Science.gov

Sample records for active learning support

  1. 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

  2. Supporting Learning with Interactive Multimedia through Active Integration of Representations

    ERIC Educational Resources Information Center

    Bodemer, Daniel; Ploetzner, Rolf; Bruchmuller, Katrin; Hacker, Sonja

    2005-01-01

    When learners explore dynamic and interactive visualisations they are often not able to interact with them in a systematic and goal-oriented way. Frequently, even supporting learners in processes of discovery learning does not lead to better learning outcomes. This can be due to missing pre-requisite knowledge such as the coherent mental…

  3. 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…

  4. 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…

  5. Identification of Critical Time-Consuming Student Support Activities in E-Learning

    ERIC Educational Resources Information Center

    de Vries, Fred J.; Kester, Liesbeth; Sloep, Peter; van Rosmalen, Peter; Pannekeet, Kees; Koper, Rob

    2005-01-01

    Higher education staff involved in e-learning often struggle with organising their student support activities. To a large extent this is due to the high workload involved with such activities. We distinguish support related to learning content, learning processes and student products. At two different educational institutions, surveys were…

  6. Undergraduate research experiences support science career decisions and active learning.

    PubMed

    Lopatto, David

    2007-01-01

    The present study examined the reliability of student evaluations of summer undergraduate research experiences using the SURE (Survey of Undergraduate Research Experiences) and a follow-up survey disseminated 9 mo later. The survey further examines the hypothesis that undergraduate research enhances the educational experience of science undergraduates, attracts and retains talented students to careers in science, and acts as a pathway for minority students into science careers. Undergraduates participated in an online survey on the benefits of undergraduate research experiences. Participants indicated gains on 20 potential benefits and reported on career plans. Most of the participants began or continued to plan for postgraduate education in the sciences. A small group of students who discontinued their plans for postgraduate science education reported significantly lower gains than continuing students. Women and men reported similar levels of benefits and similar patterns of career plans. Undergraduate researchers from underrepresented groups reported higher learning gains than comparison students. The results replicated previously reported data from this survey. The follow-up survey indicated that students reported gains in independence, intrinsic motivation to learn, and active participation in courses taken after the summer undergraduate research experience.

  7. Undergraduate Research Experiences Support Science Career Decisions and Active Learning

    PubMed Central

    2007-01-01

    The present study examined the reliability of student evaluations of summer undergraduate research experiences using the SURE (Survey of Undergraduate Research Experiences) and a follow-up survey disseminated 9 mo later. The survey further examines the hypothesis that undergraduate research enhances the educational experience of science undergraduates, attracts and retains talented students to careers in science, and acts as a pathway for minority students into science careers. Undergraduates participated in an online survey on the benefits of undergraduate research experiences. Participants indicated gains on 20 potential benefits and reported on career plans. Most of the participants began or continued to plan for postgraduate education in the sciences. A small group of students who discontinued their plans for postgraduate science education reported significantly lower gains than continuing students. Women and men reported similar levels of benefits and similar patterns of career plans. Undergraduate researchers from underrepresented groups reported higher learning gains than comparison students. The results replicated previously reported data from this survey. The follow-up survey indicated that students reported gains in independence, intrinsic motivation to learn, and active participation in courses taken after the summer undergraduate research experience. PMID:18056301

  8. LSQuiz: A Collaborative Classroom Response System to Support Active Learning through Ubiquitous Computing

    ERIC Educational Resources Information Center

    Caceffo, Ricardo; Azevedo, Rodolfo

    2014-01-01

    The constructivist theory indicates that knowledge is not something finished and complete. However, the individuals must construct it through the interaction with the physical and social environment. The Active Learning is a methodology designed to support the constructivism through the involvement of students in their learning process, allowing…

  9. 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…

  10. Applying Activity Theory to Computer-Supported Collaborative Learning and Work-Based Activities in Corporate Settings

    ERIC Educational Resources Information Center

    Collis, Betty; Margaryan, Anoush

    2004-01-01

    Business needs in many corporations call for learning outcomes that involve problem solutions, and creating and sharing new knowledge within workplace situations that may involve collaboration among members of a team. We argue that work-based activities (WBA) and computer-supported collaborative learning (CSCL) are appropriate components for…

  11. Psychological and Pedagogical Support for Students' Adaptation to Learning Activity in High Science School

    ERIC Educational Resources Information Center

    Zeleeva, Vera P.; Bykova, Svetlana S.; Varbanova, Silvia

    2016-01-01

    The relevance of the study is due to the importance of psychological and pedagogical support for students in university that would prevent difficulties in learning activities and increase adaptive capacity through the development of relevant personal traits. Therefore, this article is aimed at solving the problem of arranging psychological and…

  12. Seeing, Believing, and Learning to Be Skeptical: Supporting Language Learning through Advertising Analysis Activities

    ERIC Educational Resources Information Center

    Hobbs, Renee; He, Haixia; Robbgrieco, Michael

    2015-01-01

    This study documents how a high school ESL teacher working with new immigrants ages 14-20 supported the development of their critical thinking and English language skills by using advertising analysis activities. The article examines the use of key critical questions for analyzing media messages and documents instructional activities designed to…

  13. 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,…

  14. The Use of a Group Blog to Actively Support Learning Activities

    ERIC Educational Resources Information Center

    Duarte, Paulo

    2015-01-01

    Despite the widespread use of blogs in higher education, there remains a lack of knowledge and consensus about the use and value of blogging in higher education, particularly when used for long periods. This article investigates the use of a group blog to assist traditional teaching activities and foster collaborative learning through the…

  15. Finnish Students' Reasons for Their Achievement in Classroom Activities: Focus on Features That Support Self-Regulated Learning

    ERIC Educational Resources Information Center

    Mykkänen, Arttu; Perry, Nancy; Järvelä, Sanna

    2017-01-01

    The aim of this study was to investigate how finnish students explain factors that contribute to their achievement in classroom learning activities and whether these factors are related to support of self-regulated learning (SRL) in classroom. Over seven weeks, 24 primary school students were videotaped during their typical classroom activities in…

  16. Supporting the "Collaborative" Part of Wiki-Mediated Collaborative Learning Activities

    ERIC Educational Resources Information Center

    Larusson, Johann Ari

    2010-01-01

    Prior research has highlighted the educational benefit of enabling students to participate in collaborative learning activities. Developing technology that extends the physical boundaries of the classroom and enables students to engage in meaningful collaborative learning activities outside class time can be of significant value. For any…

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

    ERIC Educational Resources Information Center

    Hsu, Ching-Kun; Hwang, Gwo-Jen

    2014-01-01

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

  18. Introductory Biology Courses: A Framework to Support Active Learning in Large Enrollment Introductory Science Courses

    ERIC Educational Resources Information Center

    Smith, Ann C.; Stewart, Richard; Shields, Patricia; Hayes-Klosteridis, Jennifer; Robinson, Paulette; Yuan, Robert

    2005-01-01

    Active learning and research-oriented activities have been increasingly used in smaller, specialized science courses. Application of this type of scientific teaching to large enrollment introductory courses has been, however, a major challenge. The general microbiology lecture/laboratory course described has been designed to incorporate published…

  19. Cooperative Activities for the Home: Parents Working with Teachers to Support Cooperative Learning.

    ERIC Educational Resources Information Center

    Holm, Audray; And Others

    A collection of activities is presented for use at home to foster cooperative attitudes and build social skills. The activities are aimed at strengthening the cooperative bond in a family and giving family members practice in the skills needed to cooperate effectively. This handbook explains the cooperative learning concept, outlines the rules for…

  20. How Was the Activity? A Visualization Support for a Case of Location-Based Learning Design

    ERIC Educational Resources Information Center

    Melero, Javier; Hernández-Leo, Davinia; Sun, Jing; Santos, Patricia; Blat, Josep

    2015-01-01

    Over the last few years, the use of mobile technologies has brought the formulation of location-based learning approaches shaping new or enhanced educational activities. Involving teachers in the design of these activities is important because the designs need to be aligned with the requirements of the specific educational settings. Yet analysing…

  1. Introductory Biology Courses: A Framework To Support Active Learning in Large Enrollment Introductory Science Courses

    PubMed Central

    2005-01-01

    Active learning and research-oriented activities have been increasingly used in smaller, specialized science courses. Application of this type of scientific teaching to large enrollment introductory courses has been, however, a major challenge. The general microbiology lecture/laboratory course described has been designed to incorporate published active-learning methods. Three major case studies are used as platforms for active learning. Themes from case studies are integrated into lectures and laboratory experiments, and in class and online discussions and assignments. Students are stimulated to apply facts to problem-solving and to learn research skills such as data analysis, writing, and working in teams. This course is feasible only because of its organizational framework that makes use of teaching teams (made up of faculty, graduate assistants, and undergraduate assistants) and Web-based technology. Technology is a mode of communication, but also a system of course management. The relevance of this model to other biology courses led to assessment and evaluation, including an analysis of student responses to the new course, class performance, a university course evaluation, and retention of course learning. The results are indicative of an increase in student engagement in research-oriented activities and an appreciation of real-world context by students. PMID:15917873

  2. Re-Appropriating a Question/Answer System to Support Dialectical Constructivist Learning Activity

    ERIC Educational Resources Information Center

    Carroll, John M.; Wu, Yu; Shih, Patrick C.; Zheng, Saijing

    2016-01-01

    Learning can be engaged by dialectic, that is, by identifying pros and cons that inhere in propositions, and more generally, by raising questions about the validity of claims. We report here on a classroom case study of dialectical constructivist pedagogy: Students created dialectical analyses of two lectures and four books as core activities in a…

  3. Partnering with those we serve: using experiential learning activities to support community nursing practice.

    PubMed

    Fries, Kathleen; Stewart, Julie G

    2012-01-01

    The concept of community is multidimensional and may include geographical boundaries and/or the shared interests of its members. Community nursing practice involves nurses, patients, and families who collaborate to address health issues and to promote positive health initiatives. Informed by community health theorists, experiential learning activities provide the structure to promote partnering in community nursing practice to achieve outcomes that benefit those who serve and those who are served.

