educational Resources Information Center

    Tam, M.

    2011-01-01

    This paper discusses the relationship between ageing and learning, previous literature having confirmed that participation in continued learning in old age contributes to good health, satisfaction with life, independence and self-esteem. Realizing that learning is vital to active ageing, the Hong Kong government has implemented policies and…

  8. Session introduction

    NASA Astrophysics Data System (ADS)

    Bonfante, Antonello; Brook, Anna; D'Auria, Luca; Tizzani, Pietro

    2016-04-01

    Environmental processes cover spatial and temporal scales of different orders of magnitude. Quantitative and qualitative models, covering differentresearch fields, have provided important insights as to the interplay between processes acting in environmental systems at different scales, such asglobal geodynamics processes, volcanology, seismology, earth's critical zone, soil hydrology, landslide phenomena, etc. In this context, the proposed session will emphasize the multiscale nature of environmental issues, relevant for both natural and anthropic processes, and the need for knowledge sharing between different scientific communities. The session will be introduced by em.prof. Johan Bouma.

  9. The Topography Tub Learning Activity

    NASA Astrophysics Data System (ADS)

    Glesener, G. B.

    2014-12-01

    Understanding the basic elements of a topographic map (i.e. contour lines and intervals) is just a small part of learning how to use this abstract representational system as a resource in geologic mapping. Interpretation of a topographic map and matching its features with real-world structures requires that the system is utilized for visualizing the shapes of these structures and their spatial orientation. To enrich students' skills in visualizing topography from topographic maps a spatial training activity has been developed that uses 3D objects of various shapes and sizes, a sighting tool, a plastic basin, water, and transparencies. In the first part of the activity, the student is asked to draw a topographic map of one of the 3D objects. Next, the student places the object into a plastic tub in which water is added to specified intervals of height. The shoreline at each interval is used to reference the location of the contour line the student draws on a plastic inkjet transparency directly above the object. A key part of this activity is the use of a sighting tool by the student to assist in keeping the pencil mark directly above the shoreline. It (1) ensures the accurate positioning of the contour line and (2) gives the learner experience with using a sight before going out into the field. Finally, after the student finishes drawing the contour lines onto the transparency, the student can compare and contrast the two maps in order to discover where improvements in their visualization of the contours can be made. The teacher and/or peers can also make suggestions on ways to improve. A number of objects with various shapes and sizes are used in this exercise to produce contour lines representing the different types of topography the student may encounter while field mapping. The intended outcome from using this visualization training activity is improvement in performance of visualizing topography as the student moves between the topographic representation and

  10. Panel Sessions.

    ERIC Educational Resources Information Center

    Proceedings of the ASIS Mid-Year Meeting, 1992

    1992-01-01

    Lists the speakers and summarizes the issues addressed for 12 panel sessions on topics related to networking, including libraries and national networks, federal national resources and energy programs, multimedia issues, telecommuting, remote image serving, accessing the Internet, library automation, scientific information, applications of Z39.50,…

  11. Use of Interactive Sessions and E-Learning in Teaching Anatomy to First-Year Optometry Students

    ERIC Educational Resources Information Center

    Choudhury, Bipasha; Gouldsborough, Ingrid; Gabriel, Stefan

    2010-01-01

    Students enrolled in the Optometry program at the University of Manchester are required to take a functional anatomy course during the first year of their studies. Low mean scores in the written examination of this unit for the past two academic years energized staff to rethink the teaching format. Interactive sessions lasting 20 minutes each were…

  12. Active Learning through Toy Design and Development

    ERIC Educational Resources Information Center

    Sirinterlikci, Arif; Zane, Linda; Sirinterlikci, Aleea L.

    2009-01-01

    This article presents an initiative that is based on active learning pedagogy by engaging elementary and middle school students in the toy design and development field. The case study presented in this article is about student learning experiences during their participation in the TOYchallenge National Toy Design Competition. Students followed the…

  13. Child Development: An Active Learning Approach

    ERIC Educational Resources Information Center

    Levine, Laura E.; Munsch, Joyce

    2010-01-01

    Within each chapter of this innovative topical text, the authors engage students by demonstrating the wide range of real-world applications of psychological research connected to child development. In particular, the distinctive Active Learning features incorporated throughout the book foster a dynamic and personal learning process for students.…

  14. Conditions for Apprentices' Learning Activities at Work

    ERIC Educational Resources Information Center

    Messmann, Gerhard; Mulder, Regina H.

    2015-01-01

    The aim of this study was to investigate how apprentices' learning activities at work can be fostered. This is a crucial issue as learning at work enhances apprentices' competence development and prepares them for professional development on the job. Therefore, we conducted a study with 70 apprentices in the German dual system and examined the…

  15. Incorporating Active Learning into a Traditional Curriculum.

    ERIC Educational Resources Information Center

    Carroll, Robert G.; Huang, Alice H.

    1997-01-01

    Discusses self-learning exercises (SLEs) incorporated into the Medical Physiology course for first-year students at the Morehouse School of Medicine in Atlanta, GA. Twenty to thirty percent of course material is presented in these exercises instead of in lectures. The exercises develop active learning and problem-solving skills. Formal analysis…

  16. 61 Cooperative Learning Activities in ESL.

    ERIC Educational Resources Information Center

    Hirsch, Charles; Supple, Deborah Beres

    Cooperative learning activities, instructional strategies, and reproducible classroom materials are provided to assist teachers with English-as-a-Second-Language learners in their classes. They are designed to help students develop English language skills using conversation-based cooperative learning principles, with native speakers and ESL…

  17. Where's the Evidence that Active Learning Works?

    ERIC Educational Resources Information Center

    Michael, Joel

    2006-01-01

    Calls for reforms in the ways we teach science at all levels, and in all disciplines, are wide spread. The effectiveness of the changes being called for, employment of student-centered, active learning pedagogy, is now well supported by evidence. The relevant data have come from a number of different disciplines that include the learning sciences,…

  18. "Active Learning for Active Citizenship": Democratic Citizenship and Lifelong Learning

    ERIC Educational Resources Information Center

    Annette, John

    2009-01-01

    This article explores to what extent citizenship education for lifelong learning should be based on a more "political" or civic republican conception of citizenship as compared to a liberal individualist conception, which emphasizes individual rights, or a communitarian conception, which emphasizes moral and social responsibilities. It also…

  19. Poster Session

    NASA Technical Reports Server (NTRS)

    1997-01-01

    In this session, Poster Session, the discussion focuses on the following topics: Development of correlative measures for the assessment of attention and memory; Biodynamical Responses of the Crewmember Head/Neck System During Emergence Ejection; Fecundation in the Sky, a Ten Years Old Experiment in Microgravity; A Modified Botex Incubator as a Transport System For Developing Crickets into Space; Chromosomal Aberrations in Peripheral Lymphocytes of Cosmonauts and Astronauts after Space Flights; Method for Establishing Long term Bone Marrow; Cultures Under Microgravity Conditions Reproduction Under Simulated Weightlessness --Mammalian in vivo Experiments Under Suspension; Towards Human Movement Analysis Without the Use of Markers; Habitability Requirements For a Cogent Mars Mission; The Saucer Concept for Space Habitats; New Way In Modeling the Growth of the Organism; The Fractionation of Hydrogen and Oxygen Stable Isotopes By Life Support Systems of Space Station "MIR"; and Effect of Space Flight on Neutrophil Function.

  20. Point-of-Purchase Advertising. Learning Activity.

    ERIC Educational Resources Information Center

    Shackelford, Ray

    1998-01-01

    In this technology education activity, students learn the importance of advertising, conduct a day-long survey of advertising strategies, and design and produce a tabletop point-of-purchase advertisement. (JOW)

  1. An Active Learning Project for Forage Courses.

    ERIC Educational Resources Information Center

    Hall, M. H.

    1989-01-01

    Presented is a successfully implemented active learning project and results of a survey to assess the success of the project. Materials and methods are discussed, and an example of one project is provided. (Author/CW)

  2. Dopamine, reward learning, and active inference

    PubMed Central

    FitzGerald, Thomas H. B.; Dolan, Raymond J.; Friston, Karl

    2015-01-01

    Temporal difference learning models propose phasic dopamine signaling encodes reward prediction errors that drive learning. This is supported by studies where optogenetic stimulation of dopamine neurons can stand in lieu of actual reward. Nevertheless, a large body of data also shows that dopamine is not necessary for learning, and that dopamine depletion primarily affects task performance. We offer a resolution to this paradox based on an hypothesis that dopamine encodes the precision of beliefs about alternative actions, and thus controls the outcome-sensitivity of behavior. We extend an active inference scheme for solving Markov decision processes to include learning, and show that simulated dopamine dynamics strongly resemble those actually observed during instrumental conditioning. Furthermore, simulated dopamine depletion impairs performance but spares learning, while simulated excitation of dopamine neurons drives reward learning, through aberrant inference about outcome states. Our formal approach provides a novel and parsimonious reconciliation of apparently divergent experimental findings. PMID:26581305

  3. "Stars Shine Bright Deep in the Heart of LDA." Poster Session Abstracts of the International Conference of the Learning Disabilities Association of America (Dallas, Texas, March 6-9, 1996).

    ERIC Educational Resources Information Center

    Russell, Steven C., Comp.

    This monograph brings together 16 one- to two-page abstracts from research poster sessions held at the March 1996 international conference of the Learning Disabilities Association of America. The first section, addressing research on assessment and characteristics of students with learning disabilities, includes abstracts on the Woodcock-Johnson…

  4. Teaching and Learning with a NASA-Sponsored GEMS Space Science Curriculum: Using Research and Evaluation Results to Inform and Guide EPO Professionals, an Interactive Panel Session

    NASA Astrophysics Data System (ADS)

    Schultz, G.; Granger, E.; Catz, K. N.; Wierman, T.

    2010-08-01

    The newly-developed Space Science Sequence (SSS) is the product of a collaboration between NASA forums/missions and the Lawrence Hall of Science (LHS) Great Explorations in Math and Science (GEMS) program, based at UC Berkeley. At the ASP 2007 conference, keynote speaker George (Pinky) Nelson made special mention of partners involved and the curriculum produced. From the proceedings: "I want to recognize Jacqueline Barber, Isabel Hawkins, Greg Schultz and their colleagues. . . for setting an example of effective partnershipldots We would do well to become familiar with [the SSS] and promote them to teachers and schoolsldots At the same time, we can learn from teachers and students using [the SSS]\\. . . " (2008; p. 3). It is specifically such professional learning, from practicing teachers and grade school students, which motivated this panel session focusing on research and evaluation studies on teacher and student gains using the Space Science Sequence for Grades 3-5.

  5. People with Learning Disabilities and "Active Ageing"

    ERIC Educational Resources Information Center

    Foster, Liam; Boxall, Kathy

    2015-01-01

    Background: People (with and without learning disabilities) are living longer. Demographic ageing creates challenges and the leading policy response to these challenges is "active ageing". "Active" does not just refer to the ability to be physically and economically active, but also includes ongoing social and civic engagement…

  6. Active Learning: Learning a Motor Skill Without a Coach

    PubMed Central

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

    2008-01-01

    When we learn a new skill (e.g., golf) without a coach, we are “active learners”: we have to choose the specific components of the task on which to train (e.g., iron, driver, putter, etc.). What guides our selection of the training sequence? How do choices that people make compare with choices made by machine learning algorithms that attempt to optimize performance? We asked subjects to learn the novel dynamics of a robotic tool while moving it in four directions. They were instructed to choose their practice directions to maximize their performance in subsequent tests. We found that their choices were strongly influenced by motor errors: subjects tended to immediately repeat an action if that action had produced a large error. This strategy was correlated with better performance on test trials. However, even when participants performed perfectly on a movement, they did not avoid repeating that movement. The probability of repeating an action did not drop below chance even when no errors were observed. This behavior led to suboptimal performance. It also violated a strong prediction of current machine learning algorithms, which solve the active learning problem by choosing a training sequence that will maximally reduce the learner's uncertainty about the task. While we show that these algorithms do not provide an adequate description of human behavior, our results suggest ways to improve human motor learning by helping people choose an optimal training sequence. PMID:18509079

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

    PubMed

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

    2008-08-01

    When we learn a new skill (e.g., golf) without a coach, we are "active learners": we have to choose the specific components of the task on which to train (e.g., iron, driver, putter, etc.). What guides our selection of the training sequence? How do choices that people make compare with choices made by machine learning algorithms that attempt to optimize performance? We asked subjects to learn the novel dynamics of a robotic tool while moving it in four directions. They were instructed to choose their practice directions to maximize their performance in subsequent tests. We found that their choices were strongly influenced by motor errors: subjects tended to immediately repeat an action if that action had produced a large error. This strategy was correlated with better performance on test trials. However, even when participants performed perfectly on a movement, they did not avoid repeating that movement. The probability of repeating an action did not drop below chance even when no errors were observed. This behavior led to suboptimal performance. It also violated a strong prediction of current machine learning algorithms, which solve the active learning problem by choosing a training sequence that will maximally reduce the learner's uncertainty about the task. While we show that these algorithms do not provide an adequate description of human behavior, our results suggest ways to improve human motor learning by helping people choose an optimal training sequence. PMID:18509079

  8. Going the Distance: Active Learning.

    ERIC Educational Resources Information Center

    Notar, Charles E.; Restauri, Sherri; Wilson, Janell D.; Friery, Kathleen A.

    The growth and development of distance learning (DL) programs is on the rise. This review examines the literature looking for instructional techniques and methods for the teacher desiring to use DL technology to maximize student achievement and cognitive development and to increase student interaction. The three major relationships within the…

  9. Learning Activism, Acting with Phronesis

    ERIC Educational Resources Information Center

    Lee, Yew-Jin

    2015-01-01

    The article "Socio-political development of private school children mobilising for disadvantaged others" by Darren Hoeg, Natalie Lemelin, and Lawrence Bencze described a language-learning curriculum that drew on elements of Socioscientific issues and Science, Technology, Society and Environment. Results showed that with a number of…

  10. Involving postgraduate's students in undergraduate small group teaching promotes active learning in both

    PubMed Central

    Kalra, Ruchi; Modi, Jyoti Nath; Vyas, Rashmi

    2015-01-01

    Background: Lecture is a common traditional method for teaching, but it may not stimulate higher order thinking and students may also be hesitant to express and interact. The postgraduate (PG) students are less involved with undergraduate (UG) teaching. Team based small group active learning method can contribute to better learning experience. Aim: To-promote active learning skills among the UG students using small group teaching methods involving PG students as facilitators to impart hands-on supervised training in teaching and managerial skills. Methodology: After Institutional approval under faculty supervision 92 UGs and 8 PGs participated in 6 small group sessions utilizing the jigsaw technique. Feedback was collected from both. Observations: Undergraduate Feedback (Percentage of Students Agreed): Learning in small groups was a good experience as it helped in better understanding of the subject (72%), students explored multiple reading resources (79%), they were actively involved in self-learning (88%), students reported initial apprehension of performance (71%), identified their learning gaps (86%), team enhanced their learning process (71%), informal learning in place of lecture was a welcome change (86%), it improved their communication skills (82%), small group learning can be useful for future self-learning (75%). Postgraduate Feedback: Majority performed facilitation for first time, perceived their performance as good (75%), it was helpful in self-learning (100%), felt confident of managing students in small groups (100%), as facilitator they improved their teaching skills, found it more useful and better identified own learning gaps (87.5%). Conclusions: Learning in small groups adopting team based approach involving both UGs and PGs promoted active learning in both and enhanced the teaching skills of the PGs. PMID:26380201

  11. Meeting the Informal Learning Challenges of the Free Agent Learner: Drawing Insights from Research-Based Lessons Learned. Innovative Session 1. [Concurrent Innovative Session at AHRD Annual Conference, 2000.

    ERIC Educational Resources Information Center

    Marsick, Victoria J.; Volpe, F. Marie; Brooks, Ann; Cseh, Maria; Lovin, Barbara Keelor; Vernon, Sally; Watkins, Karen E.; Ziegler, Mary

    The concept of the free agent learner, which has roots in self-directed and informal learning theory, has recently emerged as a factor important to attracting, developing, and keeping knowledge workers. The literature on free agent learning holds important lessons for today's free agent learners, human resource developers, and work organizations.…

  12. 76 FR 12757 - Agency Information Collection Activities; Comment Request; Vendor Outreach Session Information...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-03-08

    ..., mechanical, or other technological collection techniques or other forms of information technology, e.g... maximize communication with the respective constituency groups regarding relevant DOL programs, initiatives... of the Secretary Agency Information Collection Activities; Comment Request; Vendor Outreach...

  13. Caffeinating the PBL return session: Curriculum innovations to engage students at two medical schools.

    PubMed

    Korin, Tatum; Thode, Joan Brumbaugh; Kakar, Seema; Blatt, Benjamin

    2014-11-01

    At the David Geffen School of Medicine at the University of California, Los Angeles, and the George Washington University School of Medicine and Health Sciences, authors observed that problem-based learning (PBL) return sessions for first- and second-year medical students often lacked the energy and engagement of first sessions. Unlike in first sessions, where students took on the physician's role and actively problem solved, in return sessions students spent much of their time passively, listening to research reports on learning objectives. Time spent listening to reports dilutes return session impact, with the patient receding from view as the level of abstraction increases and learning issues take center stage. In this Perspective, the authors present innovations, developed separately at their respective medical schools between 2009 and 2012, designed to reenergize the return session.To frame the discussion of the return session slump and their innovations in response to it, the authors used self-determination theory (SDT) and active learning theory (ALT), both of which are supported by a considerable body of evidence. SDT provides understanding of how to maximize PBL learners' motivation, and ALT sheds light on how to promote PBL learners' incorporation of concepts into long-term memory. As motivation and memory are key factors in learning, both theories are appropriate tools to help understand and maximize the effectiveness of PBL. Finally, guided by these theories, the authors present reflections on future directions for the development of PBL. PMID:24988419

  14. Transforming an Introductory Programming Course: From Lectures to Active Learning via Wireless Laptops

    NASA Astrophysics Data System (ADS)

    Barak, Miri; Harward, Judson; Kocur, George; Lerman, Steven

    2007-08-01

    Within the framework of MIT's course 1.00: Introduction to Computers and Engineering Problem Solving, this paper describes an innovative project entitled: Studio 1.00 that integrates lectures with in-class demonstrations, active learning sessions, and on-task feedback, through the use of wireless laptop computers. This paper also describes a related evaluation study that investigated the effectiveness of different instructional strategies, comparing traditional teaching with two models of the studio format. Students' learning outcomes, specifically, their final grades and conceptual understanding of computational methods and programming, were examined. Findings indicated that Studio-1.00, in both its extensive- and partial-active learning modes, enhanced students' learning outcomes in Java programming. Comparing to the traditional courses, more students in the studio courses received "A" as their final grade and less failed. Moreover, students who regularly attended the active learning sessions were able to conceptualize programming principles better than their peers. We have also found two weaknesses in the teaching format of Studio-1.00 that can guide future versions of the course.

  15. Analyzing learning during Peer Instruction dialogues: A resource activation framework

    NASA Astrophysics Data System (ADS)

    Wood, Anna K.; Galloway, Ross K.; Hardy, Judy; Sinclair, Christine M.

    2014-12-01

    Peer Instruction (PI) is an evidence based pedagogy commonly used in undergraduate physics instruction. When asked questions designed to test conceptual understanding, it has been observed that the proportion of students choosing the correct answer increases following peer discussion; however, relatively little is known about what takes place during these discussions or how they are beneficial to the processes of learning physics [M. C. James and S. Willoughby, Am. J. Phys. 79, 123 (2011)]. In this paper a framework for analyzing PI discussions developed through the lens of the "resources model" [D. Hammer, Am. J. Phys. 64, 1316 (1996); D. Hammer et al., Information Age Publishing (2005)] is proposed. A central hypothesis for this framework is that the dialogue with peers plays a crucial role in activating appropriate cognitive resources, enabling the students to see the problem differently, and therefore to answer the questions correctly. This framework is used to gain greater insights into the PI discussions of first year undergraduate physics students at the University of Edinburgh, UK, which were recorded using Livescribe Smartpens. Analysis of the dialogues revealed three different types of resource activation corresponding to increasing cognitive grain size. These were activation of knowledge elements, activation of linkages between knowledge elements, and activation of control structures (epistemic games and epistemological frames). Three case studies are examined to illustrate the role that peer dialogue plays in the activation of these cognitive resources in a PI session. The implications for pedagogical practice are discussed.

  16. Actively learning object names across ambiguous situations.

    PubMed

    Kachergis, George; Yu, Chen; Shiffrin, Richard M

    2013-01-01

    Previous research shows that people can use the co-occurrence of words and objects in ambiguous situations (i.e., containing multiple words and objects) to learn word meanings during a brief passive training period (Yu & Smith, 2007). However, learners in the world are not completely passive but can affect how their environment is structured by moving their heads, eyes, and even objects. These actions can indicate attention to a language teacher, who may then be more likely to name the attended objects. Using a novel active learning paradigm in which learners choose which four objects they would like to see named on each successive trial, this study asks whether active learning is superior to passive learning in a cross-situational word learning context. Finding that learners perform better in active learning, we investigate the strategies and discover that most learners use immediate repetition to disambiguate pairings. Unexpectedly, we find that learners who repeat only one pair per trial--an easy way to infer this pair-perform worse than those who repeat multiple pairs per trial. Using a working memory extension to an associative model of word learning with uncertainty and familiarity biases, we investigate individual differences that correlate with these assorted strategies. PMID:23335580

  17. Experienced Teachers' Informal Learning: Learning Activities and Changes in Behavior and Cognition

    ERIC Educational Resources Information Center

    Hoekstra, Annemarieke; Brekelmans, Mieke; Beijaard, Douwe; Korthagen, Fred

    2009-01-01

    In this study on 32 teachers' learning in an informal learning environment, we analyzed changes in conceptions and behavior regarding students' active and self-regulated learning (ASL), and relations with the teachers' learning activities. Few relations were found between observed changes in "behavior" and learning activities. Changes in…

  18. 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

  19. Quantum Speedup for Active Learning Agents

    NASA Astrophysics Data System (ADS)

    Paparo, Giuseppe Davide; Dunjko, Vedran; Makmal, Adi; Martin-Delgado, Miguel Angel; Briegel, Hans J.

    2014-07-01

    Can quantum mechanics help us build intelligent learning agents? A defining signature of intelligent behavior is the capacity to learn from experience. However, a major bottleneck for agents to learn in real-life situations is the size and complexity of the corresponding task environment. Even in a moderately realistic environment, it may simply take too long to rationally respond to a given situation. If the environment is impatient, allowing only a certain time for a response, an agent may then be unable to cope with the situation and to learn at all. Here, we show that quantum physics can help and provide a quadratic speedup for active learning as a genuine problem of artificial intelligence. This result will be particularly relevant for applications involving complex task environments.

  20. Session Introduction

    NASA Astrophysics Data System (ADS)

    Eliane Lessner, Co-Chair:

    2009-03-01

    A panel discussion session providing a worldwide assessment of the status and experiences of women in physics, paying attention to the different cultures and environments they work in and to how the age of the physicist affects their perspective. We will hear about women physicists in Korea in particular and Asia in general, in Egypt in particular and Africa in general, and in the Caribbean. Six invited speakers will present analyses of the progress being made in promoting women in physics from their personal experiences and as assessed from their participation in the Third International Conference on Women In Physics (ICWIP2008) convened in Seoul, Korea in October 2008. From Albania to Zimbabwe, with representation of all the continents, ICWIP2008 congregated 283 women and men physicists from 57 countries to share the participants' scientific accomplishments and evaluate international progress in improving the status of women in physics. This three-hour session is organized jointly by the Committee on the Status of Women in Physics of the APS (CSWP) and the Forum on International Physics of the APS (FIP). Audience participation in the panel discussion will be strongly encouraged.

  1. 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.

  2. Is Peer Interaction Necessary for Optimal Active Learning?

    ERIC Educational Resources Information Center

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

    2014-01-01

    Meta-analyses of active-learning research consistently show that active-learning techniques result in greater student performance than traditional lecture-based courses. However, some individual studies show no effect of active-learning interventions. This may be due to inexperienced implementation of active learning. To minimize the effect of…

  3. Karyotype Analysis Activity: A Constructivist Learning Design

    ERIC Educational Resources Information Center

    Ahmed, Noveera T.

    2015-01-01

    This classroom activity is based on a constructivist learning design and engages students in physically constructing a karyotype of three mock patients. Students then diagnose the chromosomal aneuploidy based on the karyotype, list the symptoms associated with the disorder, and discuss the implications of the diagnosis. This activity is targeted…

  4. RoboResource Technology Learning Activities.

    ERIC Educational Resources Information Center

    Keck, Tom, Comp.; Frye, Ellen, Ed.

    Preparing students to be successful in a rapidly changing world means showing them how to use the tools of technology and how to integrate those tools into all areas of learning. This booklet is divided into three sections: Design Activities, Experiments, and Resources. The design activities ask students to collaborate on design projects. In these…

  5. Learning Activities for the Growth Season.

    ERIC Educational Resources Information Center

    Darby, Linda, Ed.

    This poster, illustrated with a graphic of a caterpillar changing to a cocoon and emerging as a butterfly, presents learning activities for 7 weeks based on the seven stages of growth in the President's "Call to Action." Each week includes 5 days of activities based on seven themes: (1) "Reading on Your Own"; (2) "Getting Ready for Algebra"; (3)…

  6. Oral Hygiene. Instructor's Packet. Learning Activity Package.

    ERIC Educational Resources Information Center

    Hime, Kirsten

    This instructor's packet accompanies the learning activity package (LAP) on oral hygiene. Contents included in the packet are a time sheet, suggested uses for the LAP, an instruction sheet, final LAP reviews, a final LAP review answer key, suggested activities, additional resources (student handouts), student performance checklists for both…

  7. Xanthine Oxidase Activity Is Associated with Risk Factors for Cardiovascular Disease and Inflammatory and Oxidative Status Markers in Metabolic Syndrome: Effects of a Single Exercise Session

    PubMed Central

    Feoli, Ana Maria Pandolfo; Macagnan, Fabrício Edler; Piovesan, Carla Haas; Bodanese, Luiz Carlos; Siqueira, Ionara Rodrigues

    2014-01-01

    Objective. The main goal of the present study was to investigate the xanthine oxidase (XO) activity in metabolic syndrome in subjects submitted to a single exercise session. We also investigated parameters of oxidative and inflammatory status. Materials/Methods. A case-control study (9 healthy and 8 MS volunteers) was performed to measure XO, superoxide dismutase (SOD), glutathione peroxidase activities, lipid peroxidation, high-sensitivity C-reactive protein (hsCRP) content, glucose levels, and lipid profile. Body mass indices, abdominal circumference, systolic and diastolic blood pressure, and TG levels were also determined. The exercise session consisted of 3 minutes of stretching, 3 minutes of warm-up, 30 minutes at a constant dynamic workload at a moderate intensity, and 3 minutes at a low speed. The blood samples were collected before and 15 minutes after the exercise session. Results. Serum XO activity was higher in MS group compared to control group. SOD activity was lower in MS subjects. XO activity was correlated with SOD, abdominal circumference, body mass indices, and hsCRP. The single exercise session reduced the SOD activity in the control group. Conclusions. Our data support the association between oxidative stress and risk factors for cardiovascular diseases and suggest XO is present in the pathogenesis of metabolic syndrome. PMID:24967004

  8. Design and Implementation of an Object Oriented Learning Activity System

    ERIC Educational Resources Information Center

    Lin, Huan-Yu; Tseng, Shian-Shyong; Weng, Jui-Feng; Su, Jun-Ming

    2009-01-01

    With the development of e-learning technology, many specifications of instructional design have been proposed to make learning activity sharable and reusable. With the specifications and sufficient learning resources, the researches further focus on how to provide learners more appropriate learning activities to improve their learning performance.…

  9. Active Learning Strategies to Promote Critical Thinking

    PubMed Central

    2003-01-01

    Objective: To provide a brief introduction to the definition and disposition to think critically along with active learning strategies to promote critical thinking. Data Sources: I searched MEDLINE and Educational Resources Information Center (ERIC) from 1933 to 2002 for literature related to critical thinking, the disposition to think critically, questioning, and various critical-thinking pedagogic techniques. Data Synthesis: The development of critical thinking has been the topic of many educational articles recently. Numerous instructional methods exist to promote thought and active learning in the classroom, including case studies, discussion methods, written exercises, questioning techniques, and debates. Three methods—questioning, written exercises, and discussion and debates—are highlighted. Conclusions/Recommendations: The definition of critical thinking, the disposition to think critically, and different teaching strategies are featured. Although not appropriate for all subject matter and classes, these learning strategies can be used and adapted to facilitate critical thinking and active participation. PMID:16558680

  10. Learning plan applicability through active mental entities

    SciTech Connect

    Baroni, Pietro; Fogli, Daniela; Guida, Giovanni

    1999-03-22

    This paper aims at laying down the foundations of a new approach to learning in autonomous mobile robots. It is based on the assumption that robots can be provided with built-in action plans and with mechanisms to modify and improve such plans. This requires that robots are equipped with some form of high-level reasoning capabilities. Therefore, the proposed learning technique is embedded in a novel distributed control architecture featuring an explicit model of robot's cognitive activity. In particular, cognitive activity is obtained by the interaction of active mental entities, such as intentions, persuasions and expectations. Learning capabilities are implemented starting from the interaction of such mental entities. The proposal is illustrated through an example concerning a robot in charge of reaching a target in an unknown environment cluttered with obstacles.

  11. Session: Offshore wind

    SciTech Connect

    Gaarde, Jette; Ram, Bonnie

    2004-09-01

    This session at the Wind Energy and Birds/Bats workshop consisted of two presentations. Due to time constraints, a discussion period was not possible. The session addressed the current state of offshore wind energy development. The first presentation ''Monitoring Program and Results: Horns Rev and Nysted'' by Jette Gaarde summarized selected environmental studies conducted to date at operating offshore wind turbine projects in Denmark and lessons from other offshore wind developments in Europe. Wildlife impacts studies from the Danish sites focused on birds, fish, and mammals. The second presentation ''What has the U.S. Wind Industry Learned from the European Example'' by Bonnie Ram provided an update on current permit applications for offshore wind developments in the U.S. as well as lessons that may be drawn from the European experience.