  4. Using Scientific Detective Videos to Support the Design of Technology Learning Activities

    ERIC Educational Resources Information Center

    Yu, Kuang-Chao; Fan, Szu-Chun; Tsai, Fu-Hsing; Chu, Yih-hsien

    2013-01-01

    This article examines the effect of scientific detective video as a vehicle to support the design of technology activities by technology teachers. Ten graduate students, including current and future technology teachers, participated in a required technology graduate course that used scientific detective videos as a pedagogical tool to motivate…

  5. Supportive learning in distance education.

    PubMed

    Lawton, S

    1997-05-01

    This paper argues that tutorial support should enhance the learning experience of students who enrol on a distance education programme. A rationale for such support is given as well as a definition of support for distance learners. The complex role of the tutor in distance learning is described which suggests the need for tutor preparation, particularly for tutors adapting to this mode of course delivery. The paper reports on two existing models used within distance education which have focused on the outcome of study. The paper introduces an alternative model of supportive learning which focuses on the development of the educational experience throughout the length of a distance-learning course.

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

    PubMed

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

    2016-12-01

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

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

    PubMed Central

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

    2016-01-01

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

  8. Neural substrates of contextual interference during motor learning support a model of active preparation.

    PubMed

    Cross, Emily S; Schmitt, Paul J; Grafton, Scott T

    2007-11-01

    When individuals acquire new skills, initial performance is typically better and tasks are judged to be easier when the tasks are segregated and practiced by block, compared to when different tasks are randomly intermixed in practice. However, subsequent skill retention is better for a randomly practiced group, an effect known as contextual interference (CI). The present study examined the neural substrates of CI using functional magnetic resonance imaging (fMRI). Individuals learned a set of three 4-element sequences with the left hand according to a block or random practice schedule. Behavioral retest for skill retention confirmed the presence of a typical CI effect with the random group outperforming the block group. Using a go/no-go fMRI paradigm, sequence preparation during the premovement study period was separated from movement execution. Imaging data for the two groups were compared for the first 1/3 and final 1/3 of training trials. Toward the end of training, behavioral performance between the two groups was similar, although the random group would later display a performance advantage on retention testing. During study time, the random group showed greater activity in sensorimotor and premotor regions compared to the block group. These areas are associated with motor preparation, sequencing, and response selection. This pattern of recruitment is consistent with the hypothesis that CI benefits in a sequencing task are due to improved capacity to actively prepare motor responses.

  9. Lessons Learned: Mechanical Component and Tribology Activities in Support of Return to Flight

    NASA Technical Reports Server (NTRS)

    Handschuh, Robert F.; Zaretsky, Erwin V.

    2017-01-01

    The February 2003 loss of the Space Shuttle Columbia resulted in NASA Management revisiting every critical system onboard this very complex, reusable space vehicle in a an effort to Return to Flight. Many months after the disaster, contact between NASA Johnson Space Center and NASA Glenn Research Center evolved into an in-depth assessment of the actuator drive systems for the Rudder Speed Brake and Body Flap Systems. The actuators are CRIT 1-1 systems that classifies them as failure of any of the actuators could result in loss of crew and vehicle. Upon further evaluation of these actuator systems and the resulting issues uncovered, several research activities were initiated, conducted, and reported to the NASA Space Shuttle Program Management. The papers contained in this document are the contributions of many researchers from NASA Glenn Research Center and Marshall Space Flight Center as part of a Lessons Learned on mechanical actuation systems as used in space applications. Many of the findings contained in this document were used as a basis to safely Return to Flight for the remaining Space Shuttle Fleet until their retirement.

  10. An Interactive Concept Map Approach to Supporting Mobile Learning Activities for Natural Science Courses

    ERIC Educational Resources Information Center

    Hwang, Gwo-Jen; Wu, Po-Han; Ke, Hui-Ru

    2011-01-01

    Mobile and wireless communication technologies not only enable anytime and anywhere learning, but also provide the opportunity to develop learning environments that combine real-world and digital-world resources. Nevertheless, researchers have indicated that, without effective tools for helping students organize their observations in the field,…

  11. Engaging Students in Learning Activities: It Is Not Autonomy Support or Structure but Autonomy Support and Structure

    ERIC Educational Resources Information Center

    Jang, Hyungshim; Reeve, Johnmarshall; Deci, Edward L.

    2010-01-01

    We investigated 2 engagement-fostering aspects of teachers' instructional styles--autonomy support and structure--and hypothesized that students' engagement would be highest when teachers provided high levels of both. Trained observers rated teachers' instructional styles and students' behavioral engagement in 133 public high school classrooms in…

  12. The Astronomy Workshop: Computer Assisted Learning Tools with Instructor Support Materials and Student Activities

    NASA Astrophysics Data System (ADS)

    Deming, Grace; Hamilton, D.; Hayes-Gehrke, M.

    2006-12-01

    The Astronomy Workshop (http://janus.astro.umd.edu) is a collection of interactive World Wide Web tools that were developed under the direction of Doug Hamilton for use in undergraduate classes, as supplementary materials appropriate for grades 9-12, and by the general public. The philosophy of the website is to foster student and public interest in astronomy by capitalizing on their fascination with computers and the internet. Many of the tools were developed by graduate and undergraduate students at UMD. This website contains over 20 tools on topics including scientific notation, giant impacts, extrasolar planets, astronomical distances, planets, moons, comets, and asteroids. Educators around the country at universities, colleges, and secondary schools have used the Astronomy Workshop’s tools and activities as homework assignments, in-class demos, or extra credit. Since 2005, Grace Deming has assessed several of the Astronomy Workshop’s tools for clarity and effectiveness by interviewing students as they used tools on the website. Based on these interviews, Deming wrote student activities and instructor support materials and posted them to the website. Over the next three years, we will continue to interview students, develop web materials, and field-test activities. We are targeting classes in introductory undergraduate astronomy courses and grades 11-12 for our Spring 2007 field tests. We are interested in hearing your ideas on how we can make the Astronomy Workshop more appealing to educators, museum directors, specialty programs, and professors. This research is funded by NASA EPO grants NNG04GM18G and NNG06GGF99G.

  13. Computer-Supported Co-operative Learning.

    ERIC Educational Resources Information Center

    Florea, Adina Magda

    1998-01-01

    Discusses the impact of computer-supported cooperative work tools in the creation of educational environments and the facilities such tools bring to teaching methods, and examines the relationship between new techniques and the learner-centered, active learning approach in higher education. The importance of collaborative learning in this context…

  14. Using Blogs to Support Learning during Internship

    ERIC Educational Resources Information Center

    Chu, Samuel K. W.; Chan, Carol K. K.; Tiwari, Agnes F. Y.

    2012-01-01

    Blogging has been recommended as a suitable tool for learning during internship due to its associated usefulness in collaborative learning, reflection, communication, and social support. In this study, blogging was incorporated into the internship activities of two discipline-specific groups of interns: information management (n = 53) and nursing…

  15. Reliability of the TTC approach: learning from inclusion of pesticide active substances in the supporting database.

    PubMed

    Feigenbaum, Alexandre; Pinalli, Roberta; Giannetto, Marco; Barlow, Susan

    2015-01-01

    Data on pesticide active substances were used to assess the reliability of the Threshold of Toxicological Concern (TTC) approach. Pesticides were chosen as a robust test because of their potential for toxicity. 328 pesticide substances were classified on the basis of their chemical structure, according to the generic scheme proposed by the European Food Safety Authority. 43 carbamates and organophosphates were allocated to the group for neurotoxicity alerts, and 279 substances to Cramer structural Class III. For Class III, the 5th percentile value as calculated from the cumulative distribution curve of the no-observed-effect levels (0.20 mg/kg bw per day), was slightly higher than that determined by Munro (0.15 mg/kg bw per day) from his original database. The difference is explained by the inclusion of carbamates and organophosphates in Munro's Class III. Consideration of the acceptable daily intakes and their underlying toxicity data showed that the TTC approach is conservative for 96.2% of the substances. Overall, this analysis gives added support to the utility of the generic scheme of application of the TTC approach for hazard assessment of substances for which few or no experimental toxicity data are available. A convenient alternative to the Cramer decision tree is proposed.

  16. Meeteth Thy Match: Sensory Activities to Support Brain-Based Learning

    ERIC Educational Resources Information Center

    Brown, Nancy

    2005-01-01

    A great deal of research has been done on the different ways students learn. Over twenty years ago, Gardner (1983) introduced the theory of multiple intelligences. According to Gardner, each individual possesses at least eight different intelligences, each with varied abilities. The eight intelligences are identified as linguistic,…

  17. Supporting the Strengths and Activity of Children with Autism in a Technology-Enhanced Learning Environment

    ERIC Educational Resources Information Center

    Vellonen, Virpi; Kärnä, Eija; Virnes, Marjo

    2013-01-01

    This paper introduces four principles for the establishment of a technology-enhanced learning environment with and for children with autism spectrum disorders and presents results on how the principles were actualized in relation to children's actions in the environment. The study was conducted as action research premised on the children's active…

  18. Web-Support for Activating Use of Theory in Group-Based Learning.

    ERIC Educational Resources Information Center

    van der Veen, Jan; van Riemsdijk, Maarten; Laagland, Eelco; Gommer, Lisa; Jones, Val

    This paper describes a series of experiments conducted within the context of a course on organizational theory that is taught at the Department of Management Sciences at the University of Twente (Netherlands). In 1997, a group-based learning approach was adopted, but after the first year it was apparent that acquisition and application of theory…

  19. Web-Based Learning Support System

    NASA Astrophysics Data System (ADS)

    Fan, Lisa

    Web-based learning support system offers many benefits over traditional learning environments and has become very popular. The Web is a powerful environment for distributing information and delivering knowledge to an increasingly wide and diverse audience. Typical Web-based learning environments, such as Web-CT, Blackboard, include course content delivery tools, quiz modules, grade reporting systems, assignment submission components, etc. They are powerful integrated learning management systems (LMS) that support a number of activities performed by teachers and students during the learning process [1]. However, students who study a course on the Internet tend to be more heterogeneously distributed than those found in a traditional classroom situation. In order to achieve optimal efficiency in a learning process, an individual learner needs his or her own personalized assistance. For a web-based open and dynamic learning environment, personalized support for learners becomes more important. This chapter demonstrates how to realize personalized learning support in dynamic and heterogeneous learning environments by utilizing Adaptive Web technologies. It focuses on course personalization in terms of contents and teaching materials that is according to each student's needs and capabilities. An example of using Rough Set to analyze student personal information to assist students with effective learning and predict student performance is presented.

  20. Supportive Learning: Linear Learning and Collaborative Learning

    ERIC Educational Resources Information Center

    Lee, Bih Ni; Abdullah, Sopiah; Kiu, Su Na

    2016-01-01

    This is a conceptual paper which is trying to look at the educational technology is not limited to high technology. However, electronic educational technology, also known as e-learning, has become an important part of today's society, which consists of a wide variety of approaches to digitization, components and methods of delivery. In the…

  1. Experiences in Education Innovation: Developing Tools in Support of Active Learning

    ERIC Educational Resources Information Center

    Vera, Carlos; Felez, Jesus; Cobos, Jose Antonio; Sanchez-Naranjo, Maria Jesus; Pinto, Gabriel

    2006-01-01

    The paper focuses on educational projects developed in the ETSII (Escuela Tecnica Superior de Ingenieros Industriales) of the Polytechnic University of Madrid during the past few years. These projects were developed as new tools for enhancing the active role of students, for improving practical teaching, especially by means of virtual laboratories…

  2. Pre-Service Mathematics Teachers' Learning and Teaching of Activity-Based Lessons Supported with Spreadsheets

    ERIC Educational Resources Information Center

    Agyei, Douglas D.; Voogt, Joke M.

    2016-01-01

    In this study, 12 pre-service mathematics teachers worked in teams to develop their knowledge and skills in using teacher-led spreadsheet demonstrations to help students explore mathematics concepts, stimulate discussions and perform authentic tasks through activity-based lessons. Pre-service teachers' lesson plans, their instruction of the…

  3. Exploration of the Factors That Support Learning: Web-Based Activity and Testing Systems in Community College Algebra

    ERIC Educational Resources Information Center

    Hauk, Shandy; Matlen, Bryan

    2016-01-01

    A variety of computerized interactive learning platforms exist. Most include instructional supports in the form of problem sets. Feedback to users ranges from a single word like "Correct!" to offers of hints and partially to fully worked examples. Behind-the-scenes design of such systems varies as well --from static dictionaries of…

  4. The Use of a Metacognitive Tool in an Online Social Supportive Learning Environment: An Activity Theory Analysis

    ERIC Educational Resources Information Center

    Martinez, Ray Earl

    2010-01-01

    This investigation is an exploratory study of the use of a metacognitive software tool in a social supportive learning environment. The tool combined metacognitive knowledge and regulation functionality embedded within the content of an eight week online graduate education course. Twenty-three learners, who were practicing teachers, used the tool.…

  5. Supporting online learning with games

    NASA Astrophysics Data System (ADS)

    Yao, JingTao; Kim, DongWon; Herbert, Joseph P.

    2007-04-01

    This paper presents a study on Web-based learning support systems that is enhanced with two major subsystems: a Web-based learning game and a learning-oriented Web search. The Internet and theWeb may be considered as a first resource for students seeking for information and help. However, much of the information available online is not related to the course contents or is wrong in the worse case. The search subsystem aims to provide students with precise, relative and adaptable documents about certain courses or classes. Therefore, students do not have to spend time to verify the relationship of documents to the class. The learning game subsystem stimulates students to study, enables students to review their studies and to perform self-evaluation through a Web-based learning game such as a treasure hunt game. During the challenge and entertaining learning and evaluation process, it is hoped that students will eventually understand and master the course concepts easily. The goal of developing such a system is to provide students with an efficient and effective learning environment.

  6. Understanding the Factors That Support the Use of Active Learning Teaching in STEM Undergraduate Courses: Case Studies in the Field of Geoscience

    ERIC Educational Resources Information Center

    Iverson, Ellen A. Roscoe

    2016-01-01

    The purpose of this study was to understand the factors that support the adoption of active learning teaching strategies in undergraduate courses by faculty members, specifically in the STEM disciplines related to geoscience. The focus of the study centered on the context of the department which was identified as a gap in evaluation and…

  7. 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)

  8. e-Learning initiatives to support prescribing

    PubMed Central

    Maxwell, Simon; Mucklow, John

    2012-01-01

    Preparing medical students to prescribe is a major challenge of undergraduate education. They must develop an understanding of clinical pharmacology and acquire knowledge about drugs and therapeutics, as well as the skills to prescribe for individual patients in the face of multiple variables. The task of delivering the learning required to achieve these attributes relies upon limited numbers of teachers, who have increasingly busy clinical commitments. There is evidence that training is currently insufficient to meet the demands of the workplace. e-Learning provides an opportunity to improve the learning experience. The advantages for teachers are improved distribution of learning content, ease of update, standardization and tracking of learner activities. The advantages for learners are ease of access, greater interactivity and individual choice concerning the pace and mix of learning. Important disadvantages are the considerable resource required to develop e-Learning projects and difficulties in simulating some aspects of the real world prescribing experience. Pre-requisites for developing an e-Learning programme to support prescribing include academic expertise, institutional support, learning technology services and an effective virtual learning environment. e-Learning content might range from complex interactive learning sessions through to static web pages with links. It is now possible to simulate and provide feedback on prescribing decisions and this will improve with advances in virtual reality. Other content might include a student formulary, self-assessment exercises (e.g. calculations), a glossary and an on-line library. There is some evidence for the effectiveness of e-Learning but better research is required into its potential impact on prescribing. PMID:22509885

  9. Learning to Control Advanced Life Support Systems

    NASA Technical Reports Server (NTRS)

    Subramanian, Devika

    2004-01-01

    Advanced life support systems have many interacting processes and limited resources. Controlling and optimizing advanced life support systems presents unique challenges. In particular, advanced life support systems are nonlinear coupled dynamical systems and it is difficult for humans to take all interactions into account to design an effective control strategy. In this project. we developed several reinforcement learning controllers that actively explore the space of possible control strategies, guided by rewards from a user specified long term objective function. We evaluated these controllers using a discrete event simulation of an advanced life support system. This simulation, called BioSim, designed by Nasa scientists David Kortenkamp and Scott Bell has multiple, interacting life support modules including crew, food production, air revitalization, water recovery, solid waste incineration and power. They are implemented in a consumer/producer relationship in which certain modules produce resources that are consumed by other modules. Stores hold resources between modules. Control of this simulation is via adjusting flows of resources between modules and into/out of stores. We developed adaptive algorithms that control the flow of resources in BioSim. Our learning algorithms discovered several ingenious strategies for maximizing mission length by controlling the air and water recycling systems as well as crop planting schedules. By exploiting non-linearities in the overall system dynamics, the learned controllers easily out- performed controllers written by human experts. In sum, we accomplished three goals. We (1) developed foundations for learning models of coupled dynamical systems by active exploration of the state space, (2) developed and tested algorithms that learn to efficiently control air and water recycling processes as well as crop scheduling in Biosim, and (3) developed an understanding of the role machine learning in designing control systems for

  10. 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

  11. Supporting Active Learning in an Undergraduate Geotechnical Engineering Course Using Group-Based Audience Response Systems Quizzes

    ERIC Educational Resources Information Center

    Donohue, Shane

    2014-01-01

    The use of audience response systems (ARSs) or "clickers" in higher education has increased over the recent years, predominantly owing to their ability to actively engage students, for promoting individual and group learning, and for providing instantaneous feedback to students and teachers. This paper describes how group-based ARS…

  12. A Research on the Generative Learning Model Supported by Context-Based Learning

    ERIC Educational Resources Information Center

    Ulusoy, Fatma Merve; Onen, Aysem Seda

    2014-01-01

    This study is based on the generative learning model which involves context-based learning. Using the generative learning model, we taught the topic of Halogens. This topic is covered in the grade 10 chemistry curriculum using activities which are designed in accordance with the generative learning model supported by context-based learning. The…