  12. Developing clinical competency in crisis event management: an integrated simulation problem-based learning activity.

    PubMed

    Liaw, S Y; Chen, F G; Klainin, P; Brammer, J; O'Brien, A; Samarasekera, D D

    2010-08-01

    This study aimed to evaluate the integration of a simulation based learning activity on nursing students' clinical crisis management performance in a problem-based learning (PBL) curriculum. It was hypothesized that the clinical performance of first year nursing students who participated in a simulated learning activity during the PBL session would be superior to those who completed the conventional problem-based session. The students were allocated into either simulation with problem-based discussion (SPBD) or problem-based discussion (PBD) for scenarios on respiratory and cardiac distress. Following completion of each scenario, students from both groups were invited to sit an optional individual test involving a systematic assessment and immediate management of a simulated patient facing a crisis event. A total of thirty students participated in the first post test related to a respiratory scenario and thirty-three participated in the second post test related to a cardiac scenario. Their clinical performances were scored using a checklist. Mean test scores for students completing the SPBD were significantly higher than those who completing the PBD for both the first post test (SPBD 20.08, PBD 18.19) and second post test (SPBD 27.56, PBD 23.07). Incorporation of simulation learning activities into problem-based discussion appeared to be an effective educational strategy for teaching nursing students to assess and manage crisis events. PMID:19916052

  13. Techniques for Promoting Active Learning. The Cross Papers.

    ERIC Educational Resources Information Center

    Cross, K. Patricia

    This guide offers suggestions for implementing active learning techniques in the community college classroom. The author argues that, although much of the literature on active learning emphasizes collaboration and small-group learning, active learning does not always involve interaction. It must also involve reflection and self-monitoring of both…

  14. Contemporary Elementary and Middle School Physical Education Conference (Georgia State University, Atlanta, Georgia, January 15-17, 1981). Proceedings, Saturday, Activity and Position Paper Sessions.

    ERIC Educational Resources Information Center

    Jones, Margaret A., Ed.

    At the final session of the January conference on Contemporary Elementary and Middle School Physical Education, 40 discussions and workshops centered on physical fitness, health, safety, and adapting athletics for the disabled child. Other topics covered were creative dance, water activities, lifetime sports, and teacher resource materials and…

  15. Astronomy Learning Activities for Tablets

    NASA Astrophysics Data System (ADS)

    Pilachowski, Catherine A.; Morris, Frank

    2015-08-01

    Four web-based tools allow students to manipulate astronomical data to learn concepts in astronomy. The tools are HTML5, CSS3, Javascript-based applications that provide access to the content on iPad and Android tablets. The first tool “Three Color” allows students to combine monochrome astronomical images taken through different color filters or in different wavelength regions into a single color image. The second tool “Star Clusters” allows students to compare images of stars in clusters with a pre-defined template of colors and sizes in order to produce color-magnitude diagrams to determine cluster ages. The third tool adapts Travis Rector’s “NovaSearch” to allow students to examine images of the central regions of the Andromeda Galaxy to find novae. After students find a nova, they are able to measure the time over which the nova fades away. A fourth tool, Proper Pair, allows students to interact with Hipparcos data to evaluate close double stars are physical binaries or chance superpositions. Further information and access to these web-based tools are available at www.astro.indiana.edu/ala/.

  16. On tests of activation map dimensionality for fMRI-based studies of learning.

    PubMed

    Yang, Juemin; Shmuelof, Lior; Xiao, Luo; Krakauer, John W; Caffo, Brian

    2015-01-01

    A methodology for investigating learning is developed using activation distributions, as opposed to standard voxel-level interaction tests. The approach uses tests of dimensionality to consider the ensemble of paired changes in voxel activation. The developed method allows for the investigation of non-focal and non-localized changes due to learning. In exchange for increased power to detect learning-based changes, this procedure sacrifices the localization information gained via voxel-level interaction testing. The test is demonstrated on an arc-pointing motor task for the study of motor learning, which served as the motivation for this methodological development. The proposed framework considers activation distribution, while the specific proposed test investigates linear tests of dimensionality. This paper includes: the development of the framework, a large scale simulation study, and the subsequent application to a study of motor learning in healthy adults. While the performance of the method was excellent when model assumptions held, complications arose in instances of massive numbers of null voxels or varying angles of principal dimension across subjects. Further analysis found that careful masking addressed the former concern, while an angle correction successfully resolved the latter. The simulation results demonstrated that the study of linear dimensionality is able to capture learning effects. The motivating data set used to illustrate the method evaluates two similar arc-pointing tasks, each over two sessions, with training on only one of the tasks in between sessions. The results suggests different activation distribution dimensionality when considering the trained and untrained tasks separately. Specifically, the untrained task evidences greater activation distribution dimensionality than the trained task. However, the direct comparison between the two tasks did not yield a significant result. The nature of the indication for greater dimensionality in

  17. Peer assisted learning in the clinical setting: an activity systems analysis.

    PubMed

    Bennett, Deirdre; O'Flynn, Siun; Kelly, Martina

    2015-08-01

    Peer assisted learning (PAL) is a common feature of medical education. Understanding of PAL has been based on processes and outcomes in controlled settings, such as clinical skills labs. PAL in the clinical setting, a complex learning environment, requires fresh evaluation. Socio-cultural theory is proposed as a means to understand educational interventions in ways that are practical and meaningful. We describe the evaluation of a PAL intervention, introduced to support students' transition into full time clinical attachments, using activity theory and activity systems analysis (ASA). Our research question was How does PAL transfer to the clinical environment? Junior students on their first clinical attachments undertook a weekly same-level, reciprocal PAL activity. Qualitative data was collected after each session, and focus groups (n = 3) were held on completion. Data was analysed using ASA. ASA revealed two competing activity systems on clinical attachment; Learning from Experts, which students saw as the primary function of the attachment and Learning with Peers, the PAL intervention. The latter took time from the first and was in tension with it. Tensions arose from student beliefs about how learning takes place in clinical settings, and the importance of social relationships, leading to variable engagement with PAL. Differing perspectives within the group were opportunities for expansive learning. PAL in the clinical environment presents challenges specific to that context. Using ASA helped to describe student activity on clinical attachment and to highlight tensions and contradictions relating PAL in that setting. Planning learning opportunities on clinical placements, must take account of how students learn in workplaces, and the complexity of the multiple competing activity systems related to learning and social activities. PMID:25269766

  18. Concept Learning for Achieving Personalized Ontologies: An Active Learning Approach

    NASA Astrophysics Data System (ADS)

    Şensoy, Murat; Yolum, Pinar

    In many multiagent approaches, it is usual to assume the existence of a common ontology among agents. However, in dynamic systems, the existence of such an ontology is unrealistic and its maintenance is cumbersome. Burden of maintaining a common ontology can be alleviated by enabling agents to evolve their ontologies personally. However, with different ontologies, agents are likely to run into communication problems since their vocabularies are different from each other. Therefore, to achieve personalized ontologies, agents must have a means to understand the concepts used by others. Consequently, this paper proposes an approach that enables agents to teach each other concepts from their ontologies using examples. Unlike other concept learning approaches, our approach enables the learner to elicit most informative examples interactively from the teacher. Hence, the learner participates to the learning process actively. We empirically compare the proposed approach with the previous concept learning approaches. Our experiments show that using the proposed approach, agents can learn new concepts successfully and with fewer examples.

  19. Learning Outcomes of Project-Based and Inquiry-Based Learning Activities

    ERIC Educational Resources Information Center

    Panasan, Mookdaporn; Nuangchalerm, Prasart

    2010-01-01

    Problem statement: Organization of science learning activities is necessary to rely on various methods of organization of learning and to be appropriate to learners. Organization of project-based learning activities and inquiry-based learning activities are teaching methods which can help students understand scientific knowledge. It would be more…

  20. Learning Outcomes between Socioscientific Issues-Based Learning and Conventional Learning Activities

    ERIC Educational Resources Information Center

    Wongsri, Piyaluk; Nuangchalerm, Prasart

    2010-01-01

    Problem statement: Socioscientific issues-based learning activity is essential for scientific reasoning skills and it could be used for analyzing problems be applied to each situation for more successful and suitable. The purposes of this research aimed to compare learning achievement, analytical thinking and moral reasoning of seventh grade…

  1. Syncope. What Is It? Learning Activity Package.

    ERIC Educational Resources Information Center

    Stark, Pam

    This learning activity packaage on syncope (fainting) is one of a series of 12 titles developed for use in health occupations education programs. Materials in the package include objectives, a list of materials needed, a glossary, information sheets, reviews (self evaluations) of portions of the content, and answers to reviews. These topics are…

  2. Perspectives on Learning, Thinking, and Activity.

    ERIC Educational Resources Information Center

    Anderson, John R.; Greeno, James G.; Reder, Lynne M.; Simon, Herbert A.

    2000-01-01

    Discusses the cognitive and situative research approaches, identifying several points on which they agree (e.g., individual and social perspectives on activity are fundamental in education; learning can be general, and abstractions can be efficacious, but sometimes they are not; and situative and cognitive approaches can cast light on different…

  3. Learning about Outdoor Education through Authentic Activity

    ERIC Educational Resources Information Center

    Moffett, Pamela

    2012-01-01

    The potential, for the learner, of a maths trail was documented in MT219. Here, the focus is on the planning element of such an event from the perspective of a group of student teachers. Personal reactions, and insights are used to demonstrate that "real, and authentic, learning" takes place for all those involved in the activity.

  4. Active/Cooperative Learning in Schools

    ERIC Educational Resources Information Center

    Bandiera, Milena; Bruno, Costanza

    2006-01-01

    The study describes a teaching action undertaken in the belief that the use of methodologies based on active and cooperative learning could obviate some of the most worrying deficiencies in current scientific teaching, while at the same time supporting the validity of the constructivistic theory that prompted them. A teaching action on genetically…

  5. Active Learning Strategies and Vocabulary Achievement

    ERIC Educational Resources Information Center

    Griffith, John R.

    2015-01-01

    Using a quantitative method of data collection, this research explored the question: Do active learning strategies used in grades 5 and 6 affect student vocabulary achievement in a positive or negative direction? In their research, Wolfe (2001), Headley, et al., (1995), Freiberg, et al., (1992), and Brunner (2009) emphasize the importance of…

  6. Active Citizenship, Education and Service Learning

    ERIC Educational Resources Information Center

    Birdwell, Jonathan; Scott, Ralph; Horley, Edward

    2013-01-01

    This article explores how active citizenship can be encouraged through education and community action. It proposes that service learning and a renewed focus on voluntarism can both promote social cohesion between different ethnic and cultural groups while also fostering among the population a greater understanding of and commitment to civic…

  7. Cultural Historical Activity Theory and Professional Learning

    ERIC Educational Resources Information Center

    Daniels, Harry

    2004-01-01

    In this article I will discuss the route by which I came to work with Cultural Historical Activity Theory (CHAT). The brief tracing of my own biography will highlight theoretical and methodological milestones. I will then discuss my current work, with colleagues, on approaches to investigating and improving the learning of professionals who are…

  8. Cashier/Checker Learning Activity Packets (LAPs).

    ERIC Educational Resources Information Center

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

    Twenty-four learning activity packets (LAPs) are provided for six areas of instruction in a cashier/checker program. Section A, Orientation, contains an LAP on exploring the job of cashier-checker. Section B, Operations, has nine LAPs, including those on operating the cash register, issuing trading stamps, and completing the cash register balance…

  9. Scalable histopathological image analysis via active learning.

    PubMed

    Zhu, Yan; Zhang, Shaoting; Liu, Wei; Metaxas, Dimitris N

    2014-01-01

    Training an effective and scalable system for medical image analysis usually requires a large amount of labeled data, which incurs a tremendous annotation burden for pathologists. Recent progress in active learning can alleviate this issue, leading to a great reduction on the labeling cost without sacrificing the predicting accuracy too much. However, most existing active learning methods disregard the "structured information" that may exist in medical images (e.g., data from individual patients), and make a simplifying assumption that unlabeled data is independently and identically distributed. Both may not be suitable for real-world medical images. In this paper, we propose a novel batch-mode active learning method which explores and leverages such structured information in annotations of medical images to enforce diversity among the selected data, therefore maximizing the information gain. We formulate the active learning problem as an adaptive submodular function maximization problem subject to a partition matroid constraint, and further present an efficient greedy algorithm to achieve a good solution with a theoretically proven bound. We demonstrate the efficacy of our algorithm on thousands of histopathological images of breast microscopic tissues. PMID:25320821

  10. Active Learning in the Physics Classroom

    NASA Astrophysics Data System (ADS)

    Naron, Carol

    Many students enter physics classes filled with misconceptions about physics concepts. Students tend to retain these misconceptions into their adult lives, even after physics instruction. Constructivist researchers have found that students gain understanding through their experiences. Researchers have also found that active learning practices increase conceptual understanding of introductory physics students. This project study sought to examine whether incorporating active learning practices in an advanced placement physics classroom increased conceptual understanding as measured by the force concept inventory (FCI). Physics students at the study site were given the FCI as both a pre- and posttest. Test data were analyzed using two different methods---a repeated-measures t test and the Hake gain method. The results of this research project showed that test score gains were statistically significant, as measured by the t test. The Hake gain results indicated a low (22.5%) gain for the class. The resulting project was a curriculum plan for teaching the mechanics portion of Advanced Placement (AP) physics B as well as several active learning classroom practices supported by the research. This project will allow AP physics teachers an opportunity to improve their curricular practices. Locally, the results of this project study showed that research participants gained understanding of physics concepts. Social change may occur as teachers implement active learning strategies, thus creating improved student understanding of physics concepts.

  11. The Surgical Scrub. Learning Activity Package.

    ERIC Educational Resources Information Center

    Runge, Lillian

    This learning activity package on the surgical scrub is one of a series of 12 titles developed for use in health occupations education programs. Materials in the package include objectives, a list of materials needed, a list of definitions, information sheets, reviews (self evaluations) of portions of the content, and answers to reviews. These…

  12. Learning Activity Package, Algebra-Trigonometry.

    ERIC Educational Resources Information Center

    Holland, Bill

    A series of ten teacher-prepared Learning Activity Packages (LAPs) in advanced algebra and trigonometry, the units cover logic; absolute value, inequalities, exponents, and complex numbers; functions; higher degree equations and the derivative; the trigonometric function; graphs and applications of the trigonometric functions; sequences and…

  13. Measuring Active Learning to Predict Course Quality

    ERIC Educational Resources Information Center

    Taylor, John E.; Ku, Heng-Yu

    2011-01-01

    This study investigated whether active learning within computer-based training courses can be measured and whether it serves as a predictor of learner-perceived course quality. A major corporation participated in this research, providing access to internal employee training courses, training representatives, and historical course evaluation data.…

  14. Learning Activity Package, Pre-Algebra.

    ERIC Educational Resources Information Center

    Evans, Diane

    A set of ten teacher-prepared Learning Activity Packages (LAPs) for individualized instruction in topics in pre-algebra, the units cover the decimal numeration system; number theory; fractions and decimals; ratio, proportion, and percent; sets; properties of operations; rational numbers; real numbers; open expressions; and open rational…

  15. The Enlightenment Revisited: Sources & Interpretations. Learning Activities.

    ERIC Educational Resources Information Center

    Donato, Clorinda; And Others

    This resource book provides 26 learning activities with background materials for teaching about the Enlightenment. Topics include: (1) "What Was the Enlightenment?"; (2) "An Introduction to the Philosophes"; (3) "Was the Enlightenment a Revolt Against Rationalism?"; (4) "Were the Philosophes Democrats? A Comparison of the 'Enlightened' Ideas of…

  16. Temperature, Pulse, and Respiration. Learning Activity Package.

    ERIC Educational Resources Information Center

    Runge, Lillian

    This learning activity package on temperature, pulse, and respiration is one of a series of 12 titles developed for use in health occupations education programs. Materials in the package include objectives, a list of materials needed, information sheets, reviews (self evaluations) of portions of the content, and answers to reviews. These topics…

  17. An Active Learning Approach to Teaching Statistics.

    ERIC Educational Resources Information Center

    Dolinsky, Beverly

    2001-01-01

    Provides suggestions for using active learning as the primary means to teaching statistics in order to create a collaborative environment. Addresses such strategies as using SPSS Base 7.5 for Windows and course periods centered on answering student-generated questions. Discusses various writing intensive assignments. (CMK)

  18. Active Learning Strategies in Physics Teaching

    ERIC Educational Resources Information Center

    Karamustafaoglu, Orhan

    2009-01-01

    The purpose of this study was to determine physics teachers' opinions about student-centered activities applicable in physics teaching and learning in context. A case study approach was used in this research. First, semi-structured interviews were carried out with 6 physics teachers. Then, a questionnaire was developed based on the data obtained…

  19. 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…

  20. Comparison of chiropractic student scores before and after utilizing active learning techniques in a classroom setting

    PubMed Central

    Guagliardo, Joseph G.; Hoiriis, Kathryn T.

    2013-01-01

    Objective We report the differences in final examination scores achieved by students at the culmination of two different teaching strategies in an introductory skills course. Methods Multiple choice examination scores from six consecutive academic calendar sessions over 18 months (n = 503) were compared. Two groups were used: Cohort A (n = 290) represented students who were enrolled in the course 3 consecutive academic sessions before an instructional change and Cohort B (n = 213) included students who were enrolled in 3 consecutive academic sessions following the instructional change, which included a more active learning format. Statistical analyses used were 2-tailed independent t-test, one-way ANOVA, Tukey's honestly significant difference (HSD), and effect size. Results The 2-tailed independent t-test revealed a significant difference between the two groups (t = −3.71, p < .001; 95% confidence interval [CI] 1.29–4.20). Significant difference was found in the highest performing subgroup compared to the lowest performing subgroup in Cohort A (F = 3.343, p = .037). For Cohort A subgroups 1 and 2, Tukey's HSD was p < .028. In Cohort B, no difference was found among subgroups (F = 1.912, p = .150, HSD p > .105). Conclusion Compared to previous versions of the same course taught by the same instructor, the students in the new course design performed better, suggesting that using active learning techniques helps improve student achievement. PMID:23964739

  1. Graduate Faculty Perceptions of Experiential Learning Activities in Multicultural Classrooms

    ERIC Educational Resources Information Center

    Su, Yu-Han

    2012-01-01

    Current graduate programs employ many effective teaching methods. One of these methods, using experiential learning activities (Lee & Caffarella, 1994) in class, includes the subcomponents of cooperative learning, self-directed learning, and active learning. While these methods are commonly used, not much scholarly literature has examined the…

  2. Active Learning Environment with Lenses in Geometric Optics

    ERIC Educational Resources Information Center

    Tural, Güner

    2015-01-01

    Geometric optics is one of the difficult topics for students within physics discipline. Students learn better via student-centered active learning environments than the teacher-centered learning environments. So this study aimed to present a guide for middle school teachers to teach lenses in geometric optics via active learning environment…

  3. The Validation of the Active Learning in Health Professions Scale

    ERIC Educational Resources Information Center

    Kammer, Rebecca; Schreiner, Laurie; Kim, Young K.; Denial, Aurora

    2015-01-01

    There is a need for an assessment tool for evaluating the effectiveness of active learning strategies such as problem-based learning in promoting deep learning and clinical reasoning skills within the dual environments of didactic and clinical settings in health professions education. The Active Learning in Health Professions Scale (ALPHS)…

  4. Transfer Learning for Activity Recognition: A Survey

    PubMed Central

    Cook, Diane; Feuz, Kyle D.; Krishnan, Narayanan C.

    2013-01-01

    Many intelligent systems that focus on the needs of a human require information about the activities being performed by the human. At the core of this capability is activity recognition, which is a challenging and well-researched problem. Activity recognition algorithms require substantial amounts of labeled training data yet need to perform well under very diverse circumstances. As a result, researchers have been designing methods to identify and utilize subtle connections between activity recognition datasets, or to perform transfer-based activity recognition. In this paper we survey the literature to highlight recent advances in transfer learning for activity recognition. We characterize existing approaches to transfer-based activity recognition by sensor modality, by differences between source and target environments, by data availability, and by type of information that is transferred. Finally, we present some grand challenges for the community to consider as this field is further developed. PMID:24039326

  5. Observation of Collaborative Activities in a Game-Based Learning Platform

    ERIC Educational Resources Information Center

    Marty, J.-C.; Carron, T.

    2011-01-01

    The work reported here takes place in the educational domain. Learning with Computer-Based Learning Environments changes habits, especially for teachers. In this paper, we wish to demonstrate through examples how learning sessions set up in a Game-Based Learning environment may be regulated by the teacher thanks to observation facilities.…

  6. Spontaneous fast gamma activity in the septal hippocampal region correlates with spatial learning in humans.

    PubMed

    Cornwell, B R; Overstreet, C; Grillon, C

    2014-03-15

    Hippocampal neuronal populations exhibit multiple kinds of activity patterns, from the dominant theta rhythm during active exploration to high-frequency ripple-like activity during periods of relative inactivity. In animals, evidence is rapidly accruing that these high-frequency ripple activity patterns subserve retention of spatial learning performance. In a translational effort to address the possible function of offline hippocampal processes in humans, we measured spontaneous gamma activity during an awake rest period within a virtual spatial learning context. Whole-head magnetoencephalographic (MEG) recordings were taken while healthy participants (N=24) quietly rested (eyes open) between encoding and retrieval phases of a hippocampal-dependent virtual Morris water maze task. Results are that fast gamma activity (80-140 Hz) in the septal or posterior region of the hippocampus (bilaterally) was positively correlated across participants with subsequent within-session spatial learning rate. Fast gamma did not predict initial retrieval performance following rest, failing to provide evidence of a direct link between spontaneous high-frequency activity patterns during awake rest and consolidation of previous spatial memories. The findings nevertheless are consistent with a prospective role for offline human hippocampal processes in spatial learning and indicate that higher spontaneous gamma activity in the septal hippocampal region is related to faster updating of spatial knowledge in familiar virtual surroundings. PMID:24388977

  7. Mapping of Primary Instructional Methods and Teaching Techniques for Regularly Scheduled, Formal Teaching Sessions in an Anesthesia Residency Program.

    PubMed

    Vested Madsen, Matias; Macario, Alex; Yamamoto, Satoshi; Tanaka, Pedro

    2016-06-01

    In this study, we examined the regularly scheduled, formal teaching sessions in a single anesthesiology residency program to (1) map the most common primary instructional methods, (2) map the use of 10 known teaching techniques, and (3) assess if residents scored sessions that incorporated active learning as higher quality than sessions with little or no verbal interaction between teacher and learner. A modified Delphi process was used to identify useful teaching techniques. A representative sample of each of the formal teaching session types was mapped, and residents anonymously completed a 5-question written survey rating the session. The most common primary instructional methods were computer slides-based classroom lectures (66%), workshops (15%), simulations (5%), and journal club (5%). The number of teaching techniques used per formal teaching session averaged 5.31 (SD, 1.92; median, 5; range, 0-9). Clinical applicability (85%) and attention grabbers (85%) were the 2 most common teaching techniques. Thirty-eight percent of the sessions defined learning objectives, and one-third of sessions engaged in active learning. The overall survey response rate equaled 42%, and passive sessions had a mean score of 8.44 (range, 5-10; median, 9; SD, 1.2) compared with a mean score of 8.63 (range, 5-10; median, 9; SD, 1.1) for active sessions (P = 0.63). Slides-based classroom lectures were the most common instructional method, and faculty used an average of 5 known teaching techniques per formal teaching session. The overall education scores of the sessions as rated by the residents were high. PMID:27243580

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

    NASA Astrophysics Data System (ADS)

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

    2014-12-01

    Active learning has gained increasing support as an effective pedagogical technique to improve student learning. One way to promote active learning in the classroom is the use of in-class activities in place of lecturing. As part of an NSF-funded project, a set of in-class activities have been created that use climate change topics to teach chemistry content. These activities use the Process Oriented Guided Inquiry Learning (POGIL) methodology. In this pedagogical approach a set of models and a series of critical thinking questions are used to guide students through the introduction to or application of course content. Students complete the activities in their groups, with the faculty member as a facilitator of learning. Through assigned group roles and intentionally designed activity structure, process skills, such as teamwork, communication, and information processing, are developed during completion of the activity. Each of these climate change activities contains a socio-scientific component, e.g., social, ethical and economic data. In one activity, greenhouse gases are used to explain the concept of dipole moment. Data about natural and anthropogenic production rates, global warming potential and atmospheric lifetimes for a list of greenhouse gases are presented. The students are asked to identify which greenhouse gas they would regulate, with a corresponding explanation for their choice. They are also asked to identify the disadvantages of regulating the gas they chose in the previous question. In another activity, where carbon sequestration is used to demonstrate the utility of a phase diagram, students use economic and environmental data to choose the best location for sequestration. Too often discussions about climate change (both in and outside the classroom) consist of purely emotional responses. These activities force students to use data to support their arguments and hypothesize about what other data could be used in the corresponding discussion to

  9. Acquisition of an instrumental activity of daily living in patients with Korsakoff's syndrome: a comparison of trial and error and errorless learning.

    PubMed

    Oudman, Erik; Nijboer, Tanja C W; Postma, Albert; Wijnia, Jan W; Kerklaan, Sandra; Lindsen, Karen; Van der Stigchel, Stefan

    2013-01-01

    Patients with Korsakoff's syndrome show devastating amnesia and executive deficits. Consequently, the ability to perform instrumental activities such as making coffee is frequently diminished. It is currently unknown whether patients with Korsakoff's syndrome are able to (re)learn instrumental activities. A good candidate for an effective teaching technique in Korsakoff's syndrome is errorless learning as it is based on intact implicit memory functioning. Therefore, the aim of the current study was two-fold: to investigate whether patients with Korsakoff's syndrome are able to (re)learn instrumental activities, and to compare the effectiveness of errorless learning with trial and error learning in the acquisition and maintenance of an instrumental activity, namely using a washing machine to do the laundry. Whereas initial learning performance in the errorless learning condition was superior, both intervention techniques resulted in similar improvement over eight learning sessions. Moreover, performance in a different spatial layout showed a comparable improvement. Notably, in follow-up sessions starting after four weeks without practice, performance was still elevated in the errorless learning condition, but not in the trial and error condition. The current study demonstrates that (re)learning and maintenance of an instrumental activity is possible in patients with Korsakoff's syndrome. PMID:24047431

  10. 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

  11. Successful Application of Active Learning Techniques to Introductory Microbiology.

    ERIC Educational Resources Information Center

    Hoffman, Elizabeth A.

    2001-01-01

    Points out the low student achievement in microbiology courses and presents an active learning method applied in an introductory microbiology course which features daily quizzes, cooperative learning activities, and group projects. (Contains 30 references.) (YDS)

  12. Enhancing Team-Based Active Learning Through Hands-On Experience With Nicotine Replacement Therapy

    PubMed Central

    2013-01-01

    Objectives. To enhance tobacco cessation active-learning in an ambulatory care elective course by adding hands-on experience with nicotine replacement therapy to a team-based learning (TBL) session. Design. A hands-on experience that included students chewing a piece of nicotine gum was added to a TBL class session. Student pairs used a skills checklist to evaluate and give peer feedback on appropriate counseling and gum use. Assessment. Students’ scores on a tobacco cessation examination were higher than those of students enrolled in the previous course in which TBL alone had been used. Based on pre- and post-experience survey responses, students’ perceptions regarding their abilities to provide tobacco cessation counseling improved. Subjective student comments regarding the experience were positive. Conclusion. Participating in a TBL session that incorporated hands-on experience with nicotine gum in an ambulatory care elective course increased students’ confidence in their ability to provide tobacco cessation counseling and provided a unique perspective on the product’s characteristics. PMID:23966731

  13. Group cohesion and between session homework activities predict self-reported cognitive-behavioral skill use amongst participants of SMART Recovery groups.

    PubMed

    Kelly, Peter J; Deane, Frank P; Baker, Amanda L

    2015-04-01

    SMART Recovery groups are cognitive-behaviorally oriented mutual support groups for individuals with addictions. The aim of the study was to assess the extent to which the quality of group facilitation, group cohesion and the use of between session homework activities contribute to self-rated use of cognitive-behavioral skills amongst group participants. Participants attending SMART Recovery groups in Australia completed a cross sectional survey (N=124). The survey included measures of cognitive and behavioral skill utilization, group cohesion, quality of group facilitation and a rating of how frequently participants leave group meetings with an achievable between session homework plan. On average, participants had been attending SMART Recovery meetings for 9 months. Participants were most likely to attend SMART Recovery for problematic alcohol use. Regression analyses indicated that group cohesion significantly predicted use of cognitive restructuring, but that only provision of homework at the end of each group session predicted self-reported behavioral activation. Both group cohesion and leaving a group with an achievable homework plan predicted participant use of cognitive behavioral skills. The concrete actions associated with homework activities may facilitate behavioral activation. There is a need for longitudinal research to examine the relationship between the utilization of cognitive and behavioral skills and participant outcomes (e.g. substance use, mental health) for people attending SMART Recovery groups. PMID:25535099

  14. Active Kids Active Minds: A Physical Activity Intervention to Promote Learning?

    ERIC Educational Resources Information Center

    lisahunter; Abbott, Rebecca; Macdonald, Doune; Ziviani, Jennifer; Cuskelly, Monica

    2014-01-01

    This study assessed the feasibility and impact of introducing a programme of an additional 30 minutes per day of moderate physical activity within curriculum time on learning and readiness to learn in a large elementary school in south-east Queensland, Australia. The programme, Active Kids Active Minds (AKAM), involved Year 5 students (n = 107),…

  15. Active Learning: The Importance of Developing a Comprehensive Measure

    ERIC Educational Resources Information Center

    Carr, Rodney; Palmer, Stuart; Hagel, Pauline

    2015-01-01

    This article reports on an investigation into the validity of a widely used scale for measuring the extent to which higher education students employ active learning strategies. The scale is the active learning scale in the Australasian Survey of Student Engagement. This scale is based on the Active and Collaborative Learning scale of the National…

  16. Reference Framework for Active Learning in Higher Education

    ERIC Educational Resources Information Center

    Naithani, Pranav

    2008-01-01

    The work presented in this paper traces the history of active learning and further utilizes the available literature to define the meaning and importance of active learning in higher education. The study highlights common practical problems faced by students and instructors in implementing active learning in higher education and further identifies…

  17. Calcineurin inhibition blocks within-, but not between-session fear extinction in mice

    PubMed Central

    Moulin, Thiago C.; Carneiro, Clarissa F. D.; Gonçalves, Marina M. C.; Junqueira, Lara S.; Amaral, Olavo B.