  13. Metabolism Supports Macrophage Activation

    PubMed Central

    Langston, P. Kent; Shibata, Munehiko; Horng, Tiffany

    2017-01-01

    Macrophages are found in most tissues of the body, where they have tissue- and context-dependent roles in maintaining homeostasis as well as coordinating adaptive responses to various stresses. Their capacity for specialized functions is controlled by polarizing signals, which activate macrophages by upregulating transcriptional programs that encode distinct effector functions. An important conceptual advance in the field of macrophage biology, emerging from recent studies, is that macrophage activation is critically supported by metabolic shifts. Metabolic shifts fuel multiple aspects of macrophage activation, and preventing these shifts impairs appropriate activation. These findings raise the exciting possibility that macrophage functions in various contexts could be regulated by manipulating their metabolism. Here, we review the rapidly evolving field of macrophage metabolism, discussing how polarizing signals trigger metabolic shifts and how these shifts enable appropriate activation and sustain effector activities. We also discuss recent studies indicating that the mitochondria are central hubs in inflammatory macrophage activation. PMID:28197151

  14. 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…

  15. Supporting active learning in an undergraduate geotechnical engineering course using group-based audience response systems quizzes

    NASA Astrophysics Data System (ADS)

    Donohue, Shane

    2014-01-01

    The use of audience response systems (ARSs) or 'clickers' in higher education has increased over the recent years, predominantly owing to their ability to actively engage students, for promoting individual and group learning, and for providing instantaneous feedback to students and teachers. This paper describes how group-based ARS quizzes have been integrated into an undergraduate civil engineering course on foundation design. Overall, the ARS summary quizzes were very well received by the students. Feedback obtained from the students indicates that the majority believed the group-based quizzes were useful activities, which helped to improve their understanding of course materials, encouraged self-assessment, and assisted preparation for their summative examination. Providing students with clickers does not, however, necessarily guarantee the class will be engaged with the activity. If an ARS activity is to be successful, careful planning and design must be carried out and modifications adopted where necessary, which should be informed by the literature and relevant student feedback.

  16. Internal and External Regulation to Support Knowledge Construction and Convergence in Computer Supported Collaborative Learning (CSCL)

    ERIC Educational Resources Information Center

    Romero, Margarida; Lambropoulos, Niki

    2011-01-01

    Computer Supported Collaborative Learning (CSCL) activities aim to promote collaborative knowledge construction and convergence. During the CSCL activity, the students should regulate their learning activity, at the individual and collective level. This implies an organisation cost related to the coordination of the activity with the team-mates…

  17. Overview on Agent Application to Support Collaborative Learning Interaction

    ERIC Educational Resources Information Center

    Erlin; Norazah, Yusof; Azizah, Abdul Rahman

    2008-01-01

    Collaborative learning involves students working together to aid their learning and is considered an effective method to implement learning goal. However, it involves complicated processes such as have inconvenient assistance to manage the increasing demand for information and support extension of interaction and how to activate collaboration…

  18. A Web-Based Learning Support System for Inquiry-Based Learning

    NASA Astrophysics Data System (ADS)

    Kim, Dong Won; Yao, Jingtao

    The emergence of the Internet and Web technology makes it possible to implement the ideals of inquiry-based learning, in which students seek truth, information, or knowledge by questioning. Web-based learning support systems can provide a good framework for inquiry-based learning. This article presents a study on a Web-based learning support system called Online Treasure Hunt. The Web-based learning support system mainly consists of a teaching support subsystem, a learning support subsystem, and a treasure hunt game. The teaching support subsystem allows instructors to design their own inquiry-based learning environments. The learning support subsystem supports students' inquiry activities. The treasure hunt game enables students to investigate new knowledge, develop ideas, and review their findings. Online Treasure Hunt complies with a treasure hunt model. The treasure hunt model formalizes a general treasure hunt game to contain the learning strategies of inquiry-based learning. This Web-based learning support system empowered with the online-learning game and founded on the sound learning strategies furnishes students with the interactive and collaborative student-centered learning environment.

  19. Collective Learning: Theoretical Perspectives and Ways To Support Networked Learning.

    ERIC Educational Resources Information Center

    de Laat, Maarten; Simons, Robert-Jan

    2002-01-01

    Reviews three types of collective learning networks, teams, and communities. Advocates learning communities as a powerful way to stimulate shared learning. Warns that, although technology enables networked learning, group dynamics are crucial and must be considered. Describes progressive inquiry and team roles as ways to support collective…

  20. Bridging the Gap between Students and Computers: Supporting Activity Awareness for Network Collaborative Learning with GSM Network

    ERIC Educational Resources Information Center

    Liu, C.-C.; Tao, S.-Y.; Nee, J.-N.

    2008-01-01

    The internet has been widely used to promote collaborative learning among students. However, students do not always have access to the system, leading to doubt in the interaction among the students, and reducing the effectiveness of collaborative learning, since the web-based collaborative learning environment relies entirely on the availability…

  1. Understanding the Factors that Support the Use of Active Learning Teaching in STEM Undergraduate Courses: Case Studies in the Field of Geoscience

    NASA Astrophysics Data System (ADS)

    Iverson, Ellen A. Roscoe

    The purpose of this study was to understand the factors that support the adoption of active learning teaching strategies in undergraduate courses by faculty members, specifically in the STEM disciplines related to geoscience. The focus of the study centered on the context of the department which was identified as a gap in evaluation and educational research studies of STEM faculty development. The study used a mixed-method case study methodology to investigate the influences of departmental context on faculty members' adoption of active-learning teaching practices. The study compared and contrasted the influence of two faculty development strategies initiated in the field of geoscience. Six university geoscience departments were selected that had participated in two national geoscience professional development programs. Data were generated from 19 faculty interviews, 5 key informant interviews, and documents related to departmental and institutional context. The study concluded that two main factors influenced the degree to which faculty who participated in geoscience faculty development reported adoption of active learning pedagogies. These conclusions are a) the opportunity to engage in informal, regular conversations with departmental colleagues about teaching promoted adoption of new teaching approaches and ideas and b) institutional practices regarding the ways in which teaching practices were typically measured, valued, and incentivized tended to inhibit risk taking in teaching. The conclusions have implications related to institutional policy, faculty development, and the role of evaluation.

  2. Lifting the Status of Learning Support Teachers

    ERIC Educational Resources Information Center

    Kusuma-Powell, Ochan; Powell, William

    2016-01-01

    Status, the perception of one's standing in relation to others in a group, negatively influence learning. Status issue have implications for educating students with special learning needs: Both these students and the learning support or special education teachers who serve them often hold low status in a school community. Like adults, children…

  3. Regulative Support for Collaborative Scientific Inquiry Learning

    ERIC Educational Resources Information Center

    Manlove, S.; Lazonder, A. W.; de Jong, T.

    2006-01-01

    This study examined whether online tool support for regulation promotes student learning during collaborative inquiry in a computer simulation-based learning environment. Sixty-one students worked in small groups to conduct a scientific inquiry with fluid dynamics. Groups in the experimental condition received a support tool with regulatory…

  4. Different Futures of Adaptive Collaborative Learning Support

    ERIC Educational Resources Information Center

    Rummel, Nikol; Walker, Erin; Aleven, Vincent

    2016-01-01

    In this position paper we contrast a Dystopian view of the future of adaptive collaborative learning support (ACLS) with a Utopian scenario that--due to better-designed technology, grounded in research--avoids the pitfalls of the Dystopian version and paints a positive picture of the practice of computer-supported collaborative learning 25 years…

  5. Challenges of Using Learning Analytics Techniques to Support Mobile Learning

    ERIC Educational Resources Information Center

    Arrigo, Marco; Fulantelli, Giovanni; Taibi, Davide

    2015-01-01

    Evaluation of Mobile Learning remains an open research issue, especially as regards the activities that take place outside the classroom. In this context, Learning Analytics can provide answers, and offer the appropriate tools to enhance Mobile Learning experiences. In this poster we introduce a task-interaction framework, using learning analytics…

  6. A Context-Aware Knowledge Map to Support Ubiquitous Learning Activities for a u-Botanical Museum

    ERIC Educational Resources Information Center

    Wang, Shu-Lin; Chen, Chia-Chen; Zhang, Zhe George

    2015-01-01

    Recent developments in mobile and wireless communication technologies have played a vital role in building the u-learning environment that now combines both real-world and digital learning resources. However, learners still require assistance to control real objects and manage the abundance of available materials; otherwise, their mental workload…

  7. Learning to Support Learning Together: An Experience with the Soft Systems Methodology

    ERIC Educational Resources Information Center

    Sanchez, Adolfo; Mejia, Andres

    2008-01-01

    An action research approach called soft systems methodology (SSM) was used to foster organisational learning in a school regarding the role of the learning support department within the school and its relation with the normal teaching-learning activities. From an initial situation of lack of coordination as well as mutual misunderstanding and…

  8. 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…

  9. Technology with Humanism Supports Learning

    ERIC Educational Resources Information Center

    Brown, Sallie; And Others

    1977-01-01

    Describes El Camino College's Learning Assistance Center, which utilizes a personal, cost-effective, and technological approach to meet the needs of nontraditional students through drop-in services, individualized instruction and small group instruction. (JG)

  10. Cache-Cache Comparison for Supporting Meaningful Learning

    ERIC Educational Resources Information Center

    Wang, Jingyun; Fujino, Seiji

    2015-01-01

    The paper presents a meaningful discovery learning environment called "cache-cache comparison" for a personalized learning support system. The processing of seeking hidden relations or concepts in "cache-cache comparison" is intended to encourage learners to actively locate new knowledge in their knowledge framework and check…

  11. Using Wikis as a Support and Assessment Tool in Collaborative Digital Game-Based Learning Environments

    ERIC Educational Resources Information Center

    Samur, Yavuz

    2011-01-01

    In computer-supported collaborative learning (CSCL) environments, there are many researches done on collaborative learning activities; however, in game-based learning environments, more research and literature on collaborative learning activities are required. Actually, both game-based learning environments and wikis enable us to use new chances…

  12. Podcasts in Support of Experiential Field Learning

    ERIC Educational Resources Information Center

    Jarvis, Claire; Dickie, Jennifer

    2010-01-01

    The paper introduces a library of video podcasts (vodcasts) used to support the learning and teaching of geographical methods and techniques relating to physical geography and GIScience in particular. While the notion of video learning is not new, the accessibility of the multimedia snippets via lightweight mp4 players in a field context allows a…

  13. Invited Reaction: Influences of Formal Learning, Personal Learning Orientation, and Supportive Learning Environment on Informal Learning

    ERIC Educational Resources Information Center

    Cseh, Maria; Manikoth, Nisha N.

    2011-01-01

    As the authors of the preceding article (Choi and Jacobs, 2011) have noted, the workplace learning literature shows evidence of the complementary and integrated nature of formal and informal learning in the development of employee competencies. The importance of supportive learning environments in the workplace and of employees' personal learning…

  14. Digital Learning Playground: Supporting Authentic Learning Experiences in the Classroom

    ERIC Educational Resources Information Center

    Chen, Gwo-Dong; Nurkhamid; Wang, Chin-Yeh; Yang, Su-Hang; Lu, Wei-Yuan; Chang, Chih-Kai

    2013-01-01

    This study proposes a platform to provide a near-authentic environment, context, and situation for task-based learning. The platform includes two projection screens (a vertical and a horizontal screen) combined for situated or authentic learning. The horizontal screen extends the vertical screen scene to form a space for learning activities and…

  15. 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…

  16. Measures of Student Learning: Support Professional

    ERIC Educational Resources Information Center

    Rhode Island Department of Education, 2014

    2014-01-01

    The purpose of this Guidebook is to describe the process and basic requirements for the student learning measures that are used as part of the support professional evaluation and support process. For aspects of the process that have room for flexibility and school/district-level discretion, the different options have been clearly separated and…

  17. Continuous Learning Environments: Online Performance Support Systems.

    ERIC Educational Resources Information Center

    Forman, David C.; Kaplan, Sandra J.

    1994-01-01

    Describes technology-based systems that offer performance support, called online performance support systems (OPSS), that help increase productivity and efficiency. Changes in information-related, organization-related, and learning-related factors in corporations are considered; OPSS components are explained, including user-centered design; and…

  18. Focus Learning Support: Rising to Educational Challenges

    ERIC Educational Resources Information Center

    Achinewhu-Nworgu, Elizabeth; Shotte, Gertrude; Chioma, Queen Nworgu

    2012-01-01

    This paper discusses the operations of Focus Learning Support (FLS), an organisation that provides educational support for overseas students, in particularly, Nigerians who are desirous of pursuing academic courses at universities and colleges in the United Kingdom (UK). In highlighting the vital role that education plays in the national…

  19. ECLSS medical support activities

    NASA Technical Reports Server (NTRS)

    Crump, William J.; Kilgore, Melvin V., Jr.

    1991-01-01

    During the period from April 10, 1990 to April 9, 1991, the Consortium for the Space Life Sciences provided technical assistance to the NASA/MSFC water recovery efforts. This assistance was in the form of literature reviews, technical recommendations, and presentations. This final report summarizes the activities completed during this period and identifies those areas requiring additional efforts. The tasks which the University of Alabama in Huntsville (UAH) water recovery team addressed were either identified by MSFC technical representatives or chosen from those outlined in the subject statement of work.

  20. Learning Activity Package, Algebra.

    ERIC Educational Resources Information Center

    Evans, Diane

    A set of ten teacher-prepared Learning Activity Packages (LAPs) in beginning algebra and nine in intermediate algebra, these units cover sets, properties of operations, number systems, open expressions, solution sets of equations and inequalities in one and two variables, exponents, factoring and polynomials, relations and functions, radicals,…

  1. Using Jigsaw and Case Study for Supporting Online Collaborative Learning

    ERIC Educational Resources Information Center

    Pozzi, Francesca

    2010-01-01

    In CSCL contexts ("Computer Supported Collaborative Learning") collaborative activities with different levels of structuredeness are often used to foster discussion and exchange among students and enhance collaboration. In this field the debate around whether and to what extent it is useful to structure the activities proposed to students, is…

  2. What Happens in Classrooms after Earth Science Fieldwork? Supporting Student Learning Processes during Follow-Up Activities

    ERIC Educational Resources Information Center

    Remmen, Kari Beate; Frøyland, Merethe

    2015-01-01

    Follow-up activities after fieldwork are recommended, yet little research has been conducted in this area. This study investigates six cases of follow-up work carried out by three teachers and their students in three upper secondary schools in Norway. The data comprises video observations of teachers and students, instructional artifacts,…

  3. Organizational Support in Online Learning Environments: Examination of Support Factors in Corporate Online Learning Implementation

    ERIC Educational Resources Information Center

    Schultz, Thomas L.; Correia, Ana-Paula

    2015-01-01

    This article explores the role of different types of support in corporate online learning programs. Most research has not specifically focused on all of the support factors required to provide a corporate online learning program, although many research studies address several in regards to the research outcome. An effort was made in this article…

  4. People with multiple disabilities learn to engage in occupation and work activities with the support of technology-aided programs.

    PubMed

    Lancioni, Giulio E; Singh, Nirbhay N; O'Reilly, Mark F; Sigafoos, Jeff; Alberti, Gloria; Perilli, Viviana; Laporta, Dominga; Campodonico, Francesca; Oliva, Doretta; Groeneweg, Jop

    2014-06-01

    These two studies were aimed at assessing technology-aided programs to help persons with multiple disabilities engage in basic occupation or work activities. Specifically, Study I focused on teaching two participants (an adolescent and an adult) with low vision or total blindness, severe/profound intellectual disabilities, and minimal object interaction to engage in constructive object-manipulation responses. The technology monitored their responses and followed them with brief stimulation periods automatically. Study II focused on teaching three adults with deafness, severe visual impairment, and profound intellectual disabilities to perform a complex activity, that is, to assemble a five-component water pipe. The technology regulated (a) light cues to guide the participants through the workstations containing single pipe components and the carton for completed pipes and (b) stimulation events. The results of both studies were positive. The participants of Study I showed consistent and independent engagement in object-manipulation responses. The participants of Study II showed consistent and independent pipe assembling performance. General implications of the two programs and the related technology packages for intervention with persons with multiple disabilities are discussed.

  5. [beta]1-Adrenoceptor or [alpha]1-Adrenoceptor Activation Initiates Early Odor Preference Learning in Rat Pups: Support for the Mitral Cell/cAMP Model of Odor Preference Learning

    ERIC Educational Resources Information Center

    Harley, Carolyn W.; Darby-King, Andrea; McCann, Jennifer; McLean, John H.

    2006-01-01

    We proposed that mitral cell [beta]1-adrenoceptor activation mediates rat pup odor preference learning. Here we evaluate [beta]1-, [beta]2-, [alpha]1-, and [alpha]2-adrenoceptor agonists in such learning. The [beta]1-adrenoceptor agonist, dobutamine, and the [alpha]1-adrenoceptor agonist, phenylephrine, induced learning, and both exhibited an…

  6. Jugando en el Pidi: Active Learning, Early Child Development and Interactive Radio Instruction. Supporting Caregivers, Parents, and Young Children. LearnTech Case Study Series, No. 4.

    ERIC Educational Resources Information Center

    Bosch, Andrea; Crespo, Cecilia

    In 1993, Bolivia was selected as a site to pilot an interactive radio instruction (IRI) project that would provide practical support to adult caregivers and children around early childhood development. Through linkages with health and education networks, PIDI (Programa Integral de Desarrollo Infantil) provided young children under the age of six…

  7. Exploring Students' Learning Effectiveness and Attitude in Group Scribbles-Supported Collaborative Reading Activities: A Study in the Primary Classroom

    ERIC Educational Resources Information Center

    Lin, C.-P.; Chen, W.; Yang, S.-J.; Xie, W.; Lin, C.-C.

    2014-01-01

    Improving students' reading comprehension is of significance. In this study, collaborative learning supported by Group Scribbles (GS), a networked technology, was integrated into a primary reading class. Forty-seven 10-year-old students from two 4th grade classes participated in the study. Experimental and control groups were established to…

  8. Advances in Computer-Supported Learning

    ERIC Educational Resources Information Center

    Neto, Francisco; Brasileiro, Francisco

    2007-01-01

    The Internet and growth of computer networks have eliminated geographic barriers, creating an environment where education can be brought to a student no matter where that student may be. The success of distance learning programs and the availability of many Web-supported applications and multimedia resources have increased the effectiveness of…

  9. Thinking Styles: Maximizing Online Supported Learning

    ERIC Educational Resources Information Center

    Bishop, Carolyn; Foster, Christopher

    2011-01-01

    Internet supported teacher education programs at the university are increasing, as is the need for qualified teachers in rural areas and inner cities. This study focused on the thinking styles of online learners in a post baccalaureate teacher education program. In order to more effectively meet students individual learning needs, 184 students…

  10. An Electronic Portfolio to Support Learning

    ERIC Educational Resources Information Center

    Wade, Anne; Abrami, Philip C.; Sclater, Jennifer

    2005-01-01

    In this paper, we provide a description of a CSLP research project that looked at portfolio use within a middle school, the web-based e-portfolio software we have developed within the context of the Quebec educational system, our plans for further development of the tool, and our research plans related to the use of portfolios to support learning.…

  11. Evaluating NESTA's Support for Science Learning

    ERIC Educational Resources Information Center

    Davies, Dan

    2007-01-01

    This paper reports on a commissioned research project to evaluate the impact of support (mainly funding) given by the UK Government's National Endowment for Science, Technology and the Arts (NESTA) to various projects under the general heading of "science learning" over a four-year period (2000-2004). Findings emerging from the study…

  12. The Principal's Role in Supporting Learning Communities

    ERIC Educational Resources Information Center

    Hord, Shirley M.; Hirsh, Stephanie A.