    2015-01-01

    Memory extinction involves the formation of a new associative memory that inhibits a previously conditioned association. Nonetheless, it could also depend on weakening of the original memory trace if extinction is assumed to have multiple components. The phosphatase calcineurin (CaN) has been described as being involved in extinction but not in the initial consolidation of fear learning. With this in mind, we set to study whether CaN could have different roles in distinct components of extinction. Systemic treatment with the CaN inhibitors cyclosporin A (CsA) or FK-506, as well as i.c.v. administration of CsA, blocked within-session, but not between-session extinction or initial learning of contextual fear conditioning. Similar effects were found in multiple-session extinction of contextual fear conditioning and in auditory fear conditioning, indicating that CaN is involved in different types of short-term extinction. Meanwhile, inhibition of protein synthesis by cycloheximide (CHX) treatment did not affect within-session extinction, but disrupted fear acquisition and slightly impaired between-session extinction. Our results point to a dissociation of within- and between-session extinction of fear conditioning, with the former being more dependent on CaN activity and the latter on protein synthesis. Moreover, the modulation of within-session extinction did not affect between-session extinction, suggesting that these components are at least partially independent. PMID:25691516

  18. Session Overview

    NASA Astrophysics Data System (ADS)

    Spencer, Cherrill

    2010-02-01

    High-school teachers are amongst the most important contributors to the development of the science and technology workforce of the future. Many of the more than 23,000 US high-school physics teachers are not adequately prepared to teach the subject. Only one-third of them, for example, majored in physics or physics education. Can inadequate teacher preparation be a factor in the poor performance of US students on international assessments of their achievements in science and physics? Since 1995 the Trends in International Mathematics and Science Study (TIMSS) has been administered four times to many hundreds of thousands of students in over 60 countries. TIMSS is used to measure trends in the mathematics and science knowledge and skills of fourth- and eighth-graders. The Program for International Student Assessment (PISA) has been administered three times since 2000, it focuses on 15-year-olds' capabilities in reading literacy, mathematics literacy, and science literacy. TIMSS Advanced (1995) assessed school-leaving students who have had special preparation in advanced mathematics and physics. In all these studies the US students, including the Advanced Placement physics students, scored below the international average, sometimes in the bottom third of countries! Three speakers have been invited to talk about the physics K-12 education systems in other countries, one that consistently scores at the top of the PISA (Finland) or score much higher than the USA on TIMSS ( various Northern European countries) and significantly better on recent bi-lateral comparisons (China). What can we learn from the physics teaching systems in these high-scoring countries that might be applied in the USA? There will be a panel discussion following the 3 invited talks, audience participation will be encouraged. )

  19. Active Learning in the Era of Big Data

    SciTech Connect

    Jamieson, Kevin; Davis, IV, Warren L.

    2015-10-01

    Active learning methods automatically adapt data collection by selecting the most informative samples in order to accelerate machine learning. Because of this, real-world testing and comparing active learning algorithms requires collecting new datasets (adaptively), rather than simply applying algorithms to benchmark datasets, as is the norm in (passive) machine learning research. To facilitate the development, testing and deployment of active learning for real applications, we have built an open-source software system for large-scale active learning research and experimentation. The system, called NEXT, provides a unique platform for realworld, reproducible active learning research. This paper details the challenges of building the system and demonstrates its capabilities with several experiments. The results show how experimentation can help expose strengths and weaknesses of active learning algorithms, in sometimes unexpected and enlightening ways.

  20. 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…

  1. Notetaking Activity as a Logical Classroom Learning Strategy.

    ERIC Educational Resources Information Center

    Taylor, William; And Others

    The impact on learning performance of a notetaking strategy called the Directed Overt Activity Strategy (DOA) was evaluated on three types of instructional tasks: spatial learning, simple concept learning, and complex concept learning. One hundred volunteer freshman psychology students from Ohio State University used either the DOA or their own…

  2. Navigating the Active Learning Swamp: Creating an Inviting Environment for Learning.

    ERIC Educational Resources Information Center

    Johnson, Marie C.; Malinowski, Jon C.

    2001-01-01

    Reports on a survey of faculty members (n=29) asking them to define active learning, to rate how effectively different teaching techniques contribute to active learning, and to list the three teaching techniques they use most frequently. Concludes that active learning requires establishing an environment rather than employing a specific teaching…

  3. The New Science of Learning: Active Learning, Metacognition, and Transfer of Knowledge in E-Learning Applications

    ERIC Educational Resources Information Center

    Huffaker, David A.; Calvert, Sandra L.

    2003-01-01

    This article examines the key concepts of active learning, metacognition, and transfer of knowledge, as put forth by the National Research Council's approach to the new science of learning, in relation to ways that E-Learning applications might improve learning both inside and outside the classroom. Several initiatives are highlighted to…

  4. STEM learning activity among home-educating families

    NASA Astrophysics Data System (ADS)

    Bachman, Jennifer

    2011-12-01

    Science, technology, engineering, and mathematics (STEM) learning was studied among families in a group of home-educators in the Pacific Northwest. Ethnographic methods recorded learning activity (video, audio, fieldnotes, and artifacts) which was analyzed using a unique combination of Cultural-Historical Activity Theory (CHAT) and Mediated Action (MA), enabling analysis of activity at multiple levels. Findings indicate that STEM learning activity is family-led, guided by parents' values and goals for learning, and negotiated with children to account for learner interests and differences, and available resources. Families' STEM education practice is dynamic, evolves, and influenced by larger societal STEM learning activity. Parents actively seek support and resources for STEM learning within their home-school community, working individually and collectively to share their funds of knowledge. Home-schoolers also access a wide variety of free-choice learning resources: web-based materials, museums, libraries, and community education opportunities (e.g. afterschool, weekend and summer programs, science clubs and classes, etc.). A lesson-heuristic, grounded in Mediated Action, represents and analyzes home STEM learning activity in terms of tensions between parental goals, roles, and lesson structure. One tension observed was between 'academic' goals or school-like activity and 'lifelong' goals or everyday learning activity. Theoretical and experiential learning was found in both activity, though parents with academic goals tended to focus more on theoretical learning and those with lifelong learning goals tended to be more experiential. Examples of the National Research Council's science learning strands (NRC, 2009) were observed in the STEM practices of all these families. Findings contribute to the small but growing body of empirical CHAT research in science education, specifically to the empirical base of family STEM learning practices at home. It also fills a

  5. Incorporating Active Learning Techniques into a Genetics Class

    ERIC Educational Resources Information Center

    Lee, W. Theodore; Jabot, Michael E.

    2011-01-01

    We revised a sophomore-level genetics class to more actively engage the students in their learning. The students worked in groups on quizzes using the Immediate Feedback Assessment Technique (IF-AT) and active-learning projects. The IF-AT quizzes allowed students to discuss key concepts in small groups and learn the correct answers in class. The…

  6. Navigated Active Learning in an International Academic Virtual Enterprise

    ERIC Educational Resources Information Center

    Horvath, Imre; Wiersma, Meindert; Duhovnik, Joze; Stroud, Ian

    2004-01-01

    Active learning is an educational paradigm that has been reinvented and methodologically underpinned many times in order to intensify learning in various forms. This paper presents a complex approach to active learning in a design-centred academic course with international participation. Research and design were considered as vehicles of active…

  7. Enhancing Learning Outcomes through Application Driven Activities in Marketing

    ERIC Educational Resources Information Center

    Stegemann, Nicole; Sutton-Brady, Catherine

    2013-01-01

    This paper introduces an activity used in class to allow students to apply previously acquired information to a hands-on task. As the authors have previously shown active learning is a way to effectively facilitate and improve students' learning outcomes. As a result to improve learning outcomes we have overtime developed a series of learning…

  8. Effects of Sharing Clickers in an Active Learning Environment

    ERIC Educational Resources Information Center

    Daniel, Todd; Tivener, Kristin

    2016-01-01

    Scientific research into learning enhancement gained by the use of clickers in active classrooms has largely focused on the use of individual clickers. In this study, we compared the learning experiences of participants in active learning groups in which an entire small group shared a single clicker to groups in which each member of the group had…

  9. Silent Students' Participation in a Large Active Learning Science Classroom

    ERIC Educational Resources Information Center

    Obenland, Carrie A.; Munson, Ashlyn H.; Hutchinson, John S.

    2012-01-01

    Active learning in large science classrooms furthers opportunities for students to engage in the content and in meaningful learning, yet students can still remain anonymously silent. This study aims to understand the impact of active learning on these silent students in a large General Chemistry course taught via Socratic questioning and…

  10. Active Learning in the Library Instruction Environment: An Exploratory Study

    ERIC Educational Resources Information Center

    Ross, Alanna; Furno, Christine

    2011-01-01

    This paper describes an exploratory study investigating the impact of problem-based learning and clicker technology as active learning strategies at the American University of Sharjah Library, United Arab Emirates (UAE). Studies compared traditional and active learning classes. The present article maps the successes and challenges of these unique…

  11. Student Reciprocal Peer Teaching as a Method for Active Learning: An Experience in an Electrotechnical Laboratory

    NASA Astrophysics Data System (ADS)

    Muñoz-García, Miguel A.; Moreda, Guillermo P.; Hernández-Sánchez, Natalia; Valiño, Vanesa

    2012-10-01

    Active learning is one of the most efficient mechanisms for learning, according to the psychology of learning. When students act as teachers for other students, the communication is more fluent and knowledge is transferred easier than in a traditional classroom. This teaching method is referred to in the literature as reciprocal peer teaching. In this study, the method is applied to laboratory sessions of a higher education institution course, and the students who act as teachers are referred to as "laboratory monitors." A particular way to select the monitors and its impact in the final marks is proposed. A total of 181 students participated in the experiment, experiences with laboratory monitors are discussed, and methods for motivating and training laboratory monitors and regular students are proposed. The types of laboratory sessions that can be led by classmates are discussed. This work is related to the changes in teaching methods in the Spanish higher education system, prompted by the Bologna Process for the construction of the European Higher Education Area

  12. Bipart: Learning Block Structure for Activity Detection

    PubMed Central

    Mu, Yang; Lo, Henry Z.; Ding, Wei; Amaral, Kevin; Crouter, Scott E.

    2014-01-01

    Physical activity consists complex behavior, typically structured in bouts which can consist of one continuous movement (e.g. exercise) or many sporadic movements (e.g. household chores). Each bout can be represented as a block of feature vectors corresponding to the same activity type. This paper introduces a general distance metric technique to use this block representation to first predict activity type, and then uses the predicted activity to estimate energy expenditure within a novel framework. This distance metric, dubbed Bipart, learns block-level information from both training and test sets, combining both to form a projection space which materializes block-level constraints. Thus, Bipart provides a space which can improve the bout classification performance of all classifiers. We also propose an energy expenditure estimation framework which leverages activity classification in order to improve estimates. Comprehensive experiments on waist-mounted accelerometer data, comparing Bipart against many similar methods as well as other classifiers, demonstrate the superior activity recognition of Bipart, especially in low-information experimental settings. PMID:25328361

  13. Using Assistive Technology Adaptations To Include Students with Learning Disabilities in Cooperative Learning Activities.

    ERIC Educational Resources Information Center

    Bryant, Diane Pedrotty; Bryant, Brian R.

    1998-01-01

    Discusses a process for integrating technology adaptations for students with learning disabilities into cooperative-learning activities in terms of three components: (1) selecting adaptations; (2) monitoring use of adaptations during cooperative-learning activities; and (3) evaluating the adaptations' effectiveness. Barriers to and support systems…

  14. Patterns of Field Learning Activities and Their Relation to Learning Outcome

    ERIC Educational Resources Information Center

    Lee, Mingun; Fortune, Anne E.

    2013-01-01

    Field practicum is an active learning process. This study explores the different learning stages or processes students experience during their field practicum. First-year master's of social work students in field practica were asked how much they had engaged in educational learning activities such as observation, working independently,…

  15. Active-Learning versus Teacher-Centered Instruction for Learning Acids and Bases

    ERIC Educational Resources Information Center

    Sesen, Burcin Acar; Tarhan, Leman

    2011-01-01

    Background and purpose: Active-learning as a student-centered learning process has begun to take more interest in constructing scientific knowledge. For this reason, this study aimed to investigate the effectiveness of active-learning implementation on high-school students' understanding of "acids and bases". Sample: The sample of this study was…

  16. Active learning in the lecture theatre using 3D printed objects.

    PubMed

    Smith, David P

    2016-01-01

    The ability to conceptualize 3D shapes is central to understanding biological processes. The concept that the structure of a biological molecule leads to function is a core principle of the biochemical field. Visualisation of biological molecules often involves vocal explanations or the use of two dimensional slides and video presentations. A deeper understanding of these molecules can however be obtained by the handling of objects. 3D printed biological molecules can be used as active learning tools to stimulate engagement in large group lectures. These models can be used to build upon initial core knowledge which can be delivered in either a flipped form or a more didactic manner. Within the teaching session the students are able to learn by handling, rotating and viewing the objects to gain an appreciation, for example, of an enzyme's active site or the difference between the major and minor groove of DNA. Models and other artefacts can be handled in small groups within a lecture theatre and act as a focal point to generate conversation. Through the approach presented here core knowledge is first established and then supplemented with high level problem solving through a "Think-Pair-Share" cooperative learning strategy. The teaching delivery was adjusted based around experiential learning activities by moving the object from mental cognition and into the physical environment. This approach led to students being able to better visualise biological molecules and a positive engagement in the lecture. The use of objects in teaching allows the lecturer to create interactive sessions that both challenge and enable the student. PMID:27366318

  17. Active learning in the lecture theatre using 3D printed objects

    PubMed Central

    Smith, David P.

    2016-01-01

    The ability to conceptualize 3D shapes is central to understanding biological processes. The concept that the structure of a biological molecule leads to function is a core principle of the biochemical field. Visualisation of biological molecules often involves vocal explanations or the use of two dimensional slides and video presentations. A deeper understanding of these molecules can however be obtained by the handling of objects. 3D printed biological molecules can be used as active learning tools to stimulate engagement in large group lectures. These models can be used to build upon initial core knowledge which can be delivered in either a flipped form or a more didactic manner. Within the teaching session the students are able to learn by handling, rotating and viewing the objects to gain an appreciation, for example, of an enzyme’s active site or the difference between the major and minor groove of DNA. Models and other artefacts can be handled in small groups within a lecture theatre and act as a focal point to generate conversation. Through the approach presented here core knowledge is first established and then supplemented with high level problem solving through a "Think-Pair-Share" cooperative learning strategy. The teaching delivery was adjusted based around experiential learning activities by moving the object from mental cognition and into the physical environment. This approach led to students being able to better visualise biological molecules and a positive engagement in the lecture. The use of objects in teaching allows the lecturer to create interactive sessions that both challenge and enable the student. PMID:27366318

  18. Revising the "One-Shot" through Lesson Study: Collaborating with Writing Faculty to Rebuild a Library Instruction Session

    ERIC Educational Resources Information Center

    Watson, Shevaun E.; Rex, Cathy; Markgraf, Jill; Kishel, Hans; Jennings, Eric; Hinnant, Kate

    2013-01-01

    The one-shot library instruction session has long been a mainstay for many information literacy programs. Identifying realistic learning goals, integrating active learning techniques, and conducting meaningful assessment for a single lesson all present challenges. Librarians and English faculty at one college campus confronted these challenges by…

  19. 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.…

  20. "Heart Shots": a classroom activity to instigate active learning.

    PubMed

    Abraham, Reem Rachel; Vashe, Asha; Torke, Sharmila

    2015-09-01

    The present study aimed to provide undergraduate medical students at Melaka Manipal Medical College (Manipal Campus), Manipal University, in Karnataka, India, an opportunity to apply their knowledge in cardiovascular concepts to real-life situations. A group activity named "Heart Shots" was implemented for a batch of first-year undergraduate students (n = 105) at the end of a block (teaching unit). Students were divided into 10 groups each having 10-11 students. They were requested to make a video/PowerPoint presentation about the application of cardiovascular principles to real-life situations. The presentation was required to be of only pictures/photos and no text material, with a maximum duration of 7 min. More than 95% of students considered that the activity helped them to apply their knowledge in cardiovascular concepts to real-life situations and understand the relevance of physiology in medicine and to revise the topic. More than 90% of students agreed that the activity helped them to apply their creativity in improving their knowledge and to establish a link between concepts rather than learning them as isolated facts. Based on the feedback, we conclude that the activity was student centered and that it facilitated learning. PMID:26330036

  1. Are treatment effects of neurofeedback training in children with ADHD related to the successful regulation of brain activity? A review on the learning of regulation of brain activity and a contribution to the discussion on specificity.

    PubMed

    Zuberer, Agnieszka; Brandeis, Daniel; Drechsler, Renate

    2015-01-01

    While issues of efficacy and specificity are crucial for the future of neurofeedback training, there may be alternative designs and control analyses to circumvent the methodological and ethical problems associated with double-blind placebo studies. Surprisingly, most NF studies do not report the most immediate result of their NF training, i.e., whether or not children with ADHD gain control over their brain activity during the training sessions. For the investigation of specificity, however, it seems essential to analyze the learning and adaptation processes that take place in the course of the training and to relate improvements in self-regulated brain activity across training sessions to behavioral, neuropsychological and electrophysiological outcomes. To this aim, a review of studies on neurofeedback training with ADHD patients which include the analysis of learning across training sessions or relate training performance to outcome is presented. Methods on how to evaluate and quantify learning of EEG regulation over time are discussed. "Non-learning" has been reported in a small number of ADHD-studies, but has not been a focus of general methodological discussion so far. For this reason, selected results from the brain-computer interface (BCI) research on the so-called "brain-computer illiteracy", the inability to gain control over one's brain activity, are also included. It is concluded that in the discussion on specificity, more attention should be devoted to the analysis of EEG regulation performance in the course of the training and its impact on clinical outcome. It is necessary to improve the knowledge on characteristic cross-session and within-session learning trajectories in ADHD and to provide the best conditions for learning. PMID:25870550

  2. On-line and Mobil Learning Activities

    NASA Astrophysics Data System (ADS)

    Ackerman, S. A.; Whittaker, T. M.; Jasmin, T.; Mooney, M. E.

    2012-12-01

    Introductory college-level science courses for non-majors are critical gateways to imparting not only discipline-specific information, but also the basics of the scientific method and how science influences society. They are also indispensable for student success to degree. On-line, web-based homework (whether on computers or mobile devices) is a rapidly growing use of the Internet and is becoming a major component of instruction in science, replacing delayed feedback from a few major exams. Web delivery and grading of traditional textbook-type questions is equally effective as having students write them out for hand grading, as measured by student performance on conceptual and problem solving exams. During this presentation we will demonstrate some of the interactive on-line activities used to teach concepts and how scientists approach problem solving, and how these activities have impacted student learning. Evaluation of the activities, including formative and summative, will be discussed and provide evidence that these interactive activities significantly enhance understanding of introductory meteorological concepts in a college-level science course. More advanced interactive activities are also used in our courses for department majors, some of these will be discussed and demonstrated. Bring your mobile devices to play along! Here is an example on teaching contouring: http://profhorn.aos.wisc.edu/wxwise/contour/index.html

  3. How to learn effectively in medical school: test yourself, learn actively, and repeat in intervals.

    PubMed

    Augustin, Marc

    2014-06-01

    Students in medical school often feel overwhelmed by the excessive amount of factual knowledge they are obliged to learn. Although a large body of research on effective learning methods is published, scientifically based learning strategies are not a standard part of the curriculum in medical school. Students are largely unaware of how to learn successfully and improve memory. This review outlines three fundamental methods that benefit learning: the testing effect, active recall, and spaced repetition. The review summarizes practical learning strategies to learn effectively and optimize long-term retention of factual knowledge. PMID:24910566

  4. Is Peer Interaction Necessary for Optimal Active Learning?

    PubMed Central

    Farmer, Jan Keith; Peterson, Ernie

    2014-01-01

    Meta-analyses of active-learning research consistently show that active-learning techniques result in greater student performance than traditional lecture-based courses. However, some individual studies show no effect of active-learning interventions. This may be due to inexperienced implementation of active learning. To minimize the effect of inexperience, we should try to provide more explicit implementation recommendations based on research into the key components of effective active learning. We investigated the optimal implementation of active-learning exercises within a “lecture” course. Two sections of nonmajors biology were taught by the same instructor, in the same semester, using the same instructional materials and assessments. Students in one section completed in-class active-learning exercises in cooperative groups, while students in the other section completed the same activities individually. Performance on low-level, multiple-choice assessments was not significantly different between sections. However, students who worked in cooperative groups on the in-class activities significantly outperformed students who completed the activities individually on the higher-level, extended-response questions. Our results provide additional evidence that group processing of activities should be the recommended mode of implementation for in-class active-learning exercises. PMID:26086656

  5. An Innovative Teaching Method To Promote Active Learning: Team-Based Learning

    NASA Astrophysics Data System (ADS)

    Balasubramanian, R.

    2007-12-01

    Traditional teaching practice based on the textbook-whiteboard- lecture-homework-test paradigm is not very effective in helping students with diverse academic backgrounds achieve higher-order critical thinking skills such as analysis, synthesis, and evaluation. Consequently, there is a critical need for developing a new pedagogical approach to create a collaborative and interactive learning environment in which students with complementary academic backgrounds and learning skills can work together to enhance their learning outcomes. In this presentation, I will discuss an innovative teaching method ('Team-Based Learning (TBL)") which I recently developed at National University of Singapore to promote active learning among students in the environmental engineering program with learning abilities. I implemented this new educational activity in a graduate course. Student feedback indicates that this pedagogical approach is appealing to most students, and promotes active & interactive learning in class. Data will be presented to show that the innovative teaching method has contributed to improved student learning and achievement.

  6. Know your RO from your AE? Learning styles in practice.

    PubMed

    Woods, Helen Buckley

    2012-06-01

    In this article, Kolb's cycle of learning is put forward as a useful theory to consult when planning information literacy or other teaching sessions. The learning cycle is contextualised and Kolb's and other theories are briefly explored. The author then considers how learning style theories can be utilised when planning teaching and learning activities. The use of planning tools is advocated and ideas for sessions are suggested. HS. PMID:22630366

  7. Individualized Instruction in Science, Earth Space Project, Learning Activities Package.

    ERIC Educational Resources Information Center

    Kuczma, R. M.

    Learning Activity Packages (LAP) relating to the earth and space are presented for use in sampling a new type of learning for a whole year. Eighteen topics are incorporated into five units: (1) introduction to individualized learning, (2) observation versus interpretation, (3) chemistry in the space age, (4) the space age interdisciplines, and (5)…

  8. Informal Forum: Fostering Active Learning in a Teacher Preparation Program

    ERIC Educational Resources Information Center

    Huang, Grace Hui-Chen

    2006-01-01

    "Informal Forum," grounded in constructivism has been developed to foster active learning and deep understanding. Learning is an interdependent process, and is most effective when students construct their own meaning of knowledge. If one believes in the value of constructivist learning, it is important to teach how we preach in higher education.…

  9. Teacher Feedback during Active Learning: Current Practices in Primary Schools

    ERIC Educational Resources Information Center

    van den Bergh, Linda; Ros, Anje; Beijaard, Douwe

    2013-01-01

    Background: Feedback is one of the most powerful tools, which teachers can use to enhance student learning. It appears dif?cult for teachers to give qualitatively good feedback, especially during active learning. In this context, teachers should provide facilitative feedback that is focused on the development of meta-cognition and social learning.…

  10. Active Learning by Play Dough Modeling in the Medical Profession

    ERIC Educational Resources Information Center

    Herur, Anita; Kolagi, Sanjeev; Chinagudi, Surekharani; Manjula, R.; Patil, Shailaja

    2011-01-01

    Active learning produces meaningful learning, improves attitudes toward learning, and increases knowledge and retention, but is still not fully institutionalized in the undergraduate sciences. A few studies have compared the effectiveness of PowerPoint presentations, student seminars, quizzes, and use of CD-ROMs with blackboard teaching and…

  11. CurioCity, Developing an "Active Learning" Game.

    ERIC Educational Resources Information Center

    Ferguson, Lynne

    1999-01-01

    Describes a case study that takes readers through a human-centered design process used in developing an "Active Learning" tool, CurioCity, a game for students in grades 7-10. Attempts to better understand multiculturalism and to bridge formal in-school learning with informal field trip learning. (SC)

  12. An Experimental Method for the Active Learning of Greedy Algorithms

    ERIC Educational Resources Information Center

    Velazquez-Iturbide, J. Angel

    2013-01-01

    Greedy algorithms constitute an apparently simple algorithm design technique, but its learning goals are not simple to achieve.We present a didacticmethod aimed at promoting active learning of greedy algorithms. The method is focused on the concept of selection function, and is based on explicit learning goals. It mainly consists of an…

  13. Oxalate Blockage of Calcium and Iron: A Student Learning Activity.

    ERIC Educational Resources Information Center

    Walker, Noojin

    1988-01-01

    Describes a student learning activity used to teach the meaning of percentage composition, mole concept, selective precipitation, and limiting factors. Presents two word problems and their solutions. (CW)

  14. Pedagogical Distance: Explaining Misalignment in Student-Driven Online Learning Activities Using Activity Theory

    ERIC Educational Resources Information Center

    Westberry, Nicola; Franken, Margaret

    2015-01-01

    This paper provides an Activity Theory analysis of two online student-driven interactive learning activities to interrogate assumptions that such groups can effectively learn in the absence of the teacher. Such an analysis conceptualises learning tasks as constructed objects that drive pedagogical activity. The analysis shows a disconnect between…

  15. Are treatment effects of neurofeedback training in children with ADHD related to the successful regulation of brain activity? A review on the learning of regulation of brain activity and a contribution to the discussion on specificity

    PubMed Central

    Zuberer, Agnieszka; Brandeis, Daniel; Drechsler, Renate

    2015-01-01

    While issues of efficacy and specificity are crucial for the future of neurofeedback training, there may be alternative designs and control analyses to circumvent the methodological and ethical problems associated with double-blind placebo studies. Surprisingly, most NF studies do not report the most immediate result of their NF training, i.e., whether or not children with ADHD gain control over their brain activity during the training sessions. For the investigation of specificity, however, it seems essential to analyze the learning and adaptation processes that take place in the course of the training and to relate improvements in self-regulated brain activity across training sessions to behavioral, neuropsychological and electrophysiological outcomes. To this aim, a review of studies on neurofeedback training with ADHD patients which include the analysis of learning across training sessions or relate training performance to outcome is presented. Methods on how to evaluate and quantify learning of EEG regulation over time are discussed. “Non-learning” has been reported in a small number of ADHD-studies, but has not been a focus of general methodological discussion so far. For this reason, selected results from the brain-computer interface (BCI) research on the so-called “brain-computer illiteracy”, the inability to gain control over one’s brain activity, are also included. It is concluded that in the discussion on specificity, more attention should be devoted to the analysis of EEG regulation performance in the course of the training and its impact on clinical outcome. It is necessary to improve the knowledge on characteristic cross-session and within-session learning trajectories in ADHD and to provide the best conditions for learning. PMID:25870550

  16. Making errorless learning more active: self-generation in an error free learning context is superior to standard errorless learning of face-name associations in people with Alzheimer's disease.

    PubMed

    Laffan, Amanda J; Metzler-Baddeley, Claudia; Walker, Ian; Jones, Roy W

    2010-04-01

    Errorless learning (EL) principles have been shown to enable people with memory impairments to acquire various types of information (Grandmaison & Simard, 2003; Wilson, 2005). However, the effects of EL, based on simple repetition only, tend to be limited with regards to their size and longevity. The present study investigated whether EL could be improved by actively engaging people with Alzheimer's disease in the learning process. Patients learned the names of famous faces over 10 training sessions, treated either with a non-learning control, a simple repetition EL procedure, or an EL condition in which responses had to be self-generated. Cued recall rates after the final training session were significantly greater for the names treated with the self-generated EL technique compared to the control and the repetition EL conditions. In addition, there was evidence that patients with less severe general cognitive impairment benefit more from active generation than more severely impaired patients. The implications of this research for individualised memory rehabilitation programmes are discussed. PMID:19787546

  17. Sustained increase in hippocampal sharp-wave ripple activity during slow-wave sleep after learning

    PubMed Central

    Eschenko, Oxana; Ramadan, Wiâm; Mölle, Matthias; Born, Jan; Sara, Susan J.

    2008-01-01

    High-frequency oscillations, known as sharp-wave/ripple (SPW-R) complexes occurring in hippocampus during slow-wave sleep (SWS), have been proposed to promote synaptic plasticity necessary for memory consolidation. We recorded sleep for 3 h after rats were trained on an odor-reward association task. Learning resulted in an increased number SPW-Rs during the first hour of post-learning SWS. The magnitude of ripple events and their duration were also elevated for up to 2 h after the newly formed memory. Rats that did not learn the discrimination during the training session did not show any change in SPW-Rs. Successful retrieval from remote memory was likewise accompanied by an increase in SPW-R density and magnitude, relative to the previously recorded baseline, but the effects were much shorter lasting and did not include increases in ripple duration and amplitude. A short-lasting increase of ripple activity was also observed when rats were rewarded for performing a motor component of the task only. There were no increases in ripple activity after habituation to the experimental environment. These experiments show that the characteristics of hippocampal high-frequency oscillations during SWS are affected by prior behavioral experience. Associative learning induces robust and sustained (up to 2 h) changes in several SPW-R characteristics, while after retrieval from remote memory or performance of a well-trained procedural aspect of the task, only transient changes in ripple density were induced. PMID:18385477

  18. Impact of a novel teaching method based on feedback, activity, individuality and relevance on students’ learning

    PubMed Central

    Brooks, William S.; Laskar, Simone N.; Benjamin, Miles W.; Chan, Philip

    2016-01-01

    Objectives This study examines the perceived impact of a novel clinical teaching method based on FAIR principles (feedback, activity, individuality and relevance) on students’ learning on clinical placement. Methods This was a qualitative research study. Participants were third year and final year medical students attached to one UK vascular firm over a four-year period (N=108). Students were asked to write a reflective essay on how FAIRness approach differs from previous clinical placement, and its advantages and disadvantages. Essays were thematically analysed and globally rated (positive, negative or neutral) by two independent researchers. Results Over 90% of essays reported positive experiences of feedback, activity, individuality and relevance model.  The model provided multifaceted feedback; active participation; longitudinal improvement; relevance to stage of learning and future goals; structured teaching; professional development; safe learning environment; consultant involvement in teaching. Students perceived preparation for tutorials to be time intensive for tutors/students; a lack of teaching on medical sciences and direct observation of performance; more than once weekly sessions would be beneficial; some issues with peer and public feedback, relevance to upcoming exam and large group sizes. Students described negative experiences of “standard” clinical teaching. Conclusions Progressive teaching programmes based on the FAIRness principles, feedback, activity, individuality and relevance, could be used as a model to improve current undergraduate clinical teaching. PMID:26995588

  19. Students´ Perspectives on eLearning Activities in Person-Centered, Blended Learning Settings

    ERIC Educational Resources Information Center

    Haselberger, David; Motsching, Renate

    2016-01-01

    Blended or hybrid learning has become a frequent practice in higher education. In this article our primary research interest was to find out how students perceived eLearning activities in blended learning courses based on the person-centered paradigm. Through analyzing the content of a series of semi-structured interviews we found out that…

  20. Experiential Learning and Learning Environments: The Case of Active Listening Skills

    ERIC Educational Resources Information Center

    Huerta-Wong, Juan Enrique; Schoech, Richard

    2010-01-01

    Social work education research frequently has suggested an interaction between teaching techniques and learning environments. However, this interaction has never been tested. This study compared virtual and face-to-face learning environments and included active listening concepts to test whether the effectiveness of learning environments depends…

  1. How Do Teachers Learn in the Workplace? An Examination of Teacher Learning Activities

    ERIC Educational Resources Information Center

    Meirink, Jacobiene A.; Meijer, Paulien C.; Verloop, Nico; Bergen, Theo C. M.

    2009-01-01

    In this study, two data collection instruments were used to examine how Dutch secondary school teachers learn in the workplace. Firstly, they completed a questionnaire on their preferences for learning activities on two occasions. Secondly, during the intermediate period, they reported learning experiences in digital logs. Results of both…

  2. Advancing the M-Learning Research Agenda for Active, Experiential Learning: Four Case Studies

    ERIC Educational Resources Information Center

    Dyson, Laurel Evelyn; Litchfield, Andrew; Lawrence, Elaine; Raban, Ryszard; Leijdekkers, Peter

    2009-01-01

    This article reports on an m-learning research agenda instituted at our university in order to explore how mobile technology can enhance active, experiential learning. Details of the implementation and results of four areas of m-learning are presented: mobile supported fieldwork, fostering interactivity in large lectures with mobile technology,…

  3. Multiliteracies and Active Learning in CLIL--The Development of Learn Web2.0

    ERIC Educational Resources Information Center

    Marenzi, I.; Zerr, S.

    2012-01-01

    This paper discusses the development of LearnWeb2.0, a search and collaboration environment for supporting searching, organizing, and sharing distributed resources, and our pedagogical setup based on the multiliteracies approach. In LearnWeb2.0, collaborative and active learning is supported through project-focused search and aggregation, with…

  4. Designing for Inquiry-Based Learning with the Learning Activity Management System

    ERIC Educational Resources Information Center

    Levy, P.; Aiyegbayo, O.; Little, S.

    2009-01-01

    This paper explores the relationship between practitioners' pedagogical purposes, values and practices in designing for inquiry-based learning in higher education, and the affordances of the Learning Activity Management System (LAMS) as a tool for creating learning designs in this context. Using a qualitative research methodology, variation was…

  5. Students' Learning Activities While Studying Biological Process Diagrams

    NASA Astrophysics Data System (ADS)

    Kragten, Marco; Admiraal, Wilfried; Rijlaarsdam, Gert

    2015-08-01

    Process diagrams describe how a system functions (e.g. photosynthesis) and are an important type of representation in Biology education. In the present study, we examined students' learning activities while studying process diagrams, related to their resulting comprehension of these diagrams. Each student completed three learning tasks. Verbal data and eye-tracking data were collected as indications of students' learning activities. For the verbal data, we applied a fine-grained coding scheme to optimally describe students' learning activities. For the eye-tracking data, we used fixation time and transitions between areas of interest in the process diagrams as indices of learning activities. Various learning activities while studying process diagrams were found that distinguished between more and less successful students. Results showed that between-student variance in comprehension score was highly predicted by meaning making of the process arrows (80%) and fixation time in the main area (65%). Students employed successful learning activities consistently across learning tasks. Furthermore, compared to unsuccessful students, successful students used a more coherent approach of interrelated learning activities for comprehending process diagrams.

  6. Active-Learning Processes Used in US Pharmacy Education

    PubMed Central

    Brown, Stacy D.; Clavier, Cheri W.; Wyatt, Jarrett

    2011-01-01

    Objective To document the type and extent of active-learning techniques used in US colleges and schools of pharmacy as well as factors associated with use of these techniques. Methods A survey instrument was developed to assess whether and to what extent active learning was used by faculty members of US colleges and schools of pharmacy. This survey instrument was distributed via the American Association of Colleges of Pharmacy (AACP) mailing list. Results Ninety-five percent (114) of all US colleges and schools of pharmacy were represented with at least 1 survey among the 1179 responses received. Eighty-seven percent of respondents used active-learning techniques in their classroom activities. The heavier the teaching workload the more active-learning strategies were used. Other factors correlated with higher use of active-learning strategies included younger faculty member age (inverse relationship), lower faculty member rank (inverse relationship), and departments that focused on practice, clinical and social, behavioral, and/or administrative sciences. Conclusions Active learning has been embraced by pharmacy educators and is used to some extent by the majority of US colleges and schools of pharmacy. Future research should focus on how active-learning methods can be used most effectively within pharmacy education, how it can gain even broader acceptance throughout the academy, and how the effect of active learning on programmatic outcomes can be better documented. PMID:21769144

  7. Photography. Technology Learning Activity. Teacher Edition. Technology Education Series.

    ERIC Educational Resources Information Center

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

    This curriculum guide provides technology learning activities designed to prepare students in grades 6-10 to work in the world of the future. The 8-day course provides exploratory, hands-on learning activities and information that can enhance the education of students of all types in an integrated curriculum that provides practical applications of…

  8. E-Collaboration Technologies in Teaching/Learning Activity

    ERIC Educational Resources Information Center

    Zascerinska, Jelena; Ahrens, Andreas

    2009-01-01

    A proper use of e-collaboration technologies in the teaching/learning process is provided by varied cooperative networks, which penetrate teachers' and students' activity more thoroughly with the availability of broadband services. However, the successful use of e-collaboration technologies in teaching/learning activity within a multicultural…

  9. Students as Doers: Examples of Successful E-Learning Activities

    ERIC Educational Resources Information Center

    Tammelin, Maija; Peltonen, Berit; Puranen, Pasi; Auvinen, Lis

    2012-01-01

    This paper discusses learning language and communication activities that focus on students' concrete involvement in their learning process. The activities first deal with student-produced blogs and digital videos in business Spanish. They then present student-produced podcasts for Swedish business communication learners that are meant for…

  10. Incorporating Active Learning with Videos: A Case Study from Physics

    ERIC Educational Resources Information Center

    Lee, Kester J.; Sharma, Manjula D.

    2008-01-01

    Watching a video often results in passive learning and does not actively engage students. In this study, a class of 20 HSC Physics students were introduced to a teaching model that incorporated active learning principles with the watching of a video that explored the Meissner Effect and superconductors. Students would watch short sections of the…

  11. Brain Gym. Simple Activities for Whole Brain Learning.

    ERIC Educational Resources Information Center

    Dennison, Paul E.; Dennison, Gail E.

    This booklet contains simple movements and activities that are used with students in Educational Kinesiology to enhance their experience of whole brain learning. Whole brain learning through movement repatterning and Brain Gym activities enable students to access those parts of the brain previously unavailable to them. These movements of body and…

  12. Tractor Mechanics: Learning Activity Packages 1-19.

    ERIC Educational Resources Information Center

    Clemson Univ., SC. Vocational Education Media Center.

    Learning activity packages are presented for teaching tractor mechanics. The first of two sections deals with miscellaneous tasks and contains learning activity packages on cleaning the tractor and receiving new tractor parts. Section 2 is concerned with maintaining and servicing the electrical system, and it includes the following learning…

  13. Structural Engineering. Technology Learning Activity. Teacher Edition. Technology Education Series.

    ERIC Educational Resources Information Center

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

    This curriculum guide provides technology learning activities designed to prepare students in grades 6-10 to work in the world of the future. The 8-day course provides exploratory, hands-on learning activities and information that can enhance the education of students of all types in an integrated curriculum that provides practical applications of…

  14. Active Learning's Effect upon Preservice Teachers' Attitudes toward Inclusion.

    ERIC Educational Resources Information Center

    Andrews, Sharon; Clementson, John J.

    The purpose of this study was to determine the effect of active learning techniques and the use of supplemental literature dealing with disabilities in a required introduction to education and special education course on preservice teachers (N=67) attitudes toward inclusion. The active learning techniques included participation in simulation…

  15. Service Learning and Active Citizenship Education in England

    ERIC Educational Resources Information Center

    Jerome, Lee

    2012-01-01

    This article compares the English tradition of active citizenship education with the US tradition of service learning. It starts by outlining service learning and noting some of the defining characteristics as well as some of the tensions. It then discusses the model of active citizenship that has been promoted in England's secondary school…

  16. Supporting "Learning by Design" Activities Using Group Blogs

    ERIC Educational Resources Information Center

    Fessakis, Georgios; Tatsis, Konstantinos; Dimitracopoulou, Angelique

    2008-01-01

    The paper presents a case study of the educational exploitation of group blogging for the implementation of a "learning by design" activity. More specifically, a group of students used a blog as a communication and information management tool in the University course of ICT-enhanced Geometry learning activities. The analysis of the designed…

  17. The Learning Activities Questionnaire: A Tool to Enhance Teaching

    ERIC Educational Resources Information Center

    Ager, Richard

    2012-01-01

    This article describes the Learning Activities Questionnaire (LAQ) and how it can be employed to evaluate learning tasks not typically examined in course evaluation instruments such as readings and assignments. Drawing from behavioral theory in its focus on specific activities, this instrument is simple to interpret and provides clear direction…

  18. Teaching Sociological Theory through Active Learning: The Irrigation Exercise

    ERIC Educational Resources Information Center

    Holtzman, Mellisa

    2005-01-01

    For students, theory is often one of the most daunting aspects of sociology--it seems abstract, removed from the concrete events of their everyday lives, and therefore intimidating. In an attempt to break down student resistance to theory, instructors are increasingly turning to active learning approaches. Active learning exercises, then, appear…

  19. Teaching for Engagement: Part 3: Designing for Active Learning

    ERIC Educational Resources Information Center

    Hunter, William J.

    2015-01-01

    In the first two parts of this series, ("Teaching for Engagement: Part 1: Constructivist Principles, Case-Based Teaching, and Active Learning") and ("Teaching for Engagement: Part 2: Technology in the Service of Active Learning"), William J. Hunter sought to outline the theoretical rationale and research basis for such active…

  20. The Green Revolution in Transportation. Resource Recovery. Technology Learning Activities.

    ERIC Educational Resources Information Center

    Technology Teacher, 1991

    1991-01-01

    These two learning activities provide context, objectives, list of materials, student activity, and evaluation criteria. The first involves an automotive class in developing a model alternative fueled vehicle, and the second involves the design of a useful recyclable product. (JOW)

  1. Rural Development: Report on Congressional Activities in 15 Major Categories in the 92d Congress, 1st Session. Committee Print, 92d Congress, 2d Session, February 3, 1972.

    ERIC Educational Resources Information Center

    Robbins, Frances

    This report reviews the legislative progress through December 31, 1971 of the rural development bills introduced in the U.S. Senate and House during the first session of the 92d Congress. For purposes of organization, this report presents 15 major rural development categories and limits this review to those bills and bill categories directed at…

  2. The wick in the candle of learning: epistemic curiosity activates reward circuitry and enhances memory.

    PubMed

    Kang, Min Jeong; Hsu, Ming; Krajbich, Ian M; Loewenstein, George; McClure, Samuel M; Wang, Joseph Tao-yi; Camerer, Colin F

    2009-08-01

    Curiosity has been described as a desire for learning and knowledge, but its underlying mechanisms are not well understood. We scanned subjects with functional magnetic resonance imaging while they read trivia questions. The level of curiosity when reading questions was correlated with activity in caudate regions previously suggested to be involved in anticipated reward. This finding led to a behavioral study, which showed that subjects spent more scarce resources (either limited tokens or waiting time) to find out answers when they were more curious. The functional imaging also showed that curiosity increased activity in memory areas when subjects guessed incorrectly, which suggests that curiosity may enhance memory for surprising new information. This prediction about memory enhancement was confirmed in a behavioral study: Higher curiosity in an initial session was correlated with better recall of surprising answers 1 to 2 weeks later. PMID:19619181

  3. Postnatal TLR2 activation impairs learning and memory in adulthood.

    PubMed

    Madar, Ravit; Rotter, Aviva; Waldman Ben-Asher, Hiba; Mughal, Mohamed R; Arumugam, Thiruma V; Wood, W H; Becker, K G; Mattson, Mark P; Okun, Eitan

    2015-08-01

    Neuroinflammation in the central nervous system is detrimental for learning and memory, as evident form epidemiological studies linking developmental defects and maternal exposure to harmful pathogens. Postnatal infections can also induce neuroinflammatory responses with long-term consequences. These inflammatory responses can lead to motor deficits and/or behavioral disabilities. Toll like receptors (TLRs) are a family of innate immune receptors best known as sensors of microbial-associated molecular patterns, and are the first responders to infection. TLR2 forms heterodimers with either TLR1 or TLR6, is activated in response to gram-positive bacterial infections, and is expressed in the brain during embryonic development. We hypothesized that early postnatal TLR2-mediated neuroinflammation would adversely affect cognitive behavior in the adult. Our data indicate that postnatal TLR2 activation affects learning and memory in adult mice in a heterodimer-dependent manner. TLR2/6 activation improved motor function and fear learning, while TLR2/1 activation impaired spatial learning and enhanced fear learning. Moreover, developmental TLR2 deficiency significantly impairs spatial learning and enhances fear learning, stressing the involvement of the TLR2 pathway in learning and memory. Analysis of the transcriptional effects of TLR2 activation reveals both common and unique transcriptional programs following heterodimer-specific TLR2 activation. These results imply that adult cognitive behavior could be influenced in part, by activation or alterations in the TLR2 pathway at birth. PMID:26021559

  4. Postnatal TLR2 activation impairs learning and memory in adulthood

    PubMed Central

    Madar, Ravit; Rotter, Aviva; Ben-Asher, Hiba Waldman; Mughal, Mohamed R.; Arumugam, Thiruma V.; Wood, WH; Becker, KG; Mattson, Mark P.; Okun, Eitan

    2015-01-01

    Neuroinflammation in the central nervous system is detrimental for learning and memory, as evident form epidemiological studies linking developmental defects and maternal exposure to harmful pathogens. Postnatal infections can also induce neuroinflammatory responses with long-term consequences. These inflammatory responses can lead to motor deficits and/or behavioral disabilities. Toll like receptors (TLRs) are a family of innate immune receptors best known as sensors of microbial-associated molecular patterns, and are the first responders to infection. TLR2 forms heterodimers with either TLR1 or TLR6, is activated in response to gram-positive bacterial infections, and is expressed in the brain during embryonic development. We hypothesized that early postnatal TLR2-mediated neuroinflammation would adversely affect cognitive behavior in the adult. Our data indicate that postnatal TLR2 activation affects learning and memory in adult mice in a heterodimer-dependent manner. TLR2/6 activation improved motor function and fear learning, while TLR2/1 activation impaired spatial learning and enhanced fear learning. Moreover, developmental TLR2 deficiency significantly impairs spatial learning and enhances fear learning, stressing the involvement of the TLR2 pathway in learning and memory. Analysis of the transcriptional effects of TLR2 activation reveals both common and unique transcriptional programs following heterodimer-specific TLR2 activation. These results imply that adult cognitive behavior could be influenced in part, by activation or alterations in the TLR2 pathway at birth. PMID:26021559

  5. The effect of a single session of whole-body vibration training in recreationally active men on the excitability of the central and peripheral nervous system.

    PubMed

    Chmielewska, Daria; Piecha, Magdalena; Błaszczak, Edward; Król, Piotr; Smykla, Agnieszka; Juras, Grzegorz

    2014-06-28

    Vibration training has become a popular method used in professional sports and recreation. In this study, we examined the effect of whole-body vibration training on the central nervous system and muscle excitability in a group of 28 active men. Subjects were assigned randomly to one of two experimental groups with different variables of vibrations. The chronaximetry method was used to evaluate the effect of a single session of whole-body vibration training on the excitability of the rectus femoris and brachioradialis muscles. The examination of the fusing and flickering frequencies of the light stimulus was performed. An increase in the excitability of the quadriceps femoris muscle due to low intensity vibrations (20 Hz frequency, 2 mm amplitude) was noted, and a return to the initial values was observed 30 min after the application of vibration. High intensity vibrations (60 Hz frequency, 4 mm amplitude) caused elongations of the chronaxy time; however, these differences were not statistically significant. Neither a low intensity vibration amplitude of 2 mm (frequency of 20 Hz) nor a high intensity vibration amplitude of 4 mm (frequency of 60 Hz) caused a change in the excitability of the central nervous system, as revealed by the average frequency of the fusing and flickering of the light stimulus. A single session of high intensity whole-body vibration did not significantly decrease the excitability of the peripheral nervous system while the central nervous system did not seem to be affected. PMID:25114735

  6. Orchestrating Learning Activities Using the CADMOS Learning Design Tool

    ERIC Educational Resources Information Center

    Katsamani, Maria; Retalis, Symeon

    2013-01-01

    This paper gives an overview of CADMOS (CoursewAre Development Methodology for Open instructional Systems), a graphical IMS-LD Level A & B compliant learning design (LD) tool, which promotes the concept of "separation of concerns" during the design process, via the creation of two models: the conceptual model, which describes the…

  7. Learning Comes to Life: An Active Learning Program for Teens.

    ERIC Educational Resources Information Center

    Ilfeld, Ellen Meredith

    The High/Scope Institute for IDEAS began in the early 1960s as a summer camp program and is now a dynamic learning program for teens that emphasizes working with them in an environment which supports emotional, social, and intellectual development. The High/Scope model for adolescent programs is based on the following principles: (1) adolescents…

  8. Learning To Learn: 15 Vocabulary Acquisition Activities. Tips and Hints.

    ERIC Educational Resources Information Center

    Holden, William R.

    1999-01-01

    This article describes a variety of ways learners can help themselves remember new words, choosing the ones that best suit their learning styles. It is asserted that repeated exposure to new lexical items using a variety of means is the most consistent predictor of retention. The use of verbal, visual, tactile, textual, kinesthetic, and sonic…

  9. Creating Stimulating Learning and Thinking Using New Models of Activity-Based Learning and Metacognitive-Based Activities

    ERIC Educational Resources Information Center

    Pang, Katherine

    2010-01-01

    The purpose of this paper is to present a novel way to stimulate learning, creativity, and thinking based on a new understanding of activity-based learning (ABL) and two methods for developing metacognitive-based activities for the classroom. ABL, in this model, is based on the premise that teachers are distillers and facilitators of information…

  10. Gardening and Groundskeeping. A Series of Learning Activity Packages. Volume II: Learning Activity Packages 43-84.

    ERIC Educational Resources Information Center

    Clemson Univ., SC. Vocational Education Media Center.

    This series of learning activity packages is based on a catalog of performance objectives, criterion-referenced measures, and performance guides for gardening/groundskeeping developed by the Vocational Education Consortium of States (V-TECS). Learning Activity packages are presented in three areas: (1) preparing or improving soil, (2) operating…

  11. Towards Active Learning: A Case Study on Active Learning in a Small Rural School in Finland. Research [Report].

    ERIC Educational Resources Information Center

    Kimonen, Eija; Nevalainen, Raimo

    As part of an international comparative study of active learning in seven countries, a case study examined active learning practices of students and teachers in a small rural school in Finland. Small schools have traditionally existed in the sparsely populated Finnish countryside, and 60 percent of Finnish elementary schools have 1-3 teachers.…

  12. Distributed Collaboration Activities in a Blended Learning Scenario and the Effects on Learning Performance

    ERIC Educational Resources Information Center

    Gerber, M.; Grund, S.; Grote, G.

    2008-01-01

    The aim of this study was to investigate the nature of tutor and student online communication and collaboration activities in a blended learning course. The hypothesis that these activities are related to student learning performance (exam results) was tested based on the number of messages posted, as well as the nature of these messages (type of…

  13. Attitudes of Face-to-Face and E-Learning Instructors toward "Active Learning"

    ERIC Educational Resources Information Center

    Pundak, David; Herscovitz, Orit; Shacham, Miri

    2010-01-01

    Instruction in higher education has developed significantly over the past two decades, influenced by two trends: promotion of active learning methods and integration of web technology in e-Learning. Many studies found that active teaching improves students' success, involvement and thinking skills. Nevertheless, internationally, most instructors…

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

    ERIC Educational Resources Information Center

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

    2002-01-01

    Describes the course "The World According to Microbes" which puts science, mathematics, engineering, and technology majors into teams of students charged with problem solving activities that are microbial in origin. Describes the development of learning activities that utilize key components of cooperative learning including positive…

  15. Active Inference and Learning in the Cerebellum.

    PubMed

    Friston, Karl; Herreros, Ivan

    2016-09-01

    This letter offers a computational account of Pavlovian conditioning in the cerebellum based on active inference and predictive coding. Using eyeblink conditioning as a canonical paradigm, we formulate a minimal generative model that can account for spontaneous blinking, startle responses, and (delay or trace) conditioning. We then establish the face validity of the model using simulated responses to unconditioned and conditioned stimuli to reproduce the sorts of behavior that are observed empirically. The scheme's anatomical validity is then addressed by associating variables in the predictive coding scheme with nuclei and neuronal populations to match the (extrinsic and intrinsic) connectivity of the cerebellar (eyeblink conditioning) system. Finally, we try to establish predictive validity by reproducing selective failures of delay conditioning, trace conditioning, and extinction using (simulated and reversible) focal lesions. Although rather metaphorical, the ensuing scheme can account for a remarkable range of anatomical and neurophysiological aspects of cerebellar circuitry-and the specificity of lesion-deficit mappings that have been established experimentally. From a computational perspective, this work shows how conditioning or learning can be formulated in terms of minimizing variational free energy (or maximizing Bayesian model evidence) using exactly the same principles that underlie predictive coding in perception. PMID:27391681

  16. Reconstructing Causal Biological Networks through Active Learning.

    PubMed

    Cho, Hyunghoon; Berger, Bonnie; Peng, Jian

    2016-01-01

    Reverse-engineering of biological networks is a central problem in systems biology. The use of intervention data, such as gene knockouts or knockdowns, is typically used for teasing apart causal relationships among genes. Under time or resource constraints, one needs to carefully choose which intervention experiments to carry out. Previous approaches for selecting most informative interventions have largely been focused on discrete Bayesian networks. However, continuous Bayesian networks are of great practical interest, especially in the study of complex biological systems and their quantitative properties. In this work, we present an efficient, information-theoretic active learning algorithm for Gaussian Bayesian networks (GBNs), which serve as important models for gene regulatory networks. In addition to providing linear-algebraic insights unique to GBNs, leading to significant runtime improvements, we demonstrate the effectiveness of our method on data simulated with GBNs and the DREAM4 network inference challenge data sets. Our method generally leads to faster recovery of underlying network structure and faster convergence to final distribution of confidence scores over candidate graph structures using the full data, in comparison to random selection of intervention experiments. PMID:26930205

  17. Reconstructing Causal Biological Networks through Active Learning

    PubMed Central

    Cho, Hyunghoon; Berger, Bonnie; Peng, Jian

    2016-01-01

    Reverse-engineering of biological networks is a central problem in systems biology. The use of intervention data, such as gene knockouts or knockdowns, is typically used for teasing apart causal relationships among genes. Under time or resource constraints, one needs to carefully choose which intervention experiments to carry out. Previous approaches for selecting most informative interventions have largely been focused on discrete Bayesian networks. However, continuous Bayesian networks are of great practical interest, especially in the study of complex biological systems and their quantitative properties. In this work, we present an efficient, information-theoretic active learning algorithm for Gaussian Bayesian networks (GBNs), which serve as important models for gene regulatory networks. In addition to providing linear-algebraic insights unique to GBNs, leading to significant runtime improvements, we demonstrate the effectiveness of our method on data simulated with GBNs and the DREAM4 network inference challenge data sets. Our method generally leads to faster recovery of underlying network structure and faster convergence to final distribution of confidence scores over candidate graph structures using the full data, in comparison to random selection of intervention experiments. PMID:26930205

  18. Trainees as Teachers in Team-Based Learning

    ERIC Educational Resources Information Center

    Ravindranath, Divy; Gay, Tamara L.; Riba, Michelle B.

    2010-01-01

    Objective: Team-based learning is an active learning modality that is gaining popularity in medical education. The authors studied the effect of using trainees as facilitators of team-based learning sessions. Methods: Team-based learning modules were developed and implemented by faculty members and trainees for the third-year medical student…

  19. Metaphor, computing systems, and active learning

    SciTech Connect

    Carroll, J.M.; Mack, R.L.

    1982-01-01

    The authors discuss the learning process that is directed towards particular goals and is initiated by the learner, through which metaphors become relevant and effective in learning. This allows an analysis of metaphors that explains why metaphors are incomplete and open-ended, and how this stimulates the construction of mental models. 9 references.

  20. Learning Choices, Older Australians and Active Ageing

    ERIC Educational Resources Information Center

    Boulton-Lewis, Gillian M.; Buys, Laurie

    2015-01-01

    This paper reports on the findings of qualitative, semistructured interviews conducted with 40 older Australian participants who either did or did not engage in organized learning. Phenomenology was used to guide the interviews and analysis to explore the lived learning experiences and perspectives of these older people. Their experiences of…

  1. An Activity Theory View on Learning Studies

    ERIC Educational Resources Information Center

    Mosvold, Reidar; Bjuland, Raymond

    2011-01-01

    Learning study has been used by many to develop exemplary teaching in school, and this approach has recently been adopted for use in kindergarten as well. When using such approaches in different settings than they were intended for, several challenges potentially arise. This article discusses the implementation of a learning study approach in a…

  2. ASP Networking Sessions Summary

    NASA Astrophysics Data System (ADS)

    Bartolone, L. M.

    2008-06-01

    In response to evaluation conducted during the Annual Meeting of the Astronomical Society of the Pacific in 2006, ``Engaging the EPO Community: Best Practices, New Approaches,'' loosely structured networking sessions were added by the program committee in an effort to assist conference attendees in achieving their stated conference goals. The co-chairs of the 2007 conference invited registrants to serve as facilitators for twelve networking sessions. This work aims to summarize the conversations that took place during those sessions, based upon notes and artifacts provided to the author by the session facilitators.

  3. Addressing key concepts in physical geography through interactive learning activities in an online geo-ICT environment

    NASA Astrophysics Data System (ADS)

    Verstraeten, Gert; Steegen, An; Martens, Lotte

    2016-04-01

    The increasing number of geospatial datasets and free online geo-ICT tools offers new opportunities for education in Earth Sciences. Geospatial technology indeed provides an environment through which interactive learning can be introduced in Earth Sciences curricula. However, the effectiveness of such e-learning approaches in terms of learning outcomes has rarely been addressed. Here, we present our experience with the implementation of digital interactive learning activities within an introductory Physical Geography course attended by 90 undergraduate students in Geography, Geology, Biology and Archaeology. Two traditional lectures were replaced by interactive sessions (each 2 h) in a flexible classroom where students had to work both in team and individually in order to explore some key concepts through the integrated use of geospatial data within Google EarthTM. A first interactive lesson dealt with the classification of river systems and aimed to examine the conditions under which rivers tend to meander or to develop a braided pattern. Students were required to collect properties of rivers (river channel pattern, channel slope, climate, discharge, lithology, vegetation, etc). All these data are available on a global scale and have been added as separate map layers in Google EarthTM. Each student collected data for at least two rivers and added this information to a Google Drive Spreadsheet accessible to the entire group. This resulted in a database of more than one hundred rivers spread over various environments worldwide. In a second phase small groups of students discussed the potential relationships between river channel pattern and its controlling factors. Afterwards, the findings of each discussion group were presented to the entire audience. The same set-up was followed in a second interactive session to explore spatial variations in ecosystem properties such as net primary production and soil carbon content. The qualitative evaluation of both interactive

  4. Understanding the challenges to facilitating active learning in the resident conferences: a qualitative study of internal medicine faculty and resident perspectives

    PubMed Central

    Sawatsky, Adam P.; Zickmund, Susan L.; Berlacher, Kathryn; Lesky, Dan; Granieri, Rosanne

    2015-01-01

    Background In the Next Accreditation System, the Accreditation Council for Graduate Medical Education outlines milestones for medical knowledge and requires regular didactic sessions in residency training. There are many challenges to facilitating active learning in resident conferences, and we need to better understand resident learning preferences and faculty perspectives on facilitating active learning. The goal of this study was to identify challenges to facilitating active learning in resident conferences, both through identifying specific implementation barriers and identifying differences in perspective between faculty and residents on effective teaching and learning strategies. Methods The investigators invited core residency faculty to participate in focus groups. The investigators used a semistructured guide to facilitate discussion about learning preferences and teaching perspectives in the conference setting and used an ‘editing approach’ within a grounded theory framework to qualitative analysis to code the transcripts and analyze the results. Data were compared to previously collected data from seven resident focus groups. Results Three focus groups with 20 core faculty were conducted. We identified three domains pertaining to facilitating active learning in resident conferences: barriers to facilitating active learning formats, similarities and differences in faculty and resident learning preferences, and divergence between faculty and resident opinions about effective teaching strategies. Faculty identified several setting, faculty, and resident barriers to facilitating active learning in resident conferences. When compared to residents, faculty expressed similar learning preferences; the main differences were in motivations for conference attendance and type of content. Resident preferences and faculty perspectives differed on the amount of information appropriate for lecture and the role of active participation in resident conferences

  5. Developing assessment: involving the sessional clinical teacher.

    PubMed

    Bateman, H; Thomason, J M; McCracken, G; Ellis, J

    2016-02-12

    Assessment development is a fundamental element of curriculum management and a requirement for providers of education to consistently demonstrate attainment of educational standards. Development of authentic, valid and reliable assessment is, however, both challenging and resource intensive. In the UK, dental education standards are regulated by the General Dental Council (GDC). The 'safe beginner' is the threshold determined by the GDC for the passing student - but how do we apply this? This article describes an approach the School of Dental Sciences at Newcastle University has adopted to address the challenges associated with developing assessments. Sessional clinical teachers contribute a significant proportion of the clinical supervision within the BDS programme and also have a good appreciation of both the standard and concept of the 'safe beginner'. By implementing a process of active timetable management, we have identified time where this group could contribute to assessment development. We believe that aspects, which could be enhanced by their involvement, include writing, validation, standard-setting and utilisation of assessment. To achieve this, we recognise a requirement for investment in careful manpower planning and training, but consider that it is realistic and beneficial to include sessional clinical teachers in this essential part of learning and teaching. PMID:26868802

  6. Activity Book. Catch the Spirit of Learning's Cooperation Games.

    ERIC Educational Resources Information Center

    Bernagozzi, Tom; And Others

    1992-01-01

    This activity book includes across-the-curriculum activities with Olympic themes; a "cooperation relay" (four competitive team activities based on a cooperative learning model); highlights of African Americans' Olympic achievements; a poster on teamwork and activities based on the theme of keeping the Olympic torch alive; and a reproducible…

  7. Learning Risk Factors for Suicide: A Scenario-Based Activity

    ERIC Educational Resources Information Center

    Madson, Laura; Vas, Corey J.