    2009-01-01

    In this article, the authors discuss the following approaches which principals have found support strong learning communities: (1) Emphasize to teachers that you know they can succeed--together; (2) Expect teachers to keep knowledge fresh; (3) Guide communities toward self-governance; (4) Make data accessible; (5) Teach discussion and…

  13. The Supportive Learning Environment: Effective Teaching Practices

    ERIC Educational Resources Information Center

    Hindman, Jennifer; Grant, Leslie W.; Stronge, James H.

    2010-01-01

    This entry in the James H. Stronge Research-to-Practice Series focuses on the characteristics of teachers who create supportive learning environments for their students. By conveying a sense of immediacy, credibility, and caring, they communicate to students in both verbal and nonverbal ways that are essential to cultivating a positive and…

  14. Adult Learners and Mathematics Learning Support

    ERIC Educational Resources Information Center

    Fitzmaurice, Olivia; Mac an Bhaird, Ciarán; Ní Fhloinn, Eabhnat; O'Sullivan, Ciarán

    2015-01-01

    The provision of some level of Mathematics Learning Support (MLS) is now standard in the majority of Higher Education Institutions in Ireland, the UK, and in many other countries. This provision is, in part, a response to the large numbers of students entering Higher Education who do not have the mathematical skills required and this cohort…

  15. Social support and child protection: Lessons learned and learning.

    PubMed

    Thompson, Ross A

    2015-03-01

    Social support has been a topic of research for nearly 50 years, and its applications to prevention and intervention have grown significantly, including programs advancing child protection. This article summarizes the central conclusions of the 1994 review of research on social support and the prevention of child maltreatment prepared for the U.S. Advisory Board on Child Abuse and Neglect, and surveys advances in the field since its publication. Among the lessons learned twenty years ago are (a) the diversity of the social support needs of at-risk families and their association with child endangerment, (b) the need to supplement the emotionally affirmative aspects of social support with efforts to socialize parenting practices and monitor child well-being, (c) the desirability of integrating formal and informal sources of social support for recipients, and (d) the importance of considering the complex recipient reactions to receiving support from others. The lessons we are now learning derive from research exploring the potential of online communication to enhance social support, the neurobiology of stress and its buffering through social support, and the lessons of evaluation research that are identifying the effective ingredients of social support interventions.

  16. Coordinated Computer-Supported Collaborative Learning: Awareness and Awareness Tools

    ERIC Educational Resources Information Center

    Janssen, Jeroen; Bodemer, Daniel

    2013-01-01

    Traditionally, research on awareness during online collaboration focused on topics such as the effects of spatial information about group members' activities on the collaborative process. When the concept of awareness was introduced to computer-supported collaborative learning, this focus shifted to cognitive group awareness (e.g., information…

  17. Using Toys to Support Infant-Toddler Learning and Development

    ERIC Educational Resources Information Center

    Guyton, Gabriel

    2011-01-01

    Choosing toys and activities that are suitable for infants and toddlers can challenge even the most experienced teacher. By being mindful of the basic principles of child development and the role of play, teachers can intentionally select toys to meet young children's unique needs and interests, supporting learning. It is also important to be…

  18. Teacher Learning in a Context of Educational Change: Informal Learning versus Systematically Supported Learning

    ERIC Educational Resources Information Center

    Hoekstra, Annemarieke; Korthagen, Fred

    2011-01-01

    After certification, teachers do not often receive systematic support in their learning and hence mainly depend on informal learning opportunities at work. The present study addresses the question of if and how supervision makes a difference to teacher learning. In a longitudinal mixed-method study, the learning of one teacher is documented in a…

  19. Learning Objects: Supporting Flexible Delivery of Online Learning.

    ERIC Educational Resources Information Center

    Oliver, Ron

    There are now many educational organizations and institutions that have decided to pursue flexible delivery and online learning as strategies. While many educators value online delivery of programs for the flexibility and opportunities offered, the environment offers far more than these outcomes alone. Online delivery supports and encourages very…

  20. 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.

  1. Learning Analytics to Support Teachers during Synchronous CSCL: Balancing between Overview and Overload

    ERIC Educational Resources Information Center

    van Leeuwen, Anouschka

    2015-01-01

    Learning analytics (LA) are summaries, visualizations, and analyses of student data that could improve learning in multiple ways, for example by supporting teachers. However, not much research is available yet concerning how LA may support teachers to diagnose student progress and to intervene during student learning activities. There is evidence…

  2. Representative Model of the Learning Process in Virtual Spaces Supported by ICT

    ERIC Educational Resources Information Center

    Capacho, José

    2014-01-01

    This paper shows the results of research activities for building the representative model of the learning process in virtual spaces (e-Learning). The formal basis of the model are supported in the analysis of models of learning assessment in virtual spaces and specifically in Dembo´s teaching learning model, the systemic approach to evaluating…

  3. Activity recognition with smartphone support.

    PubMed

    Guiry, John J; van de Ven, Pepijn; Nelson, John; Warmerdam, Lisanne; Riper, Heleen

    2014-06-01

    In this paper, the authors describe a method of accurately detecting human activity using a smartphone accelerometer paired with a dedicated chest sensor. The design, implementation, testing and validation of a custom mobility classifier are also presented. Offline analysis was carried out to compare this custom classifier to de-facto machine learning algorithms, including C4.5, CART, SVM, Multi-Layer Perceptrons, and Naïve Bayes. A series of trials were carried out in Ireland, initially involving N=6 individuals to test the feasibility of the system, before a final trial with N=24 subjects took place in the Netherlands. The protocol used and analysis of 1165min of recorded activities from these trials are described in detail in this paper. Analysis of collected data indicate that accelerometers placed in these locations, are capable of recognizing activities including sitting, standing, lying, walking, running and cycling with accuracies as high as 98%.

  4. PEGASUS: Designing a System for Supporting Group Activity

    ERIC Educational Resources Information Center

    Kyprianidou, Maria; Demetriadis, Stavros; Pombortsis, Andreas; Karatasios, George

    2009-01-01

    Purpose: The purpose of this paper is to present the design and first results of the integration of a web-based system person-centred group-activity support system (PEGASUS) in university instruction, as a means for advancing person-centred learning by supporting group activity. The PEGASUS is expected to help students and teachers in two distinct…

  5. Active Learning and the LRC.

    ERIC Educational Resources Information Center

    Ducote, Richard L.

    1990-01-01

    Describes Collin County Community College's commitment to an active/experiential learning philosophy and the role of the college's learning resources center (LRC) in promoting learner-centered education and lab experiences throughout the curriculum. Discusses the LRC's Alternative Learning Center, which uses computers and other technology to…

  6. A Framework to Support Mobile Learning in Multilingual Environments

    ERIC Educational Resources Information Center

    Jantjies, Mmaki E.; Joy, Mike

    2014-01-01

    This paper presents a multilingual mobile learning framework that can be used to support the pedagogical development of mobile learning systems which can support learning in under-resourced multilingual schools. The framework has been developed following two empirical mobile learning studies. Both studies were conducted in multilingual South…

  7. Supporting Authentic Learning Contexts Beyond Classroom Walls

    NASA Astrophysics Data System (ADS)

    Herrington, Jan; Specht, Marcus; Brickell, Gwyn; Harper, Barry

    At the classroom level, contexts for learning are often limited in the experiential component. Teachers and trainers feel overwhelmed by the difficulty of inventing authentic learning contexts, and creating tasks that truly reflect the way knowledge would be used in the real world (Herrington et al. 2004). However, there are growing numbers of examples of how such authentic learning environments are being used in schools, higher education, and professional development in a variety of contexts and discipline areas, such as in literacy education (Ferry et al. 2006), in physical activity fitness and health (Rice et al. 1999), in Indigenous education (Marshall et al. 2001), in evaluation (Agostinho 2006), in multimedia and ICT (Bennett et al. 2001), in literature (Fitzsimmons 2006), and in business writing (Pennell et al. 1997). Teachers and trainers who subscribe to this approach to learning can be very inventive in developing learner perceptions of authentic contexts, but often financial, situational and time constraints limit the experiential elements of authentic learning settings.