    2003-01-01

    We created a classroom activity to illustrate factors that may predict suicide. In the activity, students rank 4 fictional individuals in terms of their relative risk for attempting or committing suicide. Students described the activity as "eye-opening," and students who participated in the activity learned more about the warning signs of an…

  8. Using a Learning Activity Sequence in Large-Enrollment Physical Geology Classes: Supporting the Needs of Underserved Students While Motivating Interest, Learning, and Success

    NASA Astrophysics Data System (ADS)

    Pun, A.; Smith, G. A.

    2011-12-01

    The learning activity sequence (LAS) strategy is a student-focused pedagogy that emphasizes active classroom learning to promote learning among all students, and in particular, those with diverse backgrounds. Online assessments both set the stage for active learning and help students synthesize material during their learning. UNM is one of only two Carnegie Research University Very High institutions also designated as Hispanic-serving and the only state flagship university that is also a majority-minority undergraduate institution. In 2010 Hispanics comprised 40% of 20,655 undergraduates (and 49% of freshmen), 37% of undergraduates were Pell Grant recipients (the largest proportion of any public flagship research university; J. Blacks Higher Ed., 2009) and 44% of incoming freshmen were first-generation students. To maximize student learning in this environment rich in traditionally underserved students, we designed a LAS for nonmajor physical geology (enrollments 100-160) that integrates in-class instruction with structured out-of-class learning. The LAS has 3 essential parts: Students read before class to acquire knowledge used during in-class collaborative, active-learning activities that build conceptual understanding. Lastly, students review notes and synthesize what they've learned before moving on to the next topic. The model combines online and in-class learning and assessment: Online reading assessments before class; active-learning experiences during class; online learning assessments after class. Class sessions include short lectures, peer instruction "clickers", and small-group problem solving (lecture tutorials). Undergraduate Peer-Learning Facilitators are available during class time to help students with problem solving. Effectiveness of the LAS approach is reflected in three types of measurements. (1) Using the LAS strategy, the overall rate of students earning a grade of C or higher is higher than compared to the average for all large

  9. Motor skill learning requires active central myelination.

    PubMed

    McKenzie, Ian A; Ohayon, David; Li, Huiliang; de Faria, Joana Paes; Emery, Ben; Tohyama, Koujiro; Richardson, William D

    2014-10-17

    Myelin-forming oligodendrocytes (OLs) are formed continuously in the healthy adult brain. In this work, we study the function of these late-forming cells and the myelin they produce. Learning a new motor skill (such as juggling) alters the structure of the brain's white matter, which contains many OLs, suggesting that late-born OLs might contribute to motor learning. Consistent with this idea, we show that production of newly formed OLs is briefly accelerated in mice that learn a new skill (running on a "complex wheel" with irregularly spaced rungs). By genetically manipulating the transcription factor myelin regulatory factor in OL precursors, we blocked production of new OLs during adulthood without affecting preexisting OLs or myelin. This prevented the mice from mastering the complex wheel. Thus, generation of new OLs and myelin is important for learning motor skills. PMID:25324381

  10. Active controllers and the time duration to learn a task

    NASA Technical Reports Server (NTRS)

    Repperger, D. W.; Goodyear, C.

    1986-01-01

    An active controller was used to help train naive subjects involved in a compensatory tracking task. The controller is called active in this context because it moves the subject's hand in a direction to improve tracking. It is of interest here to question whether the active controller helps the subject to learn a task more rapidly than the passive controller. Six subjects, inexperienced to compensatory tracking, were run to asymptote root mean square error tracking levels with an active controller or a passive controller. The time required to learn the task was defined several different ways. The results of the different measures of learning were examined across pools of subjects and across controllers using statistical tests. The comparison between the active controller and the passive controller as to their ability to accelerate the learning process as well as reduce levels of asymptotic tracking error is reported here.

  11. A Radical Poster Session.

    ERIC Educational Resources Information Center

    Gore, Paul A., Jr.; Camp, Cameron J.

    1987-01-01

    Presents the use of a poster session as an integral part of an experimental design course. Describes how the principles of experimental design are demonstrated when undergraduates design and conduct original experiments, using radishes as subjects, and present their results in a poster session. Discusses the benefits of using radishes as subjects.…

  12. Wisconsin College for Kids Stresses Active, Independent Learning.

    ERIC Educational Resources Information Center

    Notar, Ellen Elms; Deutsch, Robin

    1983-01-01

    This report describes the second year of an award-winning summer enrichment program aimed at developing independent learning skills and encouraging lifelong learning in gifted elementary students. The program featured contact with university scholars actively involved in problem solving, introduction to general bodies of knowledge, and in-depth…

  13. Using Active Learning Strategies in Psychology Classes: Illustrative Articles.

    ERIC Educational Resources Information Center

    Becker, Judith A.; Eison, James

    This bibliography was designed to assist psychology instructors in incorporating active learning strategies into their courses. The document contains articles that describe specific techniques that should help students to become more involved in learning about psychology than traditional lecture methods allow. The bibliography was prepared by…

  14. A Theory Bite on Learning through Mathematical Activity

    ERIC Educational Resources Information Center

    Steffe, Leslie P.

    2011-01-01

    In this article, the author wishes to emphasize two fundamental points related to theory that were significantly underplayed in Simon et al.'s "A Developing Approach to Studying Students' Learning through Their Mathematical Activity" (2010). The author believes these points are central to any study of children's mathematical learning. The first…

  15. Resource Letter ALIP-1: Active-Learning Instruction in Physics

    NASA Astrophysics Data System (ADS)

    Meltzer, David E.; Thornton, Ronald K.

    2012-06-01

    This Resource Letter provides a guide to the literature on research-based active-learning instruction in physics. These are instructional methods that are based on, assessed by, and validated through research on the teaching and learning of physics. They involve students in their own learning more deeply and more intensely than does traditional instruction, particularly during class time. The instructional methods and supporting body of research reviewed here offer potential for significantly improved learning in comparison to traditional lecture-based methods of college and university physics instruction. We begin with an introduction to the history of active learning in physics in the United States, and then discuss some methods for and outcomes of assessing pedagogical effectiveness. We enumerate and describe common characteristics of successful active-learning instructional strategies in physics. We then discuss a range of methods for introducing active-learning instruction in physics and provide references to those methods for which there is published documentation of student learning gains.

  16. Canada and the United States. Perspective. Learning Activity Packet.

    ERIC Educational Resources Information Center

    Maine Univ., Orono. New England - Atlantic Provinces - Quebec Center.

    The similarities and differences of Canada and the United States are explored in this Learning Activity Packet (LAP). Ten learning objectives are given which encourage students to examine: 1) the misconceptions Americans and Canadians have about each other and their ways of life; 2) the effect and influence of French and English exploration and…

  17. Learning French through Ethnolinguistic Activities and Individual Support

    ERIC Educational Resources Information Center

    Lafond, Celia; Bovey, Nadia Spang

    2013-01-01

    For the last six years, the university has been offering a Tutorial Programme for learning French, combining intensive courses and highly individualised learning activities. The programme is based on an ethnolinguistic approach and it is continuously monitored. It aims at rapid progress through contact with the local population, real-life…

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

    ERIC Educational Resources Information Center

    Gao, Jinzhu; Hargis, Jace

    2010-01-01

    This paper describes specific active learning strategies for teaching computer science, integrating both instructional technologies and non-technology-based strategies shown to be effective in the literature. The theoretical learning components addressed include an intentional method to help students build metacognitive abilities, as well as…

  19. Using Guided, Corpus-Aided Discovery to Generate Active Learning

    ERIC Educational Resources Information Center

    Huang, Li-Shih

    2008-01-01

    Over the years, educators have proposed a variety of active learning pedagogical approaches that focus on encouraging students to discover for themselves the principles and solutions that will engage them in learning and enhance their educational outcomes. Among these approaches are problem-based, inquiry-based, experiential, and discovery…

  20. Active Learning in a Math for Liberal Arts Classroom

    ERIC Educational Resources Information Center

    Lenz, Laurie

    2015-01-01

    Inquiry-based learning is a topic of growing interest in the mathematical community. Much of the focus has been on using these methods in calculus and higher-level classes. This article describes the design and implementation of a set of inquiry-based learning activities in a Math for Liberal Arts course at a small, private, Catholic college.…

  1. Intergenerational Service Learning with Elders: Multidisciplinary Activities and Outcomes

    ERIC Educational Resources Information Center

    Krout, John A.; Bergman, Elizabeth; Bianconi, Penny; Caldwell, Kathryn; Dorsey, Julie; Durnford, Susan; Erickson, Mary Ann; Lapp, Julia; Monroe, Janice Elich; Pogorzala, Christine; Taves, Jessica Valdez

    2010-01-01

    This article provides an overview of the activities included in a 3-year, multidisciplinary, intergenerational service-learning project conducted as part of a Foundation for Long-Term Care Service Learning: Linking Three Generations grant. Courses from four departments (gerontology, psychology, occupational therapy, and health promotion and…

  2. Learning Through Movement: Teaching Cognitive Content through Physical Activities.

    ERIC Educational Resources Information Center

    Werner, Peter H.; Burton, Elsie C.

    Action-oriented learning activities are focused on in this book which attempts to outline an approach for stimulating and motivating children to learn through movement. The book is divided into five parts, each dealing with an aspect of the elementary school curriculum. Part one is concerned with the language arts and is divided into three…

  3. Model Activity Systems: Dialogic Teacher Learning for Social Justice Teaching

    ERIC Educational Resources Information Center

    Hoffman-Kipp, Peter

    2003-01-01

    Interest of teacher educators working in the field of social justice focuses on the ways in which teachers learn to inscribe their professional activity within social movements (for progressive change. The community of practice (COP) approach to understanding learning as a social process has a lot of currency right now in teacher education…

  4. Creating Activating Events for Transformative Learning in a Prison Classroom

    ERIC Educational Resources Information Center

    Keen, Cheryl H.; Woods, Robert

    2016-01-01

    In this article, we interpreted, in light of Mezirow's theory of transformative learning, interviews with 13 educators regarding their work with marginalized adult learners in prisons in the northeastern United States. Transformative learning may have been aided by the educators' response to unplanned activating events, humor, and respect, and…

  5. Active Learning of Biochemistry Made Easy (for the Teacher)

    ERIC Educational Resources Information Center

    Bobich, Joseph A.

    2008-01-01

    This active learning pedagogical technique aims to improve students' learning in a two-semester, upper-division biochemistry course sequence in which the vast majority of students enrolled will continue on to medical or graduate schools. Instead of lecturing, the Instructor moves to the side of the room, thereby becoming "the guide on the side".…

  6. Critique in Academic Disciplines and Active Learning of Academic Content

    ERIC Educational Resources Information Center

    Ford, Michael J.

    2010-01-01

    This article argues for increased theoretical specificity in the active learning process. Whereas constructivist learning emphasizes construction of meaning, the process articulated here complements meaning construction with disciplinary critique. This process is an implication of how disciplinary communities generate new knowledge claims, which…

  7. Individualized Instruction in Science, Introductory Physical Science, Learning Activity Packages.

    ERIC Educational Resources Information Center

    Kuczma, R. M.

    Learning Activity Packages (LAP) mostly relating to the Introductory Physical Science Text are presented in this manual for use in sampling a new type of instruction. The total of 14 topics are incorporated into five units: (1) introduction to individualized learning; (2) observation versus interpretation; (3) quantity of matter; (4) introduction…

  8. A Hybrid Approach to University Subject Learning Activities

    ERIC Educational Resources Information Center

    Osorio Gomez, Luz Adriana; Duart, Josep M.

    2012-01-01

    In order to get a better understanding of subject design and delivery using a hybrid approach, we have studied a hybrid learning postgraduate programme offered by the University of the Andes, Bogota, Colombia. The study analyses students' perceptions of subject design and delivery, with particular reference to learning activities and the roles of…

  9. Students' Learning Activities While Studying Biological Process Diagrams

    ERIC Educational Resources Information Center

    Kragten, Marco; Admiraal, Wilfried; Rijlaarsdam, Gert

    2015-01-01

    Process diagrams describe how a system functions (e.g. photosynthesis) and are an important type of representation in Biology education. In the present study, we examined students' learning activities while studying process diagrams, related to their resulting comprehension of these diagrams. Each student completed three learning tasks. Verbal…

  10. Enhancing learning in geosciences and water engineering via lab activities

    NASA Astrophysics Data System (ADS)

    Valyrakis, Manousos; Cheng, Ming

    2016-04-01

    This study focuses on the utilisation of lab based activities to enhance the learning experience of engineering students studying Water Engineering and Geosciences. In particular, the use of modern highly visual and tangible presentation techniques within an appropriate laboratory based space are used to introduce undergraduate students to advanced engineering concepts. A specific lab activity, namely "Flood-City", is presented as a case study to enhance the active engagement rate, improve the learning experience of the students and better achieve the intended learning objectives of the course within a broad context of the engineering and geosciences curriculum. Such activities, have been used over the last few years from the Water Engineering group @ Glasgow, with success for outreach purposes (e.g. Glasgow Science Festival and demos at the Glasgow Science Centre and Kelvingrove museum). The activity involves a specific setup of the demonstration flume in a sand-box configuration, with elements and activities designed so as to gamely the overall learning activity. Social media platforms can also be used effectively to the same goals, particularly in cases were the students already engage in these online media. To assess the effectiveness of this activity a purpose designed questionnaire is offered to the students. Specifically, the questionnaire covers several aspects that may affect student learning, performance and satisfaction, such as students' motivation, factors to effective learning (also assessed by follow-up quizzes), and methods of communication and assessment. The results, analysed to assess the effectiveness of the learning activity as the students perceive it, offer a promising potential for the use of such activities in outreach and learning.

  11. Gaining A Geological Perspective Through Active Learning in the Large Lecture Classroom

    NASA Astrophysics Data System (ADS)

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

    2008-12-01

    NATS 101 A Geological Perspective is a general education course taken by non science majors. We offer 600 seats per semester, with four large lecture sections taught by different faculty members. In the past we have offered optional once a week study groups taught by graduate teaching assistants. Students often feel overwhelmed by the science and associated jargon, and many are prone to skipping lectures altogether. Optional study groups are only attended by ~50% of the students. Faculty members find the class to be a lot of work, mainly due to the grading it generates. Activities given in lecture are often short multiple choice or true false assignments, limiting the depth of understanding we can evaluate. Our students often lack math and critical thinking skills, and we spend a lot of time in lecture reintroducing ideas students should have already gotten from the text. In summer 2007 we were funded to redesign the course. Our goals were to 1) cut the cost of running the course, and 2) improve student learning. Under our redesign optional study groups were replaced by once a week mandatory break out sessions where students complete activities that have been introduced in lecture. Break out sessions substitute for one hour of lecture, and are run by undergraduate preceptors and graduate teaching assistants (GTAs). During the lecture period, lectures themselves are brief with a large portion of the class devoted to active learning in small groups. Weekly reading quizzes are submitted via the online course management system. Break out sessions allow students to spend more time interacting with their fellow students, undergraduate preceptors, and GTAs. They get one on one help in break out sessions on assignments designed to enhance the lecture material. The active lecture format means less of their time is devoted to listening passively to a lecture, and more time is spent peer learning an interacting with the instructor. Completing quizzes online allows students

  12. Transcranial Direct Current Stimulation Modulates Neuronal Activity and Learning in Pilot Training

    PubMed Central

    Choe, Jaehoon; Coffman, Brian A.; Bergstedt, Dylan T.; Ziegler, Matthias D.; Phillips, Matthew E.

    2016-01-01

    Skill acquisition requires distributed learning both within (online) and across (offline) days to consolidate experiences into newly learned abilities. In particular, piloting an aircraft requires skills developed from extensive training and practice. Here, we tested the hypothesis that transcranial direct current stimulation (tDCS) can modulate neuronal function to improve skill learning and performance during flight simulator training of aircraft landing procedures. Thirty-two right-handed participants consented to participate in four consecutive daily sessions of flight simulation training and received sham or anodal high-definition-tDCS to the right dorsolateral prefrontal cortex (DLPFC) or left motor cortex (M1) in a randomized, double-blind experiment. Continuous electroencephalography (EEG) and functional near infrared spectroscopy (fNIRS) were collected during flight simulation, n-back working memory, and resting-state assessments. tDCS of the right DLPFC increased midline-frontal theta-band activity in flight and n-back working memory training, confirming tDCS-related modulation of brain processes involved in executive function. This modulation corresponded to a significantly different online and offline learning rates for working memory accuracy and decreased inter-subject behavioral variability in flight and n-back tasks in the DLPFC stimulation group. Additionally, tDCS of left M1 increased parietal alpha power during flight tasks and tDCS to the right DLPFC increased midline frontal theta-band power during n-back and flight tasks. These results demonstrate a modulation of group variance in skill acquisition through an increasing in learned skill consistency in cognitive and real-world tasks with tDCS. Further, tDCS performance improvements corresponded to changes in electrophysiological and blood-oxygenation activity of the DLPFC and motor cortices, providing a stronger link between modulated neuronal function and behavior. PMID:26903841

  13. Transcranial Direct Current Stimulation Modulates Neuronal Activity and Learning in Pilot Training.

    PubMed

    Choe, Jaehoon; Coffman, Brian A; Bergstedt, Dylan T; Ziegler, Matthias D; Phillips, Matthew E

    2016-01-01

    Skill acquisition requires distributed learning both within (online) and across (offline) days to consolidate experiences into newly learned abilities. In particular, piloting an aircraft requires skills developed from extensive training and practice. Here, we tested the hypothesis that transcranial direct current stimulation (tDCS) can modulate neuronal function to improve skill learning and performance during flight simulator training of aircraft landing procedures. Thirty-two right-handed participants consented to participate in four consecutive daily sessions of flight simulation training and received sham or anodal high-definition-tDCS to the right dorsolateral prefrontal cortex (DLPFC) or left motor cortex (M1) in a randomized, double-blind experiment. Continuous electroencephalography (EEG) and functional near infrared spectroscopy (fNIRS) were collected during flight simulation, n-back working memory, and resting-state assessments. tDCS of the right DLPFC increased midline-frontal theta-band activity in flight and n-back working memory training, confirming tDCS-related modulation of brain processes involved in executive function. This modulation corresponded to a significantly different online and offline learning rates for working memory accuracy and decreased inter-subject behavioral variability in flight and n-back tasks in the DLPFC stimulation group. Additionally, tDCS of left M1 increased parietal alpha power during flight tasks and tDCS to the right DLPFC increased midline frontal theta-band power during n-back and flight tasks. These results demonstrate a modulation of group variance in skill acquisition through an increasing in learned skill consistency in cognitive and real-world tasks with tDCS. Further, tDCS performance improvements corresponded to changes in electrophysiological and blood-oxygenation activity of the DLPFC and motor cortices, providing a stronger link between modulated neuronal function and behavior. PMID:26903841

  14. Effect of Learning Activity on Students' Motivation, Physical Activity Levels and Effort/Persistence

    ERIC Educational Resources Information Center

    Gao, Zan; Lee, Amelia M.; Xiang, Ping; Kosma, Maria

    2011-01-01

    The type of learning activity offered in physical education may influence students' motivational beliefs, physical activity participation and effort/persistence in class. However, most empirical studies have focused on the individual level rather than on the learner-content interactions. Accordingly, the potential effects of learning activities on…

  15. Learning Microbiology Through Cooperation: Designing Cooperative Learning Activities that Promote Interdependence, Interaction, and Accountability

    PubMed Central

    TREMPY, JANINE E.; SKINNER, MONICA M.; SIEBOLD, WILLIAM A.

    2002-01-01

    A microbiology course and its corresponding learning activities have been structured according to the Cooperative Learning Model. This course, The World According to Microbes, integrates science, math, engineering, and technology (SMET) majors and non-SMET majors into teams of students charged with problem solving activities that are microbial in origin. In this study we describe development of learning activities that utilize key components of Cooperative Learning—positive interdependence, promotive interaction, individual accountability, teamwork skills, and group processing. Assessments and evaluations over an 8-year period demonstrate high retention of key concepts in microbiology and high student satisfaction with the course. PMID:23653547

  16. An active learning approach with uncertainty, representativeness, and diversity.

    PubMed

    He, Tianxu; Zhang, Shukui; Xin, Jie; Zhao, Pengpeng; Wu, Jian; Xian, Xuefeng; Li, Chunhua; Cui, Zhiming

    2014-01-01

    Big data from the Internet of Things may create big challenge for data classification. Most active learning approaches select either uncertain or representative unlabeled instances to query their labels. Although several active learning algorithms have been proposed to combine the two criteria for query selection, they are usually ad hoc in finding unlabeled instances that are both informative and representative and fail to take the diversity of instances into account. We address this challenge by presenting a new active learning framework which considers uncertainty, representativeness, and diversity creation. The proposed approach provides a systematic way for measuring and combining the uncertainty, representativeness, and diversity of an instance. Firstly, use instances' uncertainty and representativeness to constitute the most informative set. Then, use the kernel k-means clustering algorithm to filter the redundant samples and the resulting samples are queried for labels. Extensive experimental results show that the proposed approach outperforms several state-of-the-art active learning approaches. PMID:25180208

  17. Development through Dissent: Campus Activism as Civic Learning

    ERIC Educational Resources Information Center

    Biddix, J. Patrick

    2014-01-01

    This chapter traces two decades of published research on learning outcomes related to campus activism and reports results from a speculative study considering civic outcomes from participation in campus political and war demonstrations.

  18. Learning Activities: Students and Recycling. [and] Automobile Aerodynamics.

    ERIC Educational Resources Information Center

    McLaughlin, Charles H., Jr.; Schieber, Rich

    1994-01-01

    The first learning activity is intended to heighten students' awareness of the need for recycling, reuse, and reduction of materials; the second explores the aerodynamics of automobiles. Both include context, concept, objectives, procedure, and materials needed. (SK)

  19. Physical Activity and Wellness: Applied Learning through Collaboration

    ERIC Educational Resources Information Center

    Long, Lynn Hunt; Franzidis, Alexia

    2015-01-01

    This article describes how two university professors teamed up to initiate a university-sponsored physical activity and wellness expo in an effort to promote an authentic and transformative learning experience for preservice students.

  20. An Active Learning Approach with Uncertainty, Representativeness, and Diversity

    PubMed Central

    He, Tianxu; Zhang, Shukui; Xin, Jie; Xian, Xuefeng; Li, Chunhua; Cui, Zhiming

    2014-01-01

    Big data from the Internet of Things may create big challenge for data classification. Most active learning approaches select either uncertain or representative unlabeled instances to query their labels. Although several active learning algorithms have been proposed to combine the two criteria for query selection, they are usually ad hoc in finding unlabeled instances that are both informative and representative and fail to take the diversity of instances into account. We address this challenge by presenting a new active learning framework which considers uncertainty, representativeness, and diversity creation. The proposed approach provides a systematic way for measuring and combining the uncertainty, representativeness, and diversity of an instance. Firstly, use instances' uncertainty and representativeness to constitute the most informative set. Then, use the kernel k-means clustering algorithm to filter the redundant samples and the resulting samples are queried for labels. Extensive experimental results show that the proposed approach outperforms several state-of-the-art active learning approaches. PMID:25180208

  1. Teaching Middle School Students with Learning Disabilities To Recruit Peer Assistance during Cooperative Learning Group Activities.

    ERIC Educational Resources Information Center

    Wolford, Patricia L.; Heward, William L.; Alber, Sheila R.

    2001-01-01

    Four 8th graders with learning disabilities were taught to recruit assistance from peers during cooperative learning activities in two general classrooms. Training consisted of modeling, role playing, corrective feedback, and praise. Recruitment training increased the productivity and accuracy with which the students completed their language arts…

  2. Student's Reflections on Their Learning and Note-Taking Activities in a Blended Learning Course

    ERIC Educational Resources Information Center

    Nakayama, Minoru; Mutsuura, Kouichi; Yamamoto, Hiroh

    2016-01-01

    Student's emotional aspects are often discussed in order to promote better learning activity in blended learning courses. To observe these factors, course participant's self-efficacy and reflections upon their studies were surveyed, in addition to the surveying of the metrics of student's characteristics during a Bachelor level credit course.…

  3. Using the Learning Activities Survey to Examine Transformative Learning Experiences in Two Graduate Teacher Preparation Courses

    ERIC Educational Resources Information Center

    Caruana, Vicki; Woodrow, Kelli; Pérez, Luis

    2015-01-01

    The Learning Activities Survey (LAS) detected whether, and to what extent, a perspective transformation occurred during two graduate courses in teacher preparation. The LAS examined the types of learning identified as contributing to their transformative experiences. This study examined pre-service teachers' critical reflection of the course…

  4. Active Learning "Not" Associated with Student Learning in a Random Sample of College Biology Courses

    ERIC Educational Resources Information Center

    Andrews, T. M.; Leonard, M. J.; Colgrove, C. A.; Kalinowski, S. T.

    2011-01-01

    Previous research has suggested that adding active learning to traditional college science lectures substantially improves student learning. However, this research predominantly studied courses taught by science education researchers, who are likely to have exceptional teaching expertise. The present study investigated introductory biology courses…

  5. Learning Active Citizenship: Conflicts between Students' Conceptualisations of Citizenship and Classroom Learning Experiences in Lebanon

    ERIC Educational Resources Information Center

    Akar, Bassel

    2016-01-01

    Education for active citizenship continues to be a critical response for social cohesion and reconstruction in conflict-affected areas. Oftentimes, approaches to learning and teaching in such contexts can do as much harm as good. This study qualitatively examines 435 students' reflections of their civics classroom learning experiences and their…

  6. OpenSim-Supported Virtual Learning Environment: Transformative Content Representation, Facilitation, and Learning Activities

    ERIC Educational Resources Information Center

    Kim, Heesung; Ke, Fengfeng

    2016-01-01

    The pedagogical and design considerations for the use of a virtual reality (VR) learning environment are important for prospective and current teachers. However, empirical research investigating how preservice teachers interact with transformative content representation, facilitation, and learning activities in a VR educational simulation is still…

  7. Introduction to Session 1A

    NASA Astrophysics Data System (ADS)

    Himmel, Michael E.

    Understanding and overcoming the natural resistance of plant cell walls to enzymatic hydrolysis remains one of the most active research areas in biofuels production (as indicated by the number of abstracts and papers submitted to this session). A number of the oral presentations given during the Enzyme Catalysis and Engineering session highlighted the use of new and innovative tools for advancing our understanding of plant cell wall deconstruction. The oral presentations and posters given for this session included applications of imaging tools and computational models to advance our understanding of biomass recalcitrance relative to enzymatic deconstruction. This session was opened with a presentation by Dr. Danny Akin, who outlined the structural and chemical barriers for the bioconversion of grasses to sugars. Lignocelluloses from grasses, such as switch grass, are resistant to bioconversion by various aromatic constituuents, which include both lignins and phenolic acid esters. However, Akin and coworkers demonstrated the use of selected white rot fungal enzymes, which lack cellulases that could be used to produce delignified lignocellulosic materials, resulting in improved bioconversion.

  8. Activity Theory and Higher Education: Evaluating Learning Technologies

    ERIC Educational Resources Information Center

    Scanlon, E.; Issroff, K.

    2005-01-01

    This paper examines current practice in the evaluation of learning technology in the UK and proposes a new approach informed by Activity Theory. It is based on our experiences of using Activity Theory to understand students' and lecturers' experiences of technology-based teaching environments. We discuss the activity of evaluating learning…

  9. Active-Learning Exercises for Consumer Behavior Courses.

    ERIC Educational Resources Information Center

    Lawson, Timothy J.