  8. 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…

  9. Functional Plasticity in Somatosensory Cortex Supports Motor Learning by Observing.

    PubMed

    McGregor, Heather R; Cashaback, Joshua G A; Gribble, Paul L

    2016-04-04

    An influential idea in neuroscience is that the sensory-motor system is activated when observing the actions of others [1, 2]. This idea has recently been extended to motor learning, in which observation results in sensory-motor plasticity and behavioral changes in both motor and somatosensory domains [3-9]. However, it is unclear how the brain maps visual information onto motor circuits for learning. Here we test the idea that the somatosensory system, and specifically primary somatosensory cortex (S1), plays a role in motor learning by observing. In experiment 1, we applied stimulation to the median nerve to occupy the somatosensory system with unrelated inputs while participants observed a tutor learning to reach in a force field. Stimulation disrupted motor learning by observing in a limb-specific manner. Stimulation delivered to the right arm (the same arm used by the tutor) disrupted learning, whereas left arm stimulation did not. This is consistent with the idea that a somatosensory representation of the observed effector must be available during observation for learning to occur. In experiment 2, we assessed S1 cortical processing before and after observation by measuring somatosensory evoked potentials (SEPs) associated with median nerve stimulation. SEP amplitudes increased only for participants who observed learning. Moreover, SEPs increased more for participants who exhibited greater motor learning following observation. Taken together, these findings support the idea that motor learning by observing relies on functional plasticity in S1. We propose that visual signals about the movements of others are mapped onto motor circuits for learning via the somatosensory system.

  10. 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

  11. 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.

  12. 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…

  13. 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…

  14. Using Learning Styles Inventories To Promote Active Learning.

    ERIC Educational Resources Information Center

    Fritz, Margaret

    2002-01-01

    Defines active learning as students actively involved in the learning process. Suggests that to learn actively, students need to know their learning styles and engage with the subject matter. Concludes that students who know their learning styles and are allowed to choose time management methods, note-taking systems, textbook marking methods and…

  15. 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…

  16. Towards Greater Learner Control: Web Supported Project-Based Learning

    ERIC Educational Resources Information Center

    Guthrie, Cameron

    2010-01-01

    Project-based learning has been suggested as an appropriate pedagogy to prepare students in information systems for the realities of the business world. Web-based resources have been used to support such pedagogy with mixed results. The paper argues that the design of web-based learning support to cater to different learning styles may give…

  17. An Exploration of Students' Strategy Use in Inquiry-Based Computer-Supported Collaborative Learning

    ERIC Educational Resources Information Center

    Salovaara, Hanna

    2005-01-01

    The aim of this study is to investigate students' use of cognitive learning strategies in inquiry-based computer-supported collaborative learning (CSCL). A process-oriented interview framework on cognitive activity, self-regulation and motivation, and a coding category for analysing cognitive learning strategies and cognitive self-regulation was…

  18. Exploring Students' Language Awareness through Intercultural Communication in Computer-Supported Collaborative Learning

    ERIC Educational Resources Information Center

    Yang, Yu-Fen

    2013-01-01

    Students seldom think about language unless they are instructed to do so or are made to do so during learning activities. To arouse students' awareness while learning English for Specific Purposes (ESP), this study formed a computer-supported collaborative learning (CSCL) community to engage teachers and students from different domains and…

  19. Effects of the ISIS Recommender System for Navigation Support in Self-Organised Learning Networks

    ERIC Educational Resources Information Center

    Drachsler, Hendrik; Hummel, Hans; van den Berg, Bert; Eshuis, Jannes; Waterink, Wim; Nadolski, Rob; Berlanga, Adriana; Boers, Nanda; Koper, Rob

    2009-01-01

    The need to support users of the Internet with the selection of information is becoming more important. Learners in complex, self-organising Learning Networks have similar problems and need guidance to find and select most suitable learning activities, in order to attain their lifelong learning goals in the most efficient way. Several research…

  20. Developing a Mobile Learning Environment to Support Virtual Education Communities

    ERIC Educational Resources Information Center

    Heath, Barbara; Herman, Russell; Lugo, Gabriel; Reeves, James; Vetter, Ron; Ward, Charles R.

    2005-01-01

    Learning communities gained attention in 1984 after the publication of the "Involvement in Learning" report, which was sponsored by the U.S. Education Department. The authors of the report stated that active engagement in learning processes enhances learning and leads to two fundamental principles: (1) The amount of student learning and personal…

  1. Learning Strategies in Web-Supported Collaborative Project

    ERIC Educational Resources Information Center

    ChanLin, Lih-Juan

    2012-01-01

    Web-based learning promotes computer-mediated interaction and student-centred learning in most higher education institutions. To fulfil their academic requirements, students develop appropriate strategies to support learning. Purposes of this study were to: (1) examine the relationship between students study strategies (assessed by Learning and…

  2. Learning as a Subversive Activity

    ERIC Educational Resources Information Center

    Hatch, J. Amos

    2007-01-01

    "Learning as a subversive activity" is about working with public school students to debunk the shallow conception that achievement equals learning. That means exposing the power relations that keep in place such a narrow definition of what counts and exploring the implications of those powerful forces for students' lives and for society at large.…

  3. Active learning in optics and photonics

    NASA Astrophysics Data System (ADS)

    Niemela, Joseph J.

    2016-09-01

    Active learning in optics and photonics (ALOP) is a program of the International Basic Sciences Program at UNESCO, in collaboration with the Abdus Salam International Centre for Theoretical Physics (ICTP) and supported by SPIE, which is designed to help teachers in the developing world attract and retain students in the physical sciences. Using optics and photonics, it naturally attracts the interest of students and can be implemented using relatively low cost technologies, so that it can be more easily reproduced locally. The active learning methodology is student-centered, meaning the teachers give up the role of lecturer in favor of guiding and facilitating a learning process in which students engage in hands-on activities and active peer-peer discussions, and is shown to effectively enhance basic conceptual understanding of physics.

  4. Technology Trends in Mobile Computer Supported Collaborative Learning in Elementary Education from 2009 to 2014

    ERIC Educational Resources Information Center

    Carapina, Mia; Boticki, Ivica

    2015-01-01

    This paper analyses mobile computer supported collaborative learning in elementary education worldwide focusing on technology trends for the period from 2009 to 2014. The results present representation of device types used to support collaborative activities, their distribution per users (1:1 or 1:m) and if students are learning through or around…

  5. Organizational Support for Action Learning in South Korean Organizations

    ERIC Educational Resources Information Center

    Cho, Yonjoo; Egan, Toby

    2013-01-01

    The purpose of this study was (1) to examine the impact of organizational support on employee learning and performance and (2) to elaborate on the context of organizational support for action learning in South Korean organizations. For this inquiry, two central questions were posed: What are employee reactions to organizational support for action…

  6. Perception towards Mobile Learning Activities among Post Graduate Students

    ERIC Educational Resources Information Center

    Thiyagu, K.

    2012-01-01

    M-learning is learning supported by mobile devices and intelligent user interfaces. Compared to the prior generation a few years ago, storage capacity and screen size of mobile devices as well as transfer speed of wireless connections have significantly increased. Equipped with mobile devices, learners can conduct learning activities at anytime…

  7. Exploratory learning with a computer simulation for control theory: Learning processes and instructional support

    NASA Astrophysics Data System (ADS)

    Njoo, Melanie; de Jong, Ton

    Computer simulations create a context that is well fitted for exploratory or discovery learning. The aim of the present two studies was to gain deeper insight into what constitutes exploratory learning and to assess the effects of a number of instructional support measures. The domain involved was control theory at the university level. In the first study we made an inventory of exploratory learning processes by observing 17 students working with a computer simulation and analyzing students' thinking-aloud protocols. Subjects received a structured assignment with hints as an instructional support measure. In the second study, 91 students received an open-ended assignment with instructional support that consisted of an information sheet and a set of fill-in forms. On both sheets and forms, six cells were presented. A cell was given for each of the following six learning processes: identifying variables and parameters, generating hypotheses, designing an experiment, predicting, interpreting data, and drawing of conclusions. Information sheets were either of a domain specific or of a general nature. The set of fill-in forms were either free or had the cell HYPOTHESIS already filled in. The statements of the students on the fill-in forms were analyzed in a stepwise order. Twenty-two detailed learning processes were identified and classified. Two of the main classes of processes are transformative and regulative. Both studies showed that students were reluctant to apply learning processes that are considered characteristic for exploratory learning. Furthermore, students had problems with the exploratory learning processes, especially with the processes of generating hypotheses, interpreting data, and drawing conclusions. Effects of the instructional support measures were not conclusive. Hints did not result in significant improvements of the study process. Supporting learning processes with information sheets appeared to help students in performing learning processes

  8. How to support learning from multiple hypertext sources.

    PubMed

    Naumann, Anja B; Wechsung, Ina; Krems, Josef F

    2009-08-01

    In the present study, we investigated three factors that were assumed to have a significant influence on the success of learning from multiple hypertexts, and on the construction of a documents model in particular. These factors were task (argumentative vs. narrative), available text material (with vs. without primary sources), and presentation format (active vs. static). The study was conducted with the help of the combination of three tools (DEWEX, Chemnitz LogAnalyzer, and SummTool) developed for Web-based experimenting. The results show that the task is the most important factor for successful learning from multiple hypertexts. Depending on the task, the participants were either able or unable to apply adequate strategies, such as considering the source information. It was also observed that argumentative tasks were supported by an active hypertext presentation format, whereas performance on narrative tasks increased with a passive presentation format. No effect was shown for the type of texts available.