    1995-01-01

    Presents 13 active-learning activities designed for use in consumer behavior courses. The exercises involve students in brief activities, such as analysis of persuasion techniques in advertising, and follow-up discussion. Reports that students found the exercises enjoyable and worthwhile. (CFR)

  10. Active Reading Behaviors in Tablet-Based Learning

    ERIC Educational Resources Information Center

    Palilonis, Jennifer; Bolchini, Davide

    2015-01-01

    Active reading is fundamental to learning. However, there is little understanding about whether traditional active reading frameworks sufficiently characterize how learners study multimedia tablet textbooks. This paper explores the nature of active reading in the tablet environment through a qualitative study that engaged 30 students in an active…

  11. Cognitive Neurostimulation: Learning to Volitionally Sustain Ventral Tegmental Area Activation.

    PubMed

    MacInnes, Jeff J; Dickerson, Kathryn C; Chen, Nan-kuei; Adcock, R Alison

    2016-03-16

    Activation of the ventral tegmental area (VTA) and mesolimbic networks is essential to motivation, performance, and learning. Humans routinely attempt to motivate themselves, with unclear efficacy or impact on VTA networks. Using fMRI, we found untrained participants' motivational strategies failed to consistently activate VTA. After real-time VTA neurofeedback training, however, participants volitionally induced VTA activation without external aids, relative to baseline, Pre-test, and control groups. VTA self-activation was accompanied by increased mesolimbic network connectivity. Among two comparison groups (no neurofeedback, false neurofeedback) and an alternate neurofeedback group (nucleus accumbens), none sustained activation in target regions of interest nor increased VTA functional connectivity. The results comprise two novel demonstrations: learning and generalization after VTA neurofeedback training and the ability to sustain VTA activation without external reward or reward cues. These findings suggest theoretical alignment of ideas about motivation and midbrain physiology and the potential for generalizable interventions to improve performance and learning. PMID:26948894

  12. Active learning increases student performance in science, engineering, and mathematics.

    PubMed

    Freeman, Scott; Eddy, Sarah L; McDonough, Miles; Smith, Michelle K; Okoroafor, Nnadozie; Jordt, Hannah; Wenderoth, Mary Pat

    2014-06-10

    To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes--although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms. PMID:24821756

  13. Active learning increases student performance in science, engineering, and mathematics

    PubMed Central

    Freeman, Scott; Eddy, Sarah L.; McDonough, Miles; Smith, Michelle K.; Okoroafor, Nnadozie; Jordt, Hannah; Wenderoth, Mary Pat

    2014-01-01

    To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes—although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms. PMID:24821756

  14. Active Learning: Qualitative Inquiries into Vocabulary Instruction in Chinese L2 Classrooms

    ERIC Educational Resources Information Center

    Shen, Helen H.; Xu, Wenjing

    2015-01-01

    Active learning emerged as a new approach to learning in the 1980s. The core concept of active learning involves engaging students not only in actively exploring knowledge but also in reflecting on their own learning process in order to become more effective learners. Because the nonalphabetic nature of the Chinese writing system makes learning to…

  15. Aligning Learning Activities with Instructional Models

    ERIC Educational Resources Information Center

    Gurvitch, Rachel; Metzler, Michael

    2013-01-01

    Model-based instruction has been increasingly used in physical education for the past two decades. Metzler (2011) identified eight instructional models that are commonly used in physical education today. Each model is designed to promote certain kinds of learning outcomes for students and to address different combinations of the national…

  16. Group Learning as Relational Economic Activity

    ERIC Educational Resources Information Center

    Saito, Eisuke; Atencio, Matthew

    2014-01-01

    The purpose of this paper is to discuss group learning in line with economic perspectives of embeddedness and integration emanating from the work of Karl Polanyi. Polanyi's work defines economy as a necessary interaction among human beings for survival; the economy is considered inextricably linked from broader society and social relations…

  17. Learning person-person interaction in collective activity recognition.

    PubMed

    Chang, Xiaobin; Zheng, Wei-Shi; Zhang, Jianguo

    2015-06-01

    Collective activity is a collection of atomic activities (individual person's activity) and can hardly be distinguished by an atomic activity in isolation. The interactions among people are important cues for recognizing collective activity. In this paper, we concentrate on modeling the person-person interactions for collective activity recognition. Rather than relying on hand-craft description of the person-person interaction, we propose a novel learning-based approach that is capable of computing the class-specific person-person interaction patterns. In particular, we model each class of collective activity by an interaction matrix, which is designed to measure the connection between any pair of atomic activities in a collective activity instance. We then formulate an interaction response (IR) model by assembling all these measurements and make the IR class specific and distinct from each other. A multitask IR is further proposed to jointly learn different person-person interaction patterns simultaneously in order to learn the relation between different person-person interactions and keep more distinct activity-specific factor for each interaction at the same time. Our model is able to exploit discriminative low-rank representation of person-person interaction. Experimental results on two challenging data sets demonstrate our proposed model is comparable with the state-of-the-art models and show that learning person-person interactions plays a critical role in collective activity recognition. PMID:25769156

  18. Antioxidant Expression Response to Free Radicals in Active Men and Women Fallowing to a Session Incremental Exercise; Numerical Relationship Between Antioxidants and Free Radicals

    PubMed Central

    Baghaiee, Behrouz; Aliparasti, Mohammad Reza; Almasi, Shohreh; Siahkuhian, Marefat; Baradaran, Behzad

    2016-01-01

    Background Energy production is a necessary process to continue physical activities, and exercise is associated with more oxygen consumption and increase of oxidative stress. what seems important is the numerical relationship between antioxidant and free radicals. Although the activity of some enzymes increases with physical activities, but it is possible that gene expression of this enzyme is not changed during exercise. Objectives The aim of the present study is to investigate the antioxidant enzymes gene expression and changes in malondialdehyde (MDA) and total antioxidant capacity (TAC) levels in men and women affected by a session of incremental exercise and to carefully and numerically assess the relationship between MDA changes and gene expression and activity of antioxidant enzymes. Materials and Methods 12 active men and 12 active women (21 - 24 years old) participated voluntarily in this study. Peripheral blood samples were taken from the subjects in three phases, before and after graduated exercise test (GXT) and 3 hours later (recovery). Results The gene expression of manganese superoxide dismutase (MnSOD) enzyme increased significantly in women in the recovery phase (P < 0.05). Catalase gene expression significantly increased in men in both phases (immediately & recovery) (P < 0.05). But the changes in active women were only significant immediately after the exercise. TAC levels increased significantly in men in the recovery phase and in active women immediately after the exercise (P < 0.05). MDA activity also increased significantly in men in both phases (P < 0.05). However, in women the increase was significant only in the recovery phase (P < 0.05). There was a reverse relationship between changes in MnSOD and copper- and zinc-containing superoxide dismutase (Cu/ZnSOD) levels and MDA in men (P < 0.05). In active women there was also a significant relationship between changes in MDA and gene expression of Cu/ZnSOD and TAC (P < 0.05). Conclusions The

  19. Active Learning Classrooms and Educational Alliances: Changing Relationships to Improve Learning

    ERIC Educational Resources Information Center

    Baepler, Paul; Walker, J. D.

    2014-01-01

    This chapter explores the "educational alliance" among students and between students and instructors. We contend that this is a framework that can help us understand how active learning classrooms facilitate positive educational outcomes.

  20. [ELECTRONIC LOGBOOK: LEARNING TOOL AND TEACHING AID FOR THE EVALUATION OF LEARNING ACTIVITIES].

    PubMed

    Scantamburlo, G; Vierset, V; Bonnet, P; Verpoorten, D; Delfosse, C; Ansseau, M

    2016-04-01

    A LogBook is a learning tool and teaching aid I where clinical settings lived during training courses are provided. A LogBook is basically a journal which evidences learning and skills. LogBook provides a means for monitoring student learning, both for the student and for the instructor. It provides a feedback loop for the evaluation of learning activities. This LogBook has been developed for the student's training in psychiatry but it may be extended to all medical disciplines. The authors have developed an electronic logbook to support learning and assessment. In the context of Europe, it has become necessary to set up a LogBook of uniform learning outcomes to assist medical students. PMID:27295902

  1. Teaching Students about Research: Classroom Poster Sessions.

    ERIC Educational Resources Information Center

    Crowley-Long, Kathleen; And Others

    1997-01-01

    Finds that undergraduate students in an introductory psychology class acquired more favorable attitudes toward research as a result of their active participation in the creation and presentation of a poster that illustrates their independent work. Appends poster session instructions. (RS)

  2. Leadership for Transitions of Care: An Active Learning Innovation.

    PubMed

    Huber, Diane L; Joseph, M Lindell; Halbmaier, Katie Anne; Carlson, Molly; Crill, Stacy; Krieger, Kimberly; Matthys, Nicole; Mundisev, Amy

    2016-02-01

    Active learning assignments can be achieved in online discussions, resulting in creative linkages for innovation. This article describes how the teaching strategy of active learning assignment evolved into a group of student learners engaging in the development of a creative advanced clinical care scenario in an online graduate core course on leadership and management. The advanced clinical scenario that resulted from the students envisioning the assignment through the continuum of care was innovative and creative. Most importantly, the scenario stimulated vigorous conversation and excitement over the assignment, which promoted learning, pride in accomplishment, and on-the-job impact. This article serves as a model of ways to engage students in active learning for synthesis and evaluation to enable creativity and innovation. PMID:26840240

  3. Abstracts of SIG Sessions.

    ERIC Educational Resources Information Center

    Proceedings of the ASIS Annual Meeting, 1997

    1997-01-01

    Presents abstracts of SIG Sessions. Highlights include digital collections; information retrieval methods; public interest/fair use; classification and indexing; electronic publication; funding; globalization; information technology projects; interface design; networking in developing countries; metadata; multilingual databases; networked…

  4. The Idea and Ideals of the University: A Panel Session of the 2004 Annual Meeting of the American Council of Learned Societies. ACLS Occasional Paper No. 63

    ERIC Educational Resources Information Center

    American Council of Learned Societies, 2007

    2007-01-01

    In 1918, just one year before the founding of American Council of Learned Societies (ACLS), Thorstein Veblin wrote, "In one shape or another, this problem of adjustment, reconciliation or compromise between the needs of higher learning and the demands of the business enterprise is forever present in the deliberations of the university…

  5. Students' Roles during Peer Response Sessions

    ERIC Educational Resources Information Center

    Lin, Sandra Sim Phek; Samuel, Moses

    2013-01-01

    This study examined the types of roles played by students during peer response sessions and investigated how the students' roles facilitated learning. This qualitative case study involved six Grade 10 mixed-proficiency level students from a secondary school in Malaysia. Data were collected through multiple sources. The findings indicated that the…

  6. Correlation Between Active-Learning Coursework and Student Retention of Core Content During Advanced Pharmacy Practice Experiences

    PubMed Central

    Testman, Julie A.; Hoyland, Marcella N.; Kimble, Angel M.; Euler, Mary L.

    2013-01-01

    Objective. To implement an active-learning approach in a pharmacotherapy course sequence in the second year (P2) and third (P3) year of a doctor of pharmacy (PharmD) program and determine whether the pedagogical changes correlated with retention of core content in the fourth year (P4). Design. Class sessions were transitioned from slides-based lectures to discussion-based active-learning pedagogy. Assessment. A comprehensive examination was created and administered to assess student retention of therapeutic topics taught. Students demonstrated significantly improved overall scores on questions derived from the active-learning pedagogy used in Pharmacotherapy II and III compared to those derived from Pharmacotherapy I in which content was delivered by lecture. Conclusion. The use of active-learning strategies over lecture-based methods in pharmacotherapy courses resulted in higher retention of core content. Students’ performance in areas taught using the discussion-based methodology was superior to that which was taught using lecture-based slide presentations. PMID:24159212

  7. Colors of Competence in Competition: A Guide for Active Learning in Competitive Activities

    ERIC Educational Resources Information Center

    Bernstein, Eve; Rasmussen, Jennifer F.

    2013-01-01

    The idea of actively involving children in the learning process can be beneficial for both teacher and student on a number of levels. Allowing students in physical education class to make choices has been incorporated into elementary-age teaching successfully. As a way to invite students to become more active participants in their learning,…

  8. The Homeostatic Interaction Between Anodal Transcranial Direct Current Stimulation and Motor Learning in Humans is Related to GABAA Activity

    PubMed Central

    Amadi, Ugwechi; Allman, Claire; Johansen-Berg, Heidi; Stagg, Charlotte J.

    2015-01-01

    Background The relative timing of plasticity-induction protocols is known to be crucial. For example, anodal transcranial direct current stimulation (tDCS), which increases cortical excitability and typically enhances plasticity, can impair performance if it is applied before a motor learning task. Such timing-dependent effects have been ascribed to homeostatic plasticity, but the specific synaptic site of this interaction remains unknown. Objective We wished to investigate the synaptic substrate, and in particular the role of inhibitory signaling, underpinning the behavioral effects of anodal tDCS in homeostatic interactions between anodal tDCS and motor learning. Methods We used transcranial magnetic stimulation (TMS) to investigate cortical excitability and inhibitory signaling following tDCS and motor learning. Each subject participated in four experimental sessions and data were analyzed using repeated measures ANOVAs and post-hoc t-tests as appropriate. Results As predicted, we found that anodal tDCS prior to the motor task decreased learning rates. This worsening of learning after tDCS was accompanied by a correlated increase in GABAA activity, as measured by TMS-assessed short interval intra-cortical inhibition (SICI). Conclusion This provides the first direct demonstration in humans that inhibitory synapses are the likely site for the interaction between anodal tDCS and motor learning, and further, that homeostatic plasticity at GABAA synapses has behavioral relevance in humans. PMID:26279408

  9. Student-inspired activities for the teaching and learning of engineering ethics.

    PubMed

    Alpay, E

    2013-12-01

    Ethics teaching in engineering can be problematic because of student perceptions of its subjective, ambiguous and philosophical content. The use of discipline-specific case studies has helped to address such perceptions, as has practical decision making and problem solving approaches based on some ethical frameworks. However, a need exists for a wider range of creative methods in ethics education to help complement the variety of activities and learning experiences within the engineering curriculum. In this work, a novel approach is presented in which first-year undergraduate students are responsible for proposing ethics education activities of relevance to their peers and discipline area. The students are prepared for the task through a short introduction on engineering ethics, whereby generic frameworks for moral and professional conduct are discussed, and discipline and student-relevance contexts provided. The approach has been used in four departments of engineering at Imperial College London, and has led to the generation of many creative ideas for wider student engagement in ethics awareness, reflection and understanding. The paper presents information on the premise of the introductory sessions for supporting the design task, and an evaluation of the student experience of the course and task work. Examples of proposals are given to demonstrate the value of such an approach to teachers, and ultimately to the learning experiences of the students themselves. PMID:21800172

  10. Reward and reinforcement activity in the nucleus accumbens during learning

    PubMed Central

    Gale, John T.; Shields, Donald C.; Ishizawa, Yumiko; Eskandar, Emad N.

    2014-01-01

    The nucleus accumbens core (NAcc) has been implicated in learning associations between sensory cues and profitable motor responses. However, the precise mechanisms that underlie these functions remain unclear. We recorded single-neuron activity from the NAcc of primates trained to perform a visual-motor associative learning task. During learning, we found two distinct classes of NAcc neurons. The first class demonstrated progressive increases in firing rates at the go-cue, feedback/tone and reward epochs of the task, as novel associations were learned. This suggests that these neurons may play a role in the exploitation of rewarding behaviors. In contrast, the second class exhibited attenuated firing rates, but only at the reward epoch of the task. These findings suggest that some NAcc neurons play a role in reward-based reinforcement during learning. PMID:24765069

  11. Reinforcement active learning in the vibrissae system: optimal object localization.

    PubMed

    Gordon, Goren; Dorfman, Nimrod; Ahissar, Ehud

    2013-01-01

    Rats move their whiskers to acquire information about their environment. It has been observed that they palpate novel objects and objects they are required to localize in space. We analyze whisker-based object localization using two complementary paradigms, namely, active learning and intrinsic-reward reinforcement learning. Active learning algorithms select the next training samples according to the hypothesized solution in order to better discriminate between correct and incorrect labels. Intrinsic-reward reinforcement learning uses prediction errors as the reward to an actor-critic design, such that behavior converges to the one that optimizes the learning process. We show that in the context of object localization, the two paradigms result in palpation whisking as their respective optimal solution. These results suggest that rats may employ principles of active learning and/or intrinsic reward in tactile exploration and can guide future research to seek the underlying neuronal mechanisms that implement them. Furthermore, these paradigms are easily transferable to biomimetic whisker-based artificial sensors and can improve the active exploration of their environment. PMID:22789551

  12. Tractor Mechanics. Maintaining and Servicing the Engine, Learning Activity Packages 78-89; Lubricating the Tractor, Learning Activity Packages 90-94; Painting the Tractor, Learning Activity Packages 95-96.

    ERIC Educational Resources Information Center

    Clemson Univ., SC. Vocational Education Media Center.

    This series of learning activity packages focuses on three areas of tractor mechanics: (1) maintaining and servicing the engine, (2) lubricating the tractor, and (3) painting the tractor. Each of the nineteen illustrated learning activity packages follows a typical format: introduction, directions, objectives, learning activities, tools and…

  13. Effect of modafinil on learning and task-related brain activity in methamphetamine-dependent and healthy individuals.

    PubMed

    Ghahremani, Dara G; Tabibnia, Golnaz; Monterosso, John; Hellemann, Gerhard; Poldrack, Russell A; London, Edythe D

    2011-04-01

    Methamphetamine (MA)-dependent individuals exhibit deficits in cognition and prefrontal cortical function. Therefore, medications that improve cognition in these subjects may improve the success of therapy for their addiction, especially when cognitive behavioral therapies are used. Modafinil has been shown to improve cognitive performance in neuropsychiatric patients and healthy volunteers. We therefore conducted a randomized, double-blind, placebo-controlled, cross-over study, using functional magnetic resonance imaging, to examine the effects of modafinil on learning and neural activity related to cognitive function in abstinent, MA-dependent, and healthy control participants. Modafinil (200 mg) and placebo were administered orally (one single dose each), in counterbalanced fashion, 2 h before each of two testing sessions. Under placebo conditions, MA-dependent participants showed worse learning performance than control participants. Modafinil boosted learning in MA-dependent participants, bringing them to the same performance level as control subjects; the control group did not show changes in performance with modafinil. After controlling for performance differences, MA-dependent participants showed a greater effect of modafinil on brain activation in bilateral insula/ventrolateral prefrontal cortex and anterior cingulate cortices than control participants. The findings suggest that modafinil improves learning in MA-dependent participants, possibly by enhancing neural function in regions important for learning and cognitive control. These results suggest that modafinil may be a suitable pharmacological adjunct for enhancing the efficiency of cognitive-based therapies for MA dependence. PMID:21289606

  14. Nebraska's Ag in the Classroom. Learning Activities.

    ERIC Educational Resources Information Center

    Nebraska Univ., Lincoln. Inst. of Agriculture and Natural Resources.

    This publication contains 22 activities that have been developed to help teachers and students become more aware of, appreciate, and understand the food and fiber production system and its role in the economy and society. Teachers are intended to select activities appropriate to their students' abilities and interests. Each activity contains the…

  15. Invention activities as preparation for learning laboratory data handling skills

    NASA Astrophysics Data System (ADS)

    Day, James

    2012-10-01

    Undergraduate physics laboratories are often driven by a mix of goals, and usually enough of them to cause cognitive overload for the student. Our recent findings align well with studies indicating that students often exit a physics lab without having properly learned how to handle real data. The value of having students explore the underlying structure of a problem before being able to solve it has been shown as an effective way to ready students for learning. Borrowing on findings from the fields of education and cognitive psychology, we use ``invention activities'' to precede direct instruction and bolster learning. In this talk I will show some of what we have learned about students' data handling skills, explain how an invention activity works, and share some observations of successful transfer.

  16. Active learning applied for photometric redshift estimation of quasars

    NASA Astrophysics Data System (ADS)

    Han, Bo; Zhang, Yanxia; Zhao, Yongheng

    2015-08-01

    For a long time the quasars’ photometric redshifts have been estimated by learning from all available training dataset. In the scenario of big data, the amount of available data is huge and the dataset may include noise. Consequently, a major research challenge is to design a learning process that gains the most informative data from the available dataset in terms of optimal learning of the underlying relationships. By filtering out noisy data and redundant data, the optimal learning can improve both estimation accuracy and speed. Towards this objective, in this study we figure out an active learning approach that automatically learns a series of suppport vector regression models based on small size of different sampling data chunks. These models are applied on a validation dataset. By active learning, those validation data with estimation results vary in a certain range are regarded as the informative data and are aggregated in multiple training datasets. Next, the aggregated training datasets are combined into an ensemble estimator through averaging and then applied on a test dataset. Our experimental results on SDSS data show that the proposed method is helpful to improve quasars’ photometric redshift estimation accuracy.

  17. Motor-Skill Learning Is Dependent on Astrocytic Activity

    PubMed Central

    Padmashri, Ragunathan; Suresh, Anand; Boska, Michael D.; Dunaevsky, Anna

    2015-01-01

    Motor-skill learning induces changes in synaptic structure and function in the primary motor cortex through the involvement of a long-term potentiation- (LTP-) like mechanism. Although there is evidence that calcium-dependent release of gliotransmitters by astrocytes plays an important role in synaptic transmission and plasticity, the role of astrocytes in motor-skill learning is not known. To test the hypothesis that astrocytic activity is necessary for motor-skill learning, we perturbed astrocytic function using pharmacological and genetic approaches. We find that perturbation of astrocytes either by selectively attenuating IP3R2 mediated astrocyte Ca2+ signaling or using an astrocyte specific metabolic inhibitor fluorocitrate (FC) results in impaired motor-skill learning of a forelimb reaching-task in mice. Moreover, the learning impairment caused by blocking astrocytic activity using FC was rescued by administration of the gliotransmitter D-serine. The learning impairments are likely caused by impaired LTP as FC blocked LTP in slices and prevented motor-skill training-induced increases in synaptic AMPA-type glutamate receptor in vivo. These results support the conclusion that normal astrocytic Ca2+ signaling during a reaching task is necessary for motor-skill learning. PMID:26346977

  18. Increased BOLD activation in the left parahippocampal cortex after 1 year of medical school: an association with cumulative verbal memory learning.

    PubMed

    Bernier, Michaël; Gauvreau, Claudie; Theriault, Denis; Madrolle, Stéphanie; Lepage, Jean-François; Whittingstall, Kevin

    2016-01-01

    Although several studies have shown left-right hippocampus asymmetry during learning, it is unclear whether such asymmetry also exists for the parahippocampal cortex, a structure within the limbic system that is also involved in memory and learning. Using a common mental navigation task known to activate the bilateral parahippocampal cortex, this study aimed at determining how BOLD activation in these two areas changes after 1 year of medical school, a program characterized by intensive verbal learning. Fifteen first-year medical students participated in this study and underwent two sessions of functional MRI, at a 1-year interval. In the first session, we observed marginal differences between left and right parahippocampal cortex activity. However, 1 year later, left parahippocampal activation significantly increased (+4.7%), whereas the right remained stable. These results bring new information as to how intensive learning can modify regional metabolism in the human brain and how the left parahippocampal region is particularly important for cumulative verbal memory. PMID:26606418

  19. Syncope. What Is It? Instructor's Packet. Learning Activity Package.

    ERIC Educational Resources Information Center

    Stark, Pam

    This instructor's packet accompanies the learning activity package (LAP) on syncope (fainting). Contents included in the packet are a time sheet, suggested uses for the LAP, an instruction sheet, final LAP reviews, a final LAP review answer key, a student performance checklist, suggested activities, an additional resources list, and student…

  20. Residential Construction. Technology Learning Activity. Teacher Edition. Technology Education Series.

    ERIC Educational Resources Information Center

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

    This packet of technology learning activity (TLA) materials for residential construction for students in grades 6-10 consists of an instructor's section and student materials. The instructor's section contains background information, suggested activities, and a list of suggested resources. A lesson plan for the 10-day module includes assignments;…

  1. Community Service-Learning and Cultural-Historical Activity Theory

    ERIC Educational Resources Information Center

    Taylor, Alison

    2014-01-01

    This paper explores the potential of cultural-historical activity theory (CHAT), to provide new insights into community service-learning (CSL) in higher education. While CSL literature acknowledges the influences of John Dewey and Paolo Freire, discussion of the potential contribution of cultural-historical activity theory, rooted in the work of…

  2. Active Learning Strategies for Introductory Light and Optics

    ERIC Educational Resources Information Center

    Sokoloff, David R.

    2016-01-01

    There is considerable evidence that traditional approaches are ineffective in teaching physics concepts, including light and optics concepts. A major focus of the work of the Activity Based Physics Group has been on the development of active learning curricula like RealTime Physics (RTP) labs and Interactive Lecture Demonstrations (ILDs). Among…

  3. The Soul of Active Learning: Connecting Psychology and Faith.

    ERIC Educational Resources Information Center

    Jacobsen, Rhonda Hustedt

    "Active Learning" refers to activities that help students connect new academic subjects with previous knowledge and experiences. This paper is an outline of a senior seminar on making connections between psychology and the broader lives of students. It is assumed that, for many undergraduate students, basic understandings of human nature are…

  4. Learning Activity Package, Chemistry I, (LAP) Study 29.

    ERIC Educational Resources Information Center

    Jones, Naomi

    Presented is a Learning Activity Package (LAP) study concerned with carbon and its compounds. This LAP in chemistry includes a rationale for studying the chemical element of carbon, a list of student objectives (stated in behavioral terms), of activities (reading, laboratory experiments, model construction, etc.), a two-page worksheet, a…

  5. An Active, Collaborative Approach to Learning Skills in Flow Cytometry

    ERIC Educational Resources Information Center

    Fuller, Kathryn; Linden, Matthew D.; Lee-Pullen, Tracey; Fragall, Clayton; Erber, Wendy N.; Röhrig, Kimberley J.

    2016-01-01

    Advances in science education research have the potential to improve the way students learn to perform scientific interpretations and understand science concepts. We developed active, collaborative activities to teach skills in manipulating flow cytometry data using FlowJo software. Undergraduate students were given compensated clinical flow…

  6. Plastics in Our Environment: A Jigsaw Learning Activity

    ERIC Educational Resources Information Center

    Hampton, Elaine; Wallace, Mary Ann; Lee, Wen-Yee

    2009-01-01

    In this lesson, a ready-to-teach cooperative reading activity, students learn about the effects of plastics in our environment, specifically that certain petrochemicals act as artificial estrogens and impact hormonal activities. Much of the content in this lesson was synthesized from recent medical research about the impact of xenoestrogens and…

  7. The Surgical Scrub. Instructor's Packet. Learning Activity Package.

    ERIC Educational Resources Information Center

    Runge, Lillian

    This instructor's packet accompanies the learning activity package (LAP) on the surgical scrub. Contents included in the packet are a time sheet, suggested uses for the LAP, an instruction sheet, final LAP reviews, a final LAP review answer key, a student performance checklist, suggested activities, an additional resources list, and student…

  8. Re"modeling" College Algebra: An Active Learning Approach

    ERIC Educational Resources Information Center

    Pinzon, D.; Pinzon, K.; Stackpole, M.

    2016-01-01

    In this paper, we discuss active learning in College Algebra at Georgia Gwinnett College. This approach has been used in more than 20 sections of College Algebra taught by the authors in the past four semesters. Students work in small, structured groups on guided inquiry activities after watching 15-20 minutes of videos before class. We discuss a…

  9. PDAs as Lifelong Learning Tools: An Activity Theory Based Analysis

    ERIC Educational Resources Information Center

    Waycott, Jenny; Jones, Ann; Scanlon, Eileen

    2005-01-01

    This paper describes the use of an activity theory (AT) framework to analyze the ways that distance part time learners and mobile workers adapted and appropriated mobile devices for their activities and in turn how their use of these new tools changed the ways that they carried out their learning or their work. It is argued that there are two key…

  10. Fun and Learning for Parents and Children: An Activities Handbook.

    ERIC Educational Resources Information Center

    Trans-Management Systems, Inc.

    Based on the assumption that the more parents enjoy playing with their children, the more children will learn from their parents, this booklet is a collection of fun activities for parents to do with their preschool children. The booklet is organized according to location for the activity, whether in a particular room in the house or outdoors.…

  11. Marketing Feud: An Active Learning Game of (Mis)Perception

    ERIC Educational Resources Information Center

    Schee, Brian A. Vander

    2011-01-01

    This paper presents the results of implementing an active learning activity in the principles of marketing course adapted from the television show "Family Feud". The objectives of the Marketing Feud game include increasing awareness of marketing misperceptions, clarifying marketing misunderstandings, encouraging class participation, and building…

  12. Assessing High School Student Learning on Science Outreach Lab Activities

    ERIC Educational Resources Information Center

    Thomas, Courtney L.

    2012-01-01

    The effect of hands-on laboratory activities on secondary student learning was examined. Assessment was conducted over a two-year period, with 262 students participating the first year and 264 students the second year. Students took a prequiz, performed a laboratory activity (gas chromatography of alcohols, or photosynthesis and respiration), and…

  13. Project-Based Language Learning: An Activity Theory Analysis

    ERIC Educational Resources Information Center

    Gibbes, Marina; Carson, Lorna

    2014-01-01

    This paper reports on an investigation of project-based language learning (PBLL) in a university language programme. Learner reflections of project work were analysed through Activity Theory, where tool-mediated activity is understood as the central unit of analysis for human interaction. Data were categorised according to the components of human…

  14. Introduction to Session 1B

    NASA Astrophysics Data System (ADS)

    Sticklen, Mariam B.

    Topics presented in the "Plant Biotechnology and Genomics" session focused on technologies that highlight the important role of plant biotechnology and genomics in the development of future energy crops. Several excellent presentations demonstrated the latest advances in energy crop development through the use of plant cell wall regulation and by engineering new energy crops such as brown midrib sweet sorghum. Approaches included the control of cellulose production by increased expression of cellulase synthase genes and the selection of high-yield varieties of shrub willows. The potential of producing hydrolytic enzymes using transgenic plants as a cost-effective means for the large-scale production of these enzymes was also explored in the session, as was the role of posttranslational modifications on the activities of heterologous expressed cellulases in hosts such as Pichia pastoris.

  15. Increasing Readiness for Self-Directed Learning: A Facilitator's Manual for Ten Self-Directed Learning Group Modules for Adults.

    ERIC Educational Resources Information Center

    Rutland, Adonna M.; Guglielmino, Lucy M.

    This manual was prepared for use by adult education teachers in facilitating a self-directed learning (SDL) group for students based on the modules described in the manual. The SDL group involves 10 sessions with specific objectives and activities for each session. Following an introduction, the manual is organized in five additional sections. The…

  16. Diverse expected gradient active learning for relative attributes.

    PubMed

    You, Xinge; Wang, Ruxin; Tao, Dacheng

    2014-07-01

    The use of relative attributes for semantic understanding of images and videos is a promising way to improve communication between humans and machines. However, it is extremely labor- and time-consuming to define multiple attributes for each instance in large amount of data. One option is to incorporate active learning, so that the informative samples can be actively discovered and then labeled. However, most existing active-learning methods select samples one at a time (serial mode), and may therefore lose efficiency when learning multiple attributes. In this paper, we propose a batch-mode active-learning method, called diverse expected gradient active learning. This method integrates an informativeness analysis and a diversity analysis to form a diverse batch of queries. Specifically, the informativeness analysis employs the expected pairwise gradient length as a measure of informativeness, while the diversity analysis forces a constraint on the proposed diverse gradient angle. Since simultaneous optimization of these two parts is intractable, we utilize a two-step procedure to obtain the diverse batch of queries. A heuristic method is also introduced to suppress imbalanced multiclass distributions. Empirical evaluations of three different databases demonstrate the effectiveness and efficiency of the proposed approach. PMID:24983113

  17. The Development of Teaching Skills to Support Active Learning in University Science (ALIUS)

    ERIC Educational Resources Information Center

    Bedgood, Danny R., Jr.; Bridgeman, Adam J.; Buntine, Mark; Mocerino, Mauro; Southam, Daniel; Lim, Kieran F.; Gardiner, Michael; Yates, Brian; Morris, Gayle; Pyke, Simon M.; Zadnik, Marjan

    2010-01-01

    This paper describes an Australian Learning and Teaching Council funded project for which Learning Design is encompassed in the broadest sense. ALIUS (Active Learning In University Science) takes the design of learning back to the learning experiences created for students. ALIUS is not about designing a particular activity, or subject, or course,…

  18. Brain activation and lexical learning: the impact of learning phase and word type.

    PubMed

    Raboyeau, G; Marcotte, K; Adrover-Roig, D; Ansaldo, A I

    2010-02-01

    This study investigated the neural correlates of second-language lexical acquisition in terms of learning phase and word type. Ten French-speaking participants learned 80 Spanish words-40 cognates, 40 non-cognates-by means of a computer program. The learning process included the early learning phase, which comprised 5 days, and the consolidation phase, which lasted 2 weeks. After each phase, participants performed an overt naming task during an er-fMRI scan. Naming accuracy was better for cognates during the early learning phase only. However, cognates were named faster than non-cognates during both phases. The early learning phase was characterized by activations in the left iFG and Broca's area, which were associated with effortful lexical retrieval and phonological processing, respectively. Further, the activation in the left ACC and DLPFC suggested that monitoring may be involved during the early phases of lexical learning. During the consolidation phase, the activation in the left premotor cortex, the right supramarginal gyrus and the cerebellum indicated that articulatory planning may contribute to the consolidation of second-language phonetic representations. No dissociation between word type and learning phase could be supported. However, a Fisher r-to-z test showed that successful cognate retrieval was associated with activations in Broca's area, which could reflect the adaptation of known L1 phonological sequences. Moreover, successful retrieval of non-cognates was associated with activity in the anterior-medial left fusiform and right posterior cingulate cortices, suggesting that their successful retrieval may rely upon the access to semantic and lexical information, and even on the greater likelihood of errors. PMID:19837173

  19. A Preliminary Investigation of Self-Directed Learning Activities in a Non-Formal Blended Learning Environment

    ERIC Educational Resources Information Center

    Schwier, Richard A.; Morrison, Dirk; Daniel, Ben K.

    2009-01-01

    This research considers how professional participants in a non-formal self-directed learning environment (NFSDL) made use of self-directed learning activities in a blended face-to-face and on line learning professional development course. The learning environment for the study was a professional development seminar on teaching in higher education…

  20. Developing a Mobile Learning Management System for Outdoors Nature Science Activities Based on 5E Learning Cycle

    ERIC Educational Resources Information Center

    Lai, Ah-Fur; Lai, Horng-Yih; Chuang, Wei-Hsiang; Wu, Zih-Heng

    2015-01-01

    Traditional outdoor learning activities such as inquiry-based learning in nature science encounter many dilemmas. Due to prompt development of mobile computing and widespread of mobile devices, mobile learning becomes a big trend on education. The main purpose of this study is to develop a mobile-learning management system for overcoming the…

  1. Active Learning and Cooperative Learning in the Organic Chemistry Lecture Class

    NASA Astrophysics Data System (ADS)

    Paulson, Donald R.

    1999-08-01

    Faculty in the physical sciences are one of the academic groups least receptive to the use of active learning strategies and cooperative learning in their classrooms. This is particularly so in traditional lecture classes. It is the objective of this paper to show how effective these techniques can be in improving student performance in classes. The use of active learning strategies and cooperative learning groups in my organic chemistry lecture classes has increased the overall pass rate in my classes by an astounding 20-30% over the traditional lecture mode. This has been accomplished without any reduction in "standards". The actual methods employed are presented as well as a discussion of how I came to radically change the way I teach my classes.

  2. Five Experiential Learning Activities in Addictions Education

    ERIC Educational Resources Information Center

    Warren, Jane A.; Hof, Kiphany R.; McGriff, Deborah; Morris, Lay-nah Blue

    2012-01-01

    This article describes five creative experiential classroom activities used in teaching addictions. The activities were integrated into the classroom curriculum and were processed weekly in focused dialogue. Student reflections throughout the article add depth to the meaning gained from the experience of the change process. The students' feedback…

  3. Activities To Help in Learning about Functions.

    ERIC Educational Resources Information Center

    Willoughby, Stephen S.

    1997-01-01

    Describes several activities and games that provide an introduction to the concept of function. Suggests that experiences should depend more on students' experiences and understanding and less on the memorization of unmotivated conventions with abstract symbols. Includes activities for a calculator as a function machine, composite functions, and…

  4. Exergaming: Syncing Physical Activity and Learning

    ERIC Educational Resources Information Center

    Hicks, Lisa; Higgins, John

    2010-01-01

    This article discusses exergaming, a groundbreaking type of video game which is creating a revolution in physical education. Exergaming combines physical activity and video gaming to create an enjoyable and appealing way for students to be physically active. An extremely popular choice in this genre is the music video/dance rhythm game (MVDG). One…

  5. An Activity for Learning to Find Percentiles

    ERIC Educational Resources Information Center

    Cox, Richard G.

    2016-01-01

    This classroom activity is designed to help students practice calculating percentiles. The approach of the activity involves physical sorting and full classroom participation in each calculation. The design encourages a more engaged approach than simply having students make a calculation with numbers on a paper.

  6. Active Learning? Not with My Syllabus!

    ERIC Educational Resources Information Center

    Ernst, Michael D.

    2012-01-01

    We describe an approach to teaching probability that minimizes the amount of class time spent on the topic while also providing a meaningful (dice-rolling) activity to get students engaged. The activity, which has a surprising outcome, illustrates the basic ideas of informal probability and how probability is used in statistical inference.…

  7. Using Blended Learning to Increase Learner Support and Improve Retention

    ERIC Educational Resources Information Center

    Hughes, Gwyneth

    2007-01-01

    Improving retention and identifying "at risk" learners are high profile issues in higher education, and a proposed solution is to provide good learner support. Blending of online learning with classroom sessions offers the potential to use a virtual learning environment to deliver learning activities, and to support learners using a distance…

  8. Writing-to-Learn Activities to Provoke Deeper Learning in Calculus

    ERIC Educational Resources Information Center

    Jaafar, Reem

    2016-01-01

    For students with little experience in mathematical thinking and conceptualization, writing-to-learn activities (WTL) can be particularly effective in promoting discovery and understanding. For community college students embarking on a first calculus course in particular, writing activities can help facilitate the transition from an "apply…

  9. Active Learning by Design: An Undergraduate Introductory Public Health Course

    PubMed Central

    Yeatts, Karin B.

    2014-01-01

    Principles of active learning were used to design and implement an introductory public health course. Students were introduced to the breadth and practice of public health through team and individual-based activities. Team assignments covered topics in epidemiology, biostatistics, health behavior, nutrition, maternal and child health, environment, and health policy. Students developed an appreciation of the population perspective through an “experience” trip and related intervention project in a public health area of their choice. Students experienced several key critical component elements of a public health undergraduate major; they explored key public health domains, experience public health practice, and integrated concepts with their assignments. In this paper, course assignments, lessons learned, and student successes are described. Given the increased growth in the undergraduate public health major, these active learning assignments may be of interest to undergraduate public health programs at both liberal arts colleges and research universities. PMID:25566526

  10. Active learning in the presence of unlabelable examples

    NASA Technical Reports Server (NTRS)

    Mazzoni, Dominic; Wagstaff, Kiri

    2004-01-01

    We propose a new active learning framework where the expert labeler is allowed to decline to label any example. This may be necessary because the true label is unknown or because the example belongs to a class that is not part of the real training problem. We show that within this framework, popular active learning algorithms (such as Simple) may perform worse than random selection because they make so many queries to the unlabelable class. We present a method by which any active learning algorithm can be modified to avoid unlabelable examples by training a second classifier to distinguish between the labelable and unlabelable classes. We also demonstrate the effectiveness of the method on two benchmark data sets and a real-world problem.

  11. Writing Assignments that Promote Active Learning

    NASA Astrophysics Data System (ADS)

    Narayanan, M.

    2014-12-01

    Encourage students to write a detailed, analytical report correlating classroom discussions to an important historical event or a current event. Motivate students interview an expert from industry on a topic that was discussed in class. Ask the students to submit a report with supporting sketches, drawings, circuit diagrams and graphs. Propose that the students generate a complete a set of reading responses pertaining to an assigned topic. Require each student to bring in one comment or one question about an assigned reading. The assignment should be a recent publication in an appropriate journal. Have the students conduct a web search on an assigned topic. Ask them to generate a set of ideas that can relate to classroom discussions. Provide the students with a study guide. The study guide should provide about 10 or 15 short topics. Quiz the students on one or two of the topics. Encourage the students to design or develop some creative real-world examples based on a chapter discussed or a topic of interest. Require that students originate, develop, support and defend a viewpoint using a specifically assigned material. Make the students practice using or utilizing a set of new technical terms they have encountered in an assigned chapter. Have students develop original examples explaining the different terms. Ask the students to select one important terminology from the previous classroom discussions. Encourage the students to explain why they selected that particular word. Ask them to talk about the importance of the terminology from the point of view of their educational objectives and future career. Angelo, T. A. (1991). Ten easy pieces: Assessing higher learning in four dimensions. In T. A. Angelo (Ed.), Classroom research: Early lessons from success (pp. 17-31). New Directions for Teaching and Learning, No. 46. San Francisco: Jossey-Bass.

  12. Tractor Mechanics. Maintaining and Servicing the Cooling System, Learning Activity Packages 34-40; Maintaining and Servicing Hydraulic Systems, Learning Activity Packages 41-48.

    ERIC Educational Resources Information Center

    Clemson Univ., SC. Vocational Education Media Center.

    This series of learning activity packages focuses on two areas of tractor mechanics: (1) maintaining and servicing the cooling system and (2) maintaining and servicing hydraulic systems. Each of the fifteen illustrated learning activity packages follows a typical format: introduction, directions, objectives, learning activities, tools and…

  13. Collaborative activities for improving the quality of science teaching and learning and learning to teach science

    NASA Astrophysics Data System (ADS)

    Tobin, Kenneth

    2012-03-01

    I have been involved in research on collaborative activities for improving the quality of teaching and learning high school science. Initially the collaborative activities we researched involved the uses of coteaching and cogenerative dialogue in urban middle and high schools in Philadelphia and New York (currently I have active research sites in New York and Brisbane, Australia). The research not only transformed practices but also produced theories that informed the development of additional collaborative activities and served as interventions for research and creation of heuristics for professional development programs and teacher certification courses. The presentation describes a collage of collaborative approaches to teaching and learning science, including coteaching, cogenerative dialogue, radical listening, critical reflection, and mindful action. For each activity in the collage I provide theoretical frameworks and empirical support, ongoing research, and priorities for the road ahead. I also address methodologies used in the research, illustrating how teachers and students collaborated as researchers in multilevel investigations of teaching and learning and learning to teach that included ethnography, video analysis, and sophisticated analyses of the voice, facial expression of emotion, eye gaze, and movement of the body during classroom interactions. I trace the evolution of studies of face-to-face interactions in science classes to the current focus on emotions and physiological aspects of teaching and learning (e.g., pulse rate, pulse strength, breathing patterns) that relate to science participation and achievement.

  14. High-frequency TRNS reduces BOLD activity during visuomotor learning.

    PubMed

    Saiote, Catarina; Polanía, Rafael; Rosenberger, Konstantin; Paulus, Walter; Antal, Andrea

    2013-01-01

    Transcranial direct current stimulation (tDCS) and transcranial random noise stimulation (tRNS) consist in the application of electrical current of small intensity through the scalp, able to modulate perceptual and motor learning, probably by changing brain excitability. We investigated the effects of these transcranial electrical stimulation techniques in the early and later stages of visuomotor learning, as well as associated brain activity changes using functional magnetic resonance imaging (fMRI). We applied anodal and cathodal tDCS, low-frequency and high-frequency tRNS (lf-tRNS, 0.1-100 Hz; hf-tRNS 101-640 Hz, respectively) and sham stimulation over the primary motor cortex (M1) during the first 10 minutes of a visuomotor learning paradigm and measured performance changes for 20 minutes after stimulation ceased. Functional imaging scans were acquired throughout the whole experiment. Cathodal tDCS and hf-tRNS showed a tendency to improve and lf-tRNS to hinder early learning during stimulation, an effect that remained for 20 minutes after cessation of stimulation in the late learning phase. Motor learning-related activity decreased in several regions as reported previously, however, there was no significant modulation of brain activity by tDCS. In opposition to this, hf-tRNS was associated with reduced motor task-related-activity bilaterally in the frontal cortex and precuneous, probably due to interaction with ongoing neuronal oscillations. This result highlights the potential of lf-tRNS and hf-tRNS to differentially modulate visuomotor learning and advances our knowledge on neuroplasticity induction approaches combined with functional imaging methods. PMID:23527247

  15. Active Learning of Biochemistry Made Easy (for the Teacher)

    NASA Astrophysics Data System (ADS)

    Bobich, Joseph A.

    2008-02-01

    This active learning pedagogical technique aims to improve students' learning in a two-semester, upper-division biochemistry course sequence in which the vast majority of students enrolled will continue on to medical or graduate schools. Instead of lecturing, the Instructor moves to the side of the room, thereby becoming "the guide on the side". Students take turns being the "Discussion Leader" (DL, instructor for the day) and administer an oral quiz that requires answering questions of the DL's own devising. The remaining students, knowing they must learn the assigned material in advance, come prepared for every class. They prepare by creating written work abstracting the most important things they have learned on the given topic. Students use their prior writing and learning to answer the questions asked by the Discussion Leader; they also annotate these abstracts as they learn more during class. At the end of each class, the annotated writing is turned in to the Instructor for grading: that grade combined with points for oral performance yields the day's grade for each student. The students appear to learn biochemistry better using these procedures compared to the previous lecture-based approach.

  16. Physician's Breakout Session

    NASA Technical Reports Server (NTRS)

    Barry, William

    2001-01-01

    Dr. William Barry, Manager, NASA Occupational Health Program, moderated this session. As in one of the opening sessions, he re-iterated that the overall theme for the next year will be facilitating and implementing NIAT-1 (NASA Integrated Action Team - Action 1). He presented a candidate list of topics for consideration and discussion: (1) NIAT-1; (2) Skin cancer detection and the NASA Solar Safe Program; (3) Weapons of mass destruction; (4) Quality assurance; (5) Audits; (6) Environment of care; (7) Infection control; (8) Medication management; and (9) Confidentiality of medical records.

  17. The Impact of Peer Review on Creative Self-Efficacy and Learning Performance in Web 2.0 Learning Activities

    ERIC Educational Resources Information Center

    Liu, Chen-Chung; Lu, Kuan-Hsien; Wu, Leon Yufeng; Tsai, Chin-Chung

    2016-01-01

    Many studies have pointed out the significant contrast between the creative nature of Web 2.0 learning activities and the structured learning in school. This study proposes an approach to leveraging Web 2.0 learning activities and classroom teaching to help students develop both specific knowledge and creativity based on Csikzentmihalyi's system…

  18. Examining Factors Affecting Beginning Teachers' Transfer of Learning of ICT-Enhanced Learning Activities in Their Teaching Practice

    ERIC Educational Resources Information Center

    Agyei, Douglas D.; Voogt, Joke

    2014-01-01

    This study examined 100 beginning teachers' transfer of learning when utilising Information Communication Technology-enhanced activity-based learning activities. The beginning teachers had participated in a professional development program that was characterised by "learning technology by collaborative design" in their final year of…

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

    PubMed Central

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

    2011-01-01

    Active learning is an important component of pharmacy education. By engaging students in the learning process, they are better able to apply the knowledge they gain. This paper describes evidence supporting the use of active-learning strategies in pharmacy education and also offers strategies for implementing active learning in pharmacy curricula in the classroom and during pharmacy practice experiences. PMID:22171114

  20. Understanding Insurance. A Guide for Industrial Cooperative Training Programs. Learning Activity Package No. 15.

    ERIC Educational Resources Information Center

    Duenk, Lester G.; Tuel, Charles

    This learning activity package (LAP) on the insurance industry and the methods used to give protection to the insured is designed for student self-study. Following a list of learning objectives, the LAP contains a pretest (answer key provided at the back). Six learning activities follow. The learning activities cover the following material: terms…

  1. Musical Peddy-Paper: A Collaborative Learning Activity Suported by Augmented Reality

    ERIC Educational Resources Information Center

    Gomes, José Duarte Cardoso; Figueiredo, Mauro Jorge Guerreiro; Amante, Lúcia da Graça Cruz Domingues; Gomes, Cristina Maria Cardoso

    2014-01-01

    Gaming activities are an integral part of the human learning process, in particular for children. Game-based learning focuses on motivation and children's engagement towards learning. Educational game-based activities are becoming effective strategies to enhance the learning process. This paper presents an educational activity focusing to merge…

  2. Active Learning Strategies in Face-to-Face Courses. IDEA Paper #53

    ERIC Educational Resources Information Center

    Millis, Barbara J.

    2012-01-01

    As numerous research studies suggest, teachers who desire increased student learning should adopt active learning. This article explores the research, defines active learning, discusses its value, offers suggestions for implementing it, and provides six concrete examples of active learning approaches: Thinking-Aloud Pair Problem-Solving;…

  3. Cross-domain active learning for video concept detection

    NASA Astrophysics Data System (ADS)

    Li, Huan; Li, Chao; Shi, Yuan; Xiong, Zhang; Hauptmann, Alexander G.

    2011-08-01

    As video data from a variety of different domains (e.g., news, documentaries, entertainment) have distinctive data distributions, cross-domain video concept detection becomes an important task, in which one can reuse the labeled data of one domain to benefit the learning task in another domain with insufficient labeled data. In this paper, we approach this problem by proposing a cross-domain active learning method which iteratively queries labels of the most informative samples in the target domain. Traditional active learning assumes that the training (source domain) and test data (target domain) are from the same distribution. However, it may fail when the two domains have different distributions because querying informative samples according to a base learner that initially learned from source domain may no longer be helpful for the target domain. In our paper, we use the Gaussian random field model as the base learner which has the advantage of exploring the distributions in both domains, and adopt uncertainty sampling as the query strategy. Additionally, we present an instance weighting trick to accelerate the adaptability of the base learner, and develop an efficient model updating method which can significantly speed up the active learning process. Experimental results on TRECVID collections highlight the effectiveness.

  4. Public health genetic counselors: activities, skills, and sources of learning.

    PubMed

    McWalter, Kirsty M; Sdano, Mallory R; Dave, Gaurav; Powell, Karen P; Callanan, Nancy

    2015-06-01

    Specialization within genetic counseling is apparent, with 29 primary specialties listed in the National Society of Genetic Counselors' 2012 Professional Status Survey (PSS). PSS results show a steady proportion of genetic counselors primarily involved in public health, yet do not identify all those performing public health activities. Little is known about the skills needed to perform activities outside of "traditional" genetic counselor roles and the expertise needed to execute those skills. This study aimed to identify genetic counselors engaging in public health activities, the skills used, and the most influential sources of learning for those skills. Participants (N = 155) reported involvement in several public health categories: (a) Education of Public and/or Health Care Providers (n = 80, 52 %), (b) Population-Based Screening Programs (n = 70, 45 %), (c) Lobbying/Public Policy (n = 62, 40 %), (d) Public Health Related Research (n = 47, 30 %), and (e) State Chronic Disease Programs (n = 12, 8 %). Regardless of category, "on the job" was the most common primary source of learning. Genetic counseling training program was the most common secondary source of learning. Results indicate that the number of genetic counselors performing public health activities is likely higher than PSS reports, and that those who may not consider themselves "public health genetic counselors" do participate in public health activities. Genetic counselors learn a diverse skill set in their training programs; some skills are directly applicable to public health genetics, while other public health skills require additional training and/or knowledge. PMID:25475919

  5. Google classroom as a tool for active learning

    NASA Astrophysics Data System (ADS)

    Shaharanee, Izwan Nizal Mohd; Jamil, Jastini Mohd; Rodzi, Sarah Syamimi Mohamad

    2016-08-01

    As the world is being developed with the new technologies, discovering and manipulating new ideas and concepts of online education are changing rapidly. In response to these changes, many states, institutions, and organizations have been working on strategic plans to implement online education. At the same time, misconceptions and myths related to the difficulty of teaching and learning online, technologies available to support online instruction, the support and compensation needed for high-quality instructors, and the needs of online students create challenges for such vision statements and planning documents. This paper provides analysis and evaluation of the effectiveness of Google Classroom's active learning activities for data mining subject under the Decision Sciences program. Technology Acceptance Model (TAM) has been employed to measure the effectiveness of the learning activities. A total of 100 valid unduplicated responses from students who enrolled data mining subject were used in this study. The results indicated that majority of the students satisfy with the Google Classroom's tool that were introduced in the class. Results of data analyzed showed that all ratios are above averages. In particular, comparative performance is good in the areas of ease of access, perceived usefulness, communication and interaction, instruction delivery and students' satisfaction towards the Google Classroom's active learning activities.

  6. Online activities to optimize in person learning

    NASA Astrophysics Data System (ADS)

    Stelzer, Tim

    Students' unprecedented access to content on the web is providing a unique opportunity to transform the role lectures in education, moving the focus from content delivery to helping students synthesize the content into knowledge. We have introduced a variety of activities to facilitate this transformation at the University of Illinois, including web-based preflight assessments of student understanding before lecture, peer instruction (clickers) to assess and facilitate student understanding during lecture, and web-based multimedia pre-lectures designed to provide students with content before lecture. In this talk I will discuss the pedagogical motivation for introducing these activities, and the impact they have had at the University of Illinois. .

  7. Animal-Assisted Literacy Instruction for Students with Identified Learning Disabilities: Examining the Effects of Incorporating a Therapy Dog into Guided Oral Reading Sessions

    ERIC Educational Resources Information Center

    Treat, Wendy Abigail

    2013-01-01

    Literacy acquisition is imperative to successful academic progress and to successful participation in our society. Students with identified learning disabilities are often among those who struggle to acquire literacy skills. The following dissertation shares the results of a reading intervention study in which nine students with identified…

  8. Learning and memory in the forced swimming test: effects of antidepressants having varying degrees of anticholinergic activity.

    PubMed

    Enginar, Nurhan; Yamantürk-Çelik, Pınar; Nurten, Asiye; Güney, Dilvin Berrak

    2016-07-01

    The antidepressant-induced reduction in immobility time in the forced swimming test may depend on memory impairment due to the drug's anticholinergic efficacy. Therefore, the present study evaluated learning and memory of the immobility response in rats after the pretest and test administrations of antidepressants having potent, comparatively lower, and no anticholinergic activities. Immobility was measured in the test session performed 24 h after the pretest session. Scopolamine and MK-801, which are agents that have memory impairing effects, were used as reference drugs for a better evaluation of the memory processes in the test. The pretest administrations of imipramine (15 and 30 mg/kg), amitriptyline (7.5 and 15 mg/kg), trazodone (10 mg/kg), fluoxetine (10 and 20 mg/kg), and moclobemide (10 and 20 mg/kg) were ineffective, whereas the pretest administrations of scopolamine (0.5 mg/kg) and MK-801 (0.1 mg/kg) decreased immobility time suggesting impaired "learning to be immobile" in the animals. The test administrations of imipramine (30 mg/kg), amitriptyline (15 mg/kg), moclobemide (10 mg/kg), scopolamine (0.5 and 1 mg/kg), and MK-801 (0.1 mg/kg) decreased immobility time, which suggested that the drugs exerted antidepressant activity or the animals did not recall that attempting to escape was futile. The test administrations of trazodone (10 mg/kg) and fluoxetine (10 and 20 mg/kg) produced no effect on immobility time. Even though the false-negative and positive responses made it somewhat difficult to interpret the findings, this study demonstrated that when given before the pretest antidepressants with or without anticholinergic activity seemed to be devoid of impairing the learning process in the test. PMID:27037827

  9. 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…

  10. Cardboard Activity Is "Loaded" with Learning

    ERIC Educational Resources Information Center

    Roman, Harry T.

    2010-01-01

    In this article, the author presents an activity that uses simple paperboard from the back of a pad of paper to illustrate some basic construction principles as students experiment with conducting load tests. The author describes the steps in conducting a load test as well as adding a strut support system. The important lesson here is that…

  11. Exploring Youth Cultures Geographically through Active Learning

    ERIC Educational Resources Information Center

    Chacko, Elizabeth

    2005-01-01

    This paper presents strategies for actively involving students in studying cultural geography through a research project on youth cultures. It provides a basic framework to investigate selected "subcultures" focusing on the origin and diffusion of each culture, its material and non-material aspects and the attributes and meanings of spaces used by…

  12. Classroom Activities for Cross-Cultural Learning.

    ERIC Educational Resources Information Center

    Zanger, Virginia Vogel, Ed.; And Others

    One-fourth of the students in Boston public schools have parents who were born outside of the United States. This guide contains a series of classroom activities, produced by Boston teachers and aides, that are designed to take advantage of the abundant cultural diversity found in Boston schools by encouraging these dual-culture students to share…

  13. Embedding Research Activities to Enhance Student Learning

    ERIC Educational Resources Information Center

    Webster, Cynthia M.; Kenney, Jacqueline

    2011-01-01

    Purpose: The purpose of this paper's novel, research-oriented approach is to embed research-based activities in a core second-year course of a university business degree program to support and develop student research capabilities. Design/methodology/approach: The design draws on Boud and Prosser's work to foster participation in a…

  14. Learning Outcomes Assessment Activities, 1989-1992.

    ERIC Educational Resources Information Center

    Mathay, Geoffrey A.

    In 1987, Seattle Central Community College (SCCC), in Washington, began a 5-year project to gather evidence on SCCC's success in imparting knowledge, skills, and values to its students. This report represents a compilation of major assessment activities and provides brief descriptions of 10 studies on outcomes grouped by specific dimensions of…

  15. Session: Hard Rock Penetration

    SciTech Connect

    Tennyson, George P. Jr.; Dunn, James C.; Drumheller, Douglas S.; Glowka, David A.; Lysne, Peter

    1992-01-01

    This session at the Geothermal Energy Program Review X: Geothermal Energy and the Utility Market consisted of five presentations: ''Hard Rock Penetration - Summary'' by George P. Tennyson, Jr.; ''Overview - Hard Rock Penetration'' by James C. Dunn; ''An Overview of Acoustic Telemetry'' by Douglas S. Drumheller; ''Lost Circulation Technology Development Status'' by David A. Glowka; ''Downhole Memory-Logging Tools'' by Peter Lysne.

  16. An Observing Session

    NASA Astrophysics Data System (ADS)

    Argyle, Bob; Argyle, R. W.

    In this chapter I describe a typical observing session with the 8-in. (20-cm) Thorrowgood refractor at the Institute of Astronomy in Cambridge. The telescope belongs to the Royal Astronomical Society but is on permanent loan to the Cambridge University Astronomical Society and has been on its present site since 1930 (Fig. 24.1).

  17. Student Poster Sessions

    ERIC Educational Resources Information Center

    Baumgartner, Erin

    2004-01-01

    Poster presentations are one way scientists present their latest research findings at professional meetings. This format also works well in the classroom and gives students the opportunity to communicate the results of their experiments (perhaps the most critical portion of their studies). In a performance-based task such as a poster session,…

  18. Summary of Session III

    SciTech Connect

    Furman, M.A.

    2002-06-19

    This is a summary of the talks presented in Session III ''Simulations of Electron-Cloud Build Up'' of the Mini-Workshop on Electron-Cloud Simulations for Proton and Positron Beams ECLOUD-02, held at CERN, 15-18 April 2002.

  19. Abstracts of SIG Sessions.

    ERIC Educational Resources Information Center

    Proceedings of the ASIS Annual Meeting, 1995

    1995-01-01

    Presents abstracts of 15 special interest group (SIG) sessions. Topics include navigation and information utilization in the Internet, natural language processing, automatic indexing, image indexing, classification, users' models of database searching, online public access catalogs, education for information professions, information services,…

  20. The outreach sessions

    SciTech Connect

    Trache, Livius

    2015-02-24

    These are moderator’s remarks about the outreach day in the middle of the CSSP14, and in particular about the afternoon outreach session in round table format with the announced theme: “CERN at 60 and the internationalization of science”.

  1. Active-learning strategies: the use of a game to reinforce learning in nursing education. A case study.

    PubMed

    Boctor, Lisa

    2013-03-01

    The majority of nursing students are kinesthetic learners, preferring a hands-on, active approach to education. Research shows that active-learning strategies can increase student learning and satisfaction. This study looks at the use of one active-learning strategy, a Jeopardy-style game, 'Nursopardy', to reinforce Fundamentals of Nursing material, aiding in students' preparation for a standardized final exam. The game was created keeping students varied learning styles and the NCLEX blueprint in mind. The blueprint was used to create 5 categories, with 26 total questions. Student survey results, using a five-point Likert scale showed that they did find this learning method enjoyable and beneficial to learning. More research is recommended regarding learning outcomes, when using active-learning strategies, such as games. PMID:22910398

  2. Introduction of active learning method in learning physiology by MBBS students

    PubMed Central

    Gilkar, Suhail Ahmad; Lone, Shabiruddin; Lone, Riyaz Ahmad

    2016-01-01

    Context: Active learning has received considerable attention over the past several years, often presented or perceived as a radical change from traditional instruction methods. Current research on learning indicates that using a variety of teaching strategies in the classroom increases student participation and learning. Aim and Objectives: To introduce active learning methodology, i.e., “jigsaw technique” in undergraduate medical education and assess the student and faculty response to it. Subjects and Methods: This study was carried out in the Department of Physiology in a Medical College of North India. A topic was chosen and taught using one of the active learning methods (ALMs), i.e., jigsaw technique. An instrument (questionnaire) was developed in English through an extensive review of literature and was properly validated. The students were asked to give their response on a five-point Likert scale. The feedback was kept anonymous. Faculty also provided their feedback in a separately provided feedback proforma. The data were collected, compiled, and analyzed. Results: Of 150 students of MBBS-first year batch 2014, 142 participated in this study along with 14 faculty members of the Physiology Department. The majority of the students (>90%) did welcome the introduction of ALM and strongly recommended the use of such methods in teaching many more topics in future. 100% faculty members were of the opinion that many more topics shall be taken up using ALMs. Conclusion: This study establishes the fact that both the medical students and faculty want a change from the traditional way of passive, teacher-centric learning, to the more active teaching-learning techniques. PMID:27563585

  3. Successful Application of Active Learning Techniques to Introductory Microbiology

    PubMed Central

    HOFFMAN, ELIZABETH A.

    2001-01-01

    While the traditional lecture format may be a successful way to teach microbiology to both medical and nursing students, it was not an effective means of learning for many prenursing and preprofessional students enrolled in either of the introductory microbiology courses at Ashland Community College, an open enrollment institution. The structure of both Medical Microbiology and Principles of Microbiology was redesigned to allow students to address the material in an active manner. Daily quizzes, student group discussions, scrapbooks, lab project presentations and papers, and extra credit projects were all added in order to allow students maximum exposure to the course material in a manner compatible with various methods of learning. Student knowledge, course evaluations, and student success rates have all improved with the active learning format. PMID:23653538

  4. A Variance Based Active Learning Approach for Named Entity Recognition

    NASA Astrophysics Data System (ADS)

    Hassanzadeh, Hamed; Keyvanpour, Mohammadreza

    The cost of manually annotating corpora is one of the significant issues in many text based tasks such as text mining, semantic annotation and generally information extraction. Active Learning is an approach that deals with reduction of labeling costs. In this paper we proposed an effective active learning approach based on minimal variance that reduces manual annotation cost by using a small number of manually labeled examples. In our approach we use a confidence measure based on the model's variance that reaches a considerable accuracy for annotating entities. Conditional Random Field (CRF) is chosen as the underlying learning model due to its promising performance in many sequence labeling tasks. The experiments show that the proposed method needs considerably fewer manual labeled samples to produce a desirable result.

  5. GeoMapApp Learning Activities: Enabling the democratisation of geoscience learning

    NASA Astrophysics Data System (ADS)

    Goodwillie, A. M.; Kluge, S.

    2011-12-01

    GeoMapApp Learning Activities (http://serc.carleton.edu/geomapapp) are step-by-step guided inquiry geoscience education activities that enable students to dictate the pace of learning. They can be used in the classroom or out of class, and their guided nature means that the requirement for teacher intervention is minimised which allows students to spend increased time analysing and understanding a broad range of geoscience data, content and concepts. Based upon GeoMapApp (http://www.geomapapp.org), a free, easy-to-use map-based data exploration and visualisation tool, each activity furnishes the educator with an efficient package of downloadable documents. This includes step-by-step student instructions and answer sheet; a teacher's edition annotated worksheet containing teaching tips, additional content and suggestions for further work; quizzes for use before and after the activity to assess learning; and a multimedia tutorial. The activities can be used by anyone at any time in any place with an internet connection. In essence, GeoMapApp Learning Activities provide students with cutting-edge technology, research-quality geoscience data sets, and inquiry-based learning in a virtual lab-like environment. Examples of activities so far created are student calculation and analysis of the rate of seafloor spreading, and present-day evidence on the seafloor for huge ancient landslides around the Hawaiian islands. The activities are designed primarily for students at the community college, high school and introductory undergraduate levels, exposing students to content and concepts typically found in those settings.

  6. Responding changes systematically within sessions during conditioning procedures.

    PubMed Central

    McSweeney, F K; Roll, J M

    1993-01-01

    When the procedure is held constant within an experimental session, responding often changes systematically within that session. Many of these within-session changes in responding cannot be dismissed as learning curves or by-products of satiation. They have been observed in studies of positive reinforcement, avoidance, punishment, extinction, discrimination, delayed matching to sample, concept formation, maze and alley running, and laboratory analogues of foraging, as well as in the unconditioned substrates of conditioned behavior. When aversive stimuli are used, responding usually increases early in the session. When positive reinforcers are used, responding changes in a variety of ways, including increasing, decreasing, and bitonic functions. Both strong and minimal reinforcement procedures produce within-session decreases in positively reinforced behavior. Within-session changes in responding have substantial theoretical and methodological implications for research in conditioning. PMID:8283153

  7. Bingo!: An Engaging Activity for Learning Physiological Terms in Psychology

    ERIC Educational Resources Information Center

    Vanags, Thea; George, Amanda M.; Grace, Diana M.; Brown, Patricia M.

    2012-01-01

    Brain Bingo is a tutorial activity for helping undergraduate psychology students learn complex physiological terms. In two experiments, the authors tested pretest and posttest knowledge, and in Experiment 2, the authors tested retention after 5 weeks. In Experiment 1 (n = 41), the experimental group (Brain Bingo) recalled more terms than the…

  8. Business Education: Learning Activities Packet for Office Education.

    ERIC Educational Resources Information Center

    Hawaii State Dept. of Education, Honolulu. Office of Instructional Services.

    These seventeen individualized learning activities packets (LAPs) are intended to relate essential competencies needed for entry or advancement in office occupations to the secondary level office education program and to assist students in achieving occupational proficiency in business careers. Each LAP contains some or all of the following…

  9. Development of Active Learning with Simulations and Games

    ERIC Educational Resources Information Center

    Zapalska, Alina; Brozik, Dallas; Rudd, Denis

    2012-01-01

    Educational games and simulations are excellent active learning tools that offer students hands-on experience. Little research is available on developing games and simulations and how teachers can be assisted in making their own games and simulations. In this context, the paper presents a multi-step process of how to develop games and simulations…

  10. Production of Learning Activity Packages for Individualized Instruction.

    ERIC Educational Resources Information Center

    Kent, Michael R.

    1978-01-01

    The author describes the development of individualized instruction programs for adults in various areas of vocational education, including the use of advisory committees to identify occupational skills, preparing learning activity packages (LAPS) for the programs, and installation and operation of the programs in Halifax, Nova Scotia. (MF)

  11. Learning Activity Package, Physical Science 92, LAPs 1-9.

    ERIC Educational Resources Information Center

    Williams, G. J.

    This set of nine teacher-prepared Learning Activity Packages (LAPs) for individualized instruction in physical science covers the topics of scientific equipment and procedures; measure of time, length, area, and volume; water; oxygen and oxidation; atmospheric pressure; motion; machines; carbon; and light and sound. Each unit contains a rationale…

  12. Factors Influencing Teachers' Engagement in Informal Learning Activities

    ERIC Educational Resources Information Center

    Lohman, Margaret C.

    2006-01-01

    Purpose: The purpose of this study is to examine factors influencing the engagement of public school teachers in informal learning activities. Design/methodology/approach: This study used a survey research design. Findings: Analysis of the data found that teachers rely to a greater degree on interactive than on independent informal learning…

  13. Do Active-Learning Strategies Improve Students' Critical Thinking?

    ERIC Educational Resources Information Center

    Nelson, Larry P.; Crow, Mary L.

    2014-01-01

    Improving students' ability to recognize work-related problems and apply effective strategies and solutions to fundamental challenges in the field is at the crux of a good college preparation. This paper attempts to investigate if active-learning strategies improve students' critical thinking ability in this regard. Participants were pre-service…

  14. Introducing Sustainability into Business Education Contexts Using Active Learning

    ERIC Educational Resources Information Center

    MacVaugh, Jason; Norton, Mike

    2012-01-01

    Purpose: The purpose of this paper is to explore how active learning may help address the legitimacy and practicability issues inherent in introducing education for sustainability into business-related degree programs. Design/methodology/approach: The focus of this study is the experience of the authors in the development and implementation of…

  15. Learning Activity Package, Social Studies 102, LAPs 10 Through 16.

    ERIC Educational Resources Information Center

    Campbell, Tommy

    A set of seven teacher-prepared Learning Activity Packages for individualized instruction in world history at the tenth grade level includes the following units: Early Man and the Beginning of Civilization; Our Heritage from Greece and Rome; Life in the Middle Ages; The Renaissance and the Reformation; The Age of Revolution; The World at War; and…

  16. Learning Activity Package, Social Studies 103, LAPs 10 Through 18.

    ERIC Educational Resources Information Center

    Burgdorf, Jane; And Others

    A set of nine teacher-prepared Learning Activity Packages for individualized instruction on world history at the tenth grade level includes the following units: Early Man and the Beginning of Civilization; Our Heritage from Greece and Rome; Life in the Middle Ages; The Renaissance and the Reformation; Revolution; The World at War; Totalitarianism;…

  17. Students' Activity Focus in Online Asynchronous Peer Learning Forums

    ERIC Educational Resources Information Center

    Gaspar, Alessio; Langevin, Sarah; Boyer, Naomi; Armitage, William

    2010-01-01

    This qualitative study explores how using Peer Learning Forums (PLF) in an online asynchronous computer programming course can be analyzed to derive information about Student Activity Focus (SAF) for adult Information Technology students. Three instruments are proposed to assist instructors classify questions posted by students on these forums,…

  18. Active Learning in a Finnish Engineering University Course

    ERIC Educational Resources Information Center

    Larson, Debra; Ahonen, Anna-Maija

    2004-01-01

    This paper is a case study on the use of active learning techniques in an upper-level engineering course at the Helsinki University of Technology. The paper describes how these techniques were introduced and successfully used within the Finnish university classroom. The cultural subtext is explored and attention is given to teaching techniques…

  19. Observations on Electronic Networks: Appropriate Activities for Learning.

    ERIC Educational Resources Information Center

    Levin, James A.; And Others

    1989-01-01

    Discussion of the use of electronic networks for learning activities highlights the Noon Observation Project in which students in various locations measured the length of a noontime shadow to determine the earth's circumference. Electronic pen pals are discussed, and the roles of the network and of the class are described. (LRW)

  20. 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…

  1. 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…

  2. Using Active Learning Strategies to Present Bloodborne Pathogen Programs

    ERIC Educational Resources Information Center

    Cooper, Leslie; Weaver, Mary G.

    2003-01-01

    Every year, school nurses have the responsibility for developing and presenting a bloodborne pathogen presentation to the education and clerical staff of their buildings. Although the information is similar from year to year, the manner in which the information is presented can be altered. Teachers are using active learning strategies in a variety…

  3. Relating Concepts and Applications through Structured Active Learning.

    ERIC Educational Resources Information Center

    Springer, Leonard

    The central research question in this study was whether structured active learning affects the abilities of science and engineering undergraduates to relate abstract concepts and realistic applications more than a relatively traditional instructional method. More specifically, the research was designed to determine whether differences in the…

  4. The Secrets of the Iceman. Technology Learning Activity.

    ERIC Educational Resources Information Center

    Deal, Walter F., III

    1993-01-01

    This learning activity asks students to use critical thinking skills to imagine life in the late stone age, including the tools and technology that would have existed. Presents the context, the challenge, objectives, resources, material and equipment needs, and evaluation methods. (SK)

  5. Factors Influencing Active Learning in Small Enterprises. Working Paper.

    ERIC Educational Resources Information Center

    Hawke, Geof

    The factors influencing active learning in small enterprises were examined. Data from earlier Australian studies were examined in an attempt to provide a framework that might inform the relationship between educational systems and small enterprises. Special attention was paid to a 1988 study of systematic differences between small businesses that…

  6. Getting Started: Materials and Equipment for Active Learning Preschools.

    ERIC Educational Resources Information Center

    Vogel, Nancy

    This book provides information to guide the development of an active learning early childhood program by assisting in the selection of materials and equipment to support children's cognitive, physical and social development. The guide considers the arrangement of classroom areas, and elements of the daily routine. The following classroom interest…

  7. Learning Activity Package, Social Studies 112, LAPs 17 Through 25.

    ERIC Educational Resources Information Center

    Burgdorf, Jane

    A set of nine teacher-prepared Learning Activity Packages for individualized instruction in United States history at the eleventh grade level includes the following topics: New World Settlement and Colonial Growth; American Revolution and the New Nation; Developing an Effective National Government; The Growth of Nationalism and Democracy…

  8. Learning Behavior Characterization with Multi-Feature, Hierarchical Activity Sequences

    ERIC Educational Resources Information Center

    Ye, Cheng; Segedy, James R.; Kinnebrew, John S.; Biswas, Gautam

    2015-01-01

    This paper discusses Multi-Feature Hierarchical Sequential Pattern Mining, MFH-SPAM, a novel algorithm that efficiently extracts patterns from students' learning activity sequences. This algorithm extends an existing sequential pattern mining algorithm by dynamically selecting the level of specificity for hierarchically-defined features…

  9. Exploring a Monetary Union among Nations through Active Learning

    ERIC Educational Resources Information Center

    Goma, Ophelia D.

    2002-01-01

    This article presents a classroom project that employs various techniques of active learning including role-playing, collaborative group work and writing. The project explores the recent creation of the European Monetary Union (EMU) with special emphasis on the introduction of the euro. The project assumes that the Americas have begun preliminary…

  10. 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.

  11. Learning Activities for Social Studies in Oregon Schools.

    ERIC Educational Resources Information Center

    Washington, Herman A.; Davis, Rose Marie

    This guide suggests social studies learning activities for developing specific concepts in grades K-12. A related document, SO 013 465, lists the concepts and generalizations upon which a comprehensive K-12 social studies program should be built. Although written for teachers and curriculum specialists involved in curriculum development in Oregon,…

  12. Measurement for Work. Teaching Guide and Sample Learning Activities.

    ERIC Educational Resources Information Center

    Angel, Margo; Bolton, Chris

    This document is intended to help Australian technical and further education instructors in New South Wales (TAFE NSW) identify teaching principles and learning activities that they can use to help adult learners master the mathematics processes, knowledge, and skills needed to perform basic measurement tasks in today's workplace. The materials…

  13. Learning Activity Package, Social Studies 124, LAPs 29 Through 34.

    ERIC Educational Resources Information Center

    Franklin, Mary Ann

    A set of five teacher-prepared Learning Activity Packages for individualized instruction on western civilization at the twelfth grade level includes the following units: Establishment of Western Civilization; Middle Period of Western Civilization; Islam and the Saracenic Civilization; the Renaissance and Reformation; and Modern Western…

  14. The Intercollegiate Ethics Bowl: An Active Learning Experience

    ERIC Educational Resources Information Center

    Meyer, Tracy

    2012-01-01

    This paper introduces the Intercollegiate Ethics Bowl (IEB) as a means of promoting active learning in the realm of marketing ethics. The cases discussed in the competition are based on current ethical issues and require students to provide a coherent analysis of what are generally complex, ambiguous, and highly viewpoint dependent issues. The…

  15. Extracurricular Activities: Learning from the Margin To Rethink the Whole.

    ERIC Educational Resources Information Center

    Kunzman, Robert

    2002-01-01

    Explores some specific ways that the role of coach as exemplified in extracurricular activities can be carried by teachers into the classroom for adolescent students. Highlights include the collective quest that includes cooperative learning to encourage teamwork; ritual and passion that give a sense of belonging and security; and performance…

  16. Assessing Environmental Impact: A Secondary School Learning Activity

    ERIC Educational Resources Information Center

    Nous, Albert P.

    This packet contains information on teaching about environmental impact. Background information is included on the role of environmental impact on our society and environmental risk is also discussed. Environmental impacts are studied using Stages of Assessment. Learning activities and seven lesson plans include: (1) "The Community Initiative";…

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

    ERIC Educational Resources Information Center

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

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

  18. Effects of Teacher Professional Learning Activities on Student Achievement Growth

    ERIC Educational Resources Information Center

    Akiba, Motoko; Liang, Guodong

    2016-01-01

    The authors examined the effects of six types of teacher professional learning activities on student achievement growth over 4 years using statewide longitudinal survey data collected from 467 middle school mathematics teachers in 91 schools merged with 11,192 middle school students' mathematics scores in a standardized assessment in Missouri. The…

  19. An Active Learning Exercise for Introducing Agent-Based Modeling

    ERIC Educational Resources Information Center

    Pinder, Jonathan P.

    2013-01-01

    Recent developments in agent-based modeling as a method of systems analysis and optimization indicate that students in business analytics need an introduction to the terminology, concepts, and framework of agent-based modeling. This article presents an active learning exercise for MBA students in business analytics that demonstrates agent-based…

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

    ERIC Educational Resources Information Center

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

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

  1. Learning Activity Package, Algebra 124, LAPs 46-55.

    ERIC Educational Resources Information Center

    Holland, Bill

    A series of 10 teacher-prepared Learning Activity Packages (LAPs) in advanced algebra and trigonometry, these units cover absolute value, inequalities, exponents, radicals, and complex numbers; functions; higher degree equations and the derivative; the trigonometric functions; graphs and applications of the trigonometric functions; sequences and…

  2. Comprehension of Architectural Construction through Multimedia Active Learning

    ERIC Educational Resources Information Center

    Mas, Ángeles; Blasco, Vicente; Lerma, Carlos; Angulo, Quiteria

    2013-01-01

    This study presents an investigation about the use of multimedia procedures applied to architectural construction teaching. We have applied current technological resources, aiming to rationalize and optimize the active learning process. The experience presented to students is very simple and yet very effective. It has consisted in a simulation of…

  3. Using an Active-Learning Approach to Teach Epigenetics

    ERIC Educational Resources Information Center

    Colon-Berlingeri, Migdalisel

    2010-01-01

    Epigenetics involves heritable changes in gene expression that do not involve alterations in the DNA sequence. I developed an active-learning approach to convey this topic to students in a college genetics course. I posted a brief summary of the topic before class to stimulate exchange in cooperative groups. During class, we discussed the…

  4. Implementing Active Learning Reform in the Maldives: Challenges and Opportunities

    ERIC Educational Resources Information Center

    Di Biase, Rhonda

    2009-01-01

    Many countries are adopting child-centered active learning reforms as they strive to improve the quality of primary education. Consistent challenges can be found in the implementation of similar, global reforms. These issues are discussed here within the following framework: the cultural appropriateness of such reforms; the extent to which active…

  5. Why "Active Learning" Can Be Perilous to the Profession

    ERIC Educational Resources Information Center

    Mattson, Kevin

    2005-01-01

    You've probably heard the terms "active" or "engaged" learning at your college. If you haven't encountered them yet, beware. Worry especially if you teach at a big university with large classes. The terms translate into the following command for professors: it is your responsibility to pioneer new techniques that can "make large classes seem…

  6. Greenhouse Production: A Series of Learning Activity Packages.

    ERIC Educational Resources Information Center

    Gibson, J. C.; And Others

    Designed for use when the student or the class is expected to grow a crop using the high school greenhouse, these learning activity packages are sequenced in typical greenhouse cropping fashion: (1) poinsettias in the fall, (2) Easter lilies (bulb crop) in the winter, (3) bedding plants (seed crop) in the spring, and (4) a nursery crop (from…

  7. Attitudinal Effects of a Student-Centered Active Learning Environment

    NASA Astrophysics Data System (ADS)

    Oliver-Hoyo, Maria T.; Allen, Deedee

    2005-06-01

    The importance of attitudes toward science has risen from widely accepted assumptions that achievement and attitude are positively interdependent and that affective variables are as important as cognitive variables in molding student learning. This report examines the effect on student attitudes toward learning chemistry in an active learning environment that has incorporated elements believed to positively influence student attitudes toward science including cooperative learning, hands-on activities, real-world applications, and engaging technology. These elements were considered for synergetic effects and not as individual contributors to the overall results. Two different sections of the same general chemistry course participated. The lecture setting was used as the control. Residualized gain scores were used to compare net changes in student attitudes. Data were analyzed for possible differences in gain for different academic majors. Anxiety in chemistry was monitored for the two class settings in three areas, learning in chemistry, chemistry evaluation, and chemical handling. Qualitative student feedback was also collected and is summarized in this report on the attitudinal aspects of instruction.

  8. Effective, Active Learning Strategies for the Oceanography Classroom

    NASA Astrophysics Data System (ADS)

    Dmochowski, J. E.; Marinov, I.

    2014-12-01

    A decline in enrollment in STEM fields at the university level has prompted extensive research on alternative ways of teaching and learning science. Inquiry-based learning as well as the related "flipped" or "active" lectures, and similar teaching methods and philosophies have been proposed as more effective ways to disseminate knowledge in science classes than the traditional lecture. We will provide a synopsis of our experiences in implementing some of these practices into our Introductory Oceanography, Global Climate Change, and Ocean Atmosphere Dynamics undergraduate courses at the University of Pennsylvania, with both smaller and larger enrollments. By implementing tools such as at-home modules; computer labs; incorporation of current research; pre- and post-lecture quizzes; reflective, qualitative writing assignments; peer review; and a variety of in-class learning strategies, we aim to increase the science literacy of the student population and help students gain a more comprehensive knowledge of the topic, enhance their critical thinking skills, and correct misconceptions. While implementing these teaching techniques with college students is not without complications, we argue that a blended class that flexibly and creatively accounts for class size and science level improves the learning experience and the acquired knowledge. We will present examples of student assignments and activities as well as describe the lessons we have learned, and propose ideas for moving forward to best utilize innovative teaching tools in order to increase science literacy in oceanography and other climate-related courses.

  9. Empowering Engineering College Staff to Adopt Active Learning Methods

    NASA Astrophysics Data System (ADS)

    Pundak, David; Rozner, Shmaryahu

    2008-04-01

    There is a growing consensus that traditional instruction in basic science courses, in institutions of higher learning, do not lead to the desired results. Most of the students who complete these courses do not gain deep knowledge about the basic concepts and develop a negative approach to the sciences. In order to deal with this problem, a variety of methods have been proposed and implemented, during the last decade, which focus on the "active learning" of the participating students. We found that the methods developed in MIT and NCSU were fruitful and we adopted their approach. Despite research-based evidence of the success of these methods, they are often met by the resistance of the academic staff. This article describes how one institution of higher learning organized itself to introduce significant changes into its introductory science courses, as well as the stages teachers undergo, as they adopt innovative teaching methods. In the article, we adopt the Rogers model of the innovative-decision process, which we used to evaluate the degree of innovation adoption by seven members of the academic staff. An analysis of interview and observation data showed that four factors were identified which influence the degree innovation adoption: (1) teacher readiness to seriously learn the theoretical background of "active learning"; (2) the development of an appropriate local model, customized to the beliefs of the academic staff; (3) teacher expertise in information technologies, and (4) the teachers' design of creative solutions to problems that arose during their teaching.

  10. Virtual water maze learning in human increases functional connectivity between posterior hippocampus and dorsal caudate.

    PubMed

    Woolley, Daniel G; Mantini, Dante; Coxon, James P; D'Hooge, Rudi; Swinnen, Stephan P; Wenderoth, Nicole

    2015-04-01

    Recent work has demonstrated that functional connectivity between remote brain regions can be modulated by task learning or the performance of an already well-learned task. Here, we investigated the extent to which initial learning and stable performance of a spatial navigation task modulates functional connectivity between subregions of hippocampus and striatum. Subjects actively navigated through a virtual water maze environment and used visual cues to learn the position of a fixed spatial location. Resting-state functional magnetic resonance imaging scans were collected before and after virtual water maze navigation in two scan sessions conducted 1 week apart, with a behavior-only training session in between. There was a large significant reduction in the time taken to intercept the target location during scan session 1 and a small significant reduction during the behavior-only training session. No further reduction was observed during scan session 2. This indicates that scan session 1 represented initial learning and scan session 2 represented stable performance. We observed an increase in functional connectivity between left posterior hippocampus and left dorsal caudate that was specific to scan session 1. Importantly, the magnitude of the increase in functional connectivity was correlated with offline gains in task performance. Our findings suggest cooperative interaction occurs between posterior hippocampus and dorsal caudate during awake rest following the initial phase of spatial navigation learning. Furthermore, we speculate that the increase in functional connectivity observed during awake rest after initial learning might reflect consolidation-related processing. PMID:25418860

  11. Learning by subtraction: Hippocampal activity and effects of ethanol during the acquisition and performance of response sequences.

    PubMed

    Ketchum, Myles J; Weyand, Theodore G; Weed, Peter F; Winsauer, Peter J

    2016-05-01

    Learning is believed to be reflected in the activity of the hippocampus. However, neural correlates of learning have been difficult to characterize because hippocampal activity is integrated with ongoing behavior. To address this issue, male rats (n = 5) implanted with electrodes (n = 14) in the CA1 subfield responded during two tasks within a single test session. In one task, subjects acquired a new 3-response sequence (acquisition), whereas in the other task, subjects completed a well-rehearsed 3-response sequence (performance). Both tasks though could be completed using an identical response topography and used the same sensory stimuli and schedule of reinforcement. More important, comparing neural patterns during sequence acquisition to those during sequence performance allows for a subtractive approach whereby activity associated with learning could potentially be dissociated from the activity associated with ongoing behavior. At sites where CA1 activity was closely associated with behavior, the patterns of activity were differentially modulated by key position and the serial position of a response within the schedule of reinforcement. Temporal shifts between peak activity and responding on particular keys also occurred during sequence acquisition, but not during sequence performance. Ethanol disrupted CA1 activity while producing rate-decreasing effects in both tasks and error-increasing effects that were more selective for sequence acquisition than sequence performance. Ethanol also produced alterations in the magnitude of modulations and temporal pattern of CA1 activity, although these effects were not selective for sequence acquisition. Similar to ethanol, hippocampal micro-stimulation decreased response rate in both tasks and selectively increased the percentage of errors during sequence acquisition, and provided a more direct demonstration of hippocampal involvement during sequence acquisition. Together, these results strongly support the notion

  12. The effects of sleep, wake activity and time-on-task on offline motor sequence learning.

    PubMed

    Landry, Shane; Anderson, Clare; Conduit, Russell

    2016-01-01

    While intervening sleep promotes the consolidation of memory, it is well established that cognitive interference from competing stimuli can impede memory retention. The current study examined changes in motor skill learning across periods of wakefulness with and without competing stimuli, and periods of sleep with and without disruption from external stimuli. A napping study design was adopted where participants (N=44) either had (1) a 30min nap composed of Non-Rapid Eye Movement (NREM) sleep, (2) 30min NREM nap fragmented by audio tone induced arousals, (3) 45min of quiet wakefulness, or (4) 45min of active wakefulness. Measures of subjective sleepiness (KSS), alertness (PVT) and motor skill learning (Sequential Finger Tapping Task, SFTT) were completed in the morning and evening to assess performance pre- and post-nap or wakefulness. Following a practice session, change in motor skill performance was measured over a 10min post training rest interval, as well as following a 7h morning to evening interval comprising one of the four study conditions. A significant offline enhancement in motor task performance (13-23%) was observed following 10min of rest in all conditions. Following the long delay with the intervening nap/wake condition, there were no further offline gains or losses in performance in any sleep (uninterrupted/fragmented) or wake (quiet/active) condition. The current findings suggest that after controlling for offline gains in performance that occur after a brief rest and likely to due to the dissipation of fatigue, the subsequent effect of an intervening sleep or wake period on motor skill consolidation is not significant. Consistent with this null result, the impact of disrupting the sleep episode or manipulating activity during intervening wake also appears to be negligible. PMID:26655281

  13. Active Physics Problem Based Learning for High Schools

    NASA Astrophysics Data System (ADS)

    Eisenkraft, Arthur

    2006-12-01

    Active Physics bridges research and practice. This NSF supported curriculum project uses a 7E instructional model and a problem based learning approach. Students learn physics on a need to know basis as they construct solutions to challenges such as developing a sport that can be played on the moon, creating an appliance package for developing countries, designing a light and sound show, or building a museum exhibit. In addition to meeting the content requirements of an introductory physics course, there is also an emphasis on engineering design principles and on essential questions. The excitement and frustration of trying to bridge research and practice will be discussed.

  14. Activities of the ILO, 1971. Report of the Director-General (Part 2) to the International Labour Conference, Fifty-seventh Session, 1972.

    ERIC Educational Resources Information Center

    International Labour Office, Geneva (Switzerland).

    Despite unprecedented political and financial difficulties, the International Labour Organization's Director-General reported significant progress in all fields at the Fifty-seventh Session of the International Labour Conference, convened in Switzerland in 1972. An action research program in world employment problems is in progress, with a mission…

  15. Students' and experts' perspectives on three learning and teaching activities.

    PubMed

    Chan, Zenobia C Y

    2014-09-01

    Nursing is a profession that closely related to human life, and nurses are required to demonstrate critical thinking and creativity in providing health care services. However, traditional teaching approaches usually limit students' autonomy and freedom of expressing their thoughts and feelings. In order to develop the corresponding competence of nursing students, I adopted three teaching innovations, namely writing poems, composing songs, and using role plays in a nursing problem-based learning class in a university in Hong Kong. According to students' reflective notes and comments from two international expert reviewers, participating in these activities is a valuable experience and students were able to develop clinical reasoning, empathy, team spirit, motivation to learn, creativity, and ability to summarise and reconstruct knowledge. It is hoped that more innovative learning activities will be implemented, to prepare professional and ethical nurses in the future. It is also hoped that this study could provide other PBL educators some insights in innovative problem-based learning activities. PMID:24679519

  16. 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.

  17. Gardening and Groundskeeping: A Series of Learning Activity Packages. Volume I: Learning Activity Packages 1-42.

    ERIC Educational Resources Information Center

    South Carolina State Dept. of Education, Columbia. Agricultural Education Section.

    These forty-two learning activity packages, intended for student use, are based on a catalog of performance objectives, criterion-referenced measures, and performance guides for gardening-groundskeeping developed by the Vocational Education Consortium of States (V-TECS). They are organized by four areas of instruction: Organizing and Planning…

  18. Use of Learning Miniprojects in a Chemistry Laboratory for Engineering

    ERIC Educational Resources Information Center

    Cancela, Angeles; Maceiras, Rocio; Sánchez, Angel; Izquierdo, Milagros; Urréjola, Santiago

    2016-01-01

    The aim of this paper is to describe the design of chemical engineering laboratory sessions in order to focus them on the learning company approach. This is an activity carried out in the classroom similar to the activities that exist in real companies. This could lead classroom practice to a more cooperative learning and a different style of…

  19. Teaching and Learning Online: Assessing the Effect of Gender Context on Active Learning

    ERIC Educational Resources Information Center

    Pollock, Philip H.; Hamann, Kerstin; Wilson, Bruce M.

    2005-01-01

    Advocates of computer-mediated instruction have pointed to the potential of online teaching for facilitating students' active learning behavior. Small-group online discussion can have a role in meaningful student interaction. Yet, what is less known are the conditions under which students actually engage in interaction in online discussion groups…

  20. Learning Computers, Speaking English: Cooperative Activities for Learning English and Basic Word Processing.

    ERIC Educational Resources Information Center

    Quann, Steve; Satin, Diana

    This textbook leads high-beginning and intermediate English-as-a-Second-Language (ESL) students through cooperative computer-based activities that combine language learning with training in basic computer skills and word processing. Each unit concentrates on a basic concept of word processing while also focusing on a grammar topic. Skills are…