  9. Designing Real-Life Cases To Support Authentic Design Activities.

    ERIC Educational Resources Information Center

    Bennett, Sue; Harper, Barry; Hedberg, John

    Teachers in a range of disciplines are interested in engaging their students in authentic activities that reflect the experiences of real-world practitioners. Adopting this approach requires the design and implementation of learning environments that incorporate and support such activities. This paper describes two real-life cases at the…

  10. Navigation Assistance: A Trade-Off between Wayfinding Support and Configural Learning Support

    ERIC Educational Resources Information Center

    Munzer, Stefan; Zimmer, Hubert D.; Baus, Jorg

    2012-01-01

    Current GPS-based mobile navigation assistance systems support wayfinding, but they do not support learning about the spatial configuration of an environment. The present study examined effects of visual presentation modes for navigation assistance on wayfinding accuracy, route learning, and configural learning. Participants (high-school students)…

  11. 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,…

  12. Representations of an Incidental Learning Framework to Support Mobile Learning

    ERIC Educational Resources Information Center

    Scanlon, Eileen; Gaved, Mark; Jones, Ann; Kukulska-Hulme, Agnes; Paletta, Lucas; Dunwell, Ian

    2014-01-01

    This paper discusses how the particular features of mobile learning can be harnessed to provide new informal learning opportunities in relation to context aware and location based learning. The MASELTOV project is developing representations of an incidental learning framework to enable software developers and researchers to both design and analyse…

  13. Designing Agents to Support Learning by Explaining

    ERIC Educational Resources Information Center

    Holmes, Jeffrey

    2007-01-01

    Although prior research has shown that generating explanations encourages students to learn new content with deeper understanding and to monitor their own comprehension more effectively, helping students learn how to explain properly remains a significant challenge. This study investigated the use of software agents as learning partners in an…

  14. Mutual Support: A Model of Participatory Support by and for People with Learning Difficulties

    ERIC Educational Resources Information Center

    Keyes, Sarah E.; Brandon, Toby

    2012-01-01

    Mutual Support, a model of peer support by and for people with learning difficulties, was constructed through a participatory research process. The research focussed on individual narratives from people with learning difficulties. These narratives were then brought together to form a collective model of support. This paper outlines the detailed…

  15. Supporting Collective Inquiry: A Technology Framework for Distributed Learning

    NASA Astrophysics Data System (ADS)

    Tissenbaum, Michael

    This design-based study describes the implementation and evaluation of a technology framework to support smart classrooms and Distributed Technology Enhanced Learning (DTEL) called SAIL Smart Space (S3). S3 is an open-source technology framework designed to support students engaged in inquiry investigations as a knowledge community. To evaluate the effectiveness of S3 as a generalizable technology framework, a curriculum named PLACE (Physics Learning Across Contexts and Environments) was developed to support two grade-11 physics classes (n = 22; n = 23) engaged in a multi-context inquiry curriculum based on the Knowledge Community and Inquiry (KCI) pedagogical model. This dissertation outlines three initial design studies that established a set of design principles for DTEL curricula, and related technology infrastructures. These principles guided the development of PLACE, a twelve-week inquiry curriculum in which students drew upon their community-generated knowledge base as a source of evidence for solving ill-structured physics problems based on the physics of Hollywood movies. During the culminating smart classroom activity, the S3 framework played a central role in orchestrating student activities, including managing the flow of materials and students using real-time data mining and intelligent agents that responded to emergent class patterns. S3 supported students' construction of knowledge through the use individual, collective and collaborative scripts and technologies, including tablets and interactive large-format displays. Aggregate and real-time ambient visualizations helped the teacher act as a wondering facilitator, supporting students in their inquiry where needed. A teacher orchestration tablet gave the teacher some control over the flow of the scripted activities, and alerted him to critical moments for intervention. Analysis focuses on S3's effectiveness in supporting students' inquiry across multiple learning contexts and scales of time, and in

  16. Supporting Children's Learning: A Guide for Teaching Assistants

    ERIC Educational Resources Information Center

    Overall, Lyn

    2007-01-01

    Are you looking for a book that explains all the key ideas on how children learn and how best to support children in that learning? Covering all major themes, this book offers: (1) An introduction to main theories of learning and development from birth to primary including brain and emotional and social development; (2) An introduction to what…

  17. Macro-Scaffolding: Contextual Support for Teacher Learning

    ERIC Educational Resources Information Center

    Engin, Marion

    2014-01-01

    A socio-cultural theory of learning places importance on the social and cultural context of the learning as well as the interaction between a more expert other and the learner. Scaffolding at the level of interaction may be defined as micro-scaffolding, and support which can be found in the context of the learning can be referred to as…

  18. Supporting Student Success: The Promise of Expanded Learning Opportunities

    ERIC Educational Resources Information Center

    NGA Center for Best Practices, 2010

    2010-01-01

    Expanded learning opportunities (ELOs) support state education goals by providing safe, structured learning environments for students outside the regular school day. ELOs include after-school and summer learning programs, as well as before-school, evening, and weekend programs. Although research demonstrates that high-quality expanded learning…

  19. Technology Supported Learning and Teaching: A Staff Perspective

    ERIC Educational Resources Information Center

    O'Donoghue, John, Ed.

    2006-01-01

    "Technology Supported Learning and Teaching: A Staff Perspective" presents accounts and case studies of first-hand experience in developing, implementing, or evaluating learning technologies. This book highlights the many areas in which practitioners are attempting to implement learning technologies and reflects themes of current topical interest.…

  20. 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…

  1. [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…

  2. Learning Activities for Toddlers.

    ERIC Educational Resources Information Center

    Texas Child Care, 1996

    1996-01-01

    Suggests activities to help toddlers develop skills in the four important areas of self-help, creativity, world mastery, and coordination. Activities include hand washing, button practice, painting, movement and music, bubble making, creation of a nature mural, and a shoe print trail. (TJQ)

  3. Mobile Apps to Support and Assess Foreign Language Learning

    ERIC Educational Resources Information Center

    Berns, Anke; Palomo-Duarte, Manuel; Dodero, Juan Manuel; Ruiz-Ladrón, Juan Miguel; Márquez, Andrea Calderón

    2015-01-01

    In the last two decades there have been many attempts to integrate all kinds of mobile devices and apps to support formal as well as informal learning processes. However, most of the available apps still support mainly individual learning, using mobile devices to deliver content rather than providing learners with the opportunity to interact with…

  4. Social Knowledge Awareness Map for Computer Supported Ubiquitous Learning Environment

    ERIC Educational Resources Information Center

    El-Bishouty, Moushir M.; Ogata, Hiroaki; Rahman, Samia; Yano, Yoneo

    2010-01-01

    Social networks are helpful for people to solve problems by providing useful information. Therefore, the importance of mobile social software for learning has been supported by many researches. In this research, a model of personalized collaborative ubiquitous learning environment is designed and implemented in order to support learners doing…

  5. Understanding Evaluation of Learning Support in Mathematics and Statistics

    ERIC Educational Resources Information Center

    MacGillivray, Helen; Croft, Tony

    2011-01-01

    With rapid and continuing growth of learning support initiatives in mathematics and statistics found in many parts of the world, and with the likelihood that this trend will continue, there is a need to ensure that robust and coherent measures are in place to evaluate the effectiveness of these initiatives. The nature of learning support brings…

  6. Supporting Self-Regulated Hypermedia Learning through Prompts

    ERIC Educational Resources Information Center

    Bannert, Maria; Reimann, Peter

    2012-01-01

    The aim of this research was to develop and evaluate tools and supports for self-regulated learning with hypertext information structures, such as Web pages. Two kinds of supports for self-regulated learning were developed and tested experimentally: Prompting and Prompting with Training. In Experiment 1, Prompting was tested with a pre-post-test…

  7. Computer-Supported Collaborative Learning in Higher Education

    ERIC Educational Resources Information Center

    Roberts, Tim, Ed.

    2005-01-01

    "Computer-Supported Collaborative Learning in Higher Education" provides a resource for researchers and practitioners in the area of computer-supported collaborative learning (also known as CSCL); particularly those working within a tertiary education environment. It includes articles of relevance to those interested in both theory and practice in…

  8. Learner-Formulated Questions in Technology-Supported Learning Applications.

    ERIC Educational Resources Information Center

    Heinrich, Eva; Johnson, Russell; Luo, Daoshui; Maurer, Hermann; Sapper, Marianne

    This paper looks at learner-formulated questions in technology-supported learning applications. Traditionally, technology-supported learning applications request input from the learner. The learner's response is used to assess the knowledge of the learner, to define a navigation path through the material or to construct a learner model. The…

  9. Seven Affordances of Computer-Supported Collaborative Learning: How to Support Collaborative Learning? How Can Technologies Help?

    ERIC Educational Resources Information Center

    Jeong, Heisawn; Hmelo-Silver, Cindy E.

    2016-01-01

    This article proposes 7 core affordances of technology for collaborative learning based on theories of collaborative learning and CSCL (Computer-Supported Collaborative Learning) practices. Technology affords learner opportunities to (1) engage in a joint task, (2) communicate, (3) share resources, (4) engage in productive collaborative learning…

  10. Violence against Women: Learning Activities To Prevent Violence against Women, Senior 1-4 (Grades 9-12) 1991. Curriculum Support Series.

    ERIC Educational Resources Information Center

    Manitoba Dept. of Education and Training, Winnipeg.

    This package of learning materials is intended to assist educators to understand the dynamics of violence against women; to encourage high school students to learn more about the issue of family violence against women; and to assist students to make constructive changes in dealing with their feelings and attitudes concerning violence against…

  11. Supporting Lifelong Learning in the Information Age

    ERIC Educational Resources Information Center

    Zhou, Wei; Yasuda, Takami; Yokoi, Shigeki

    2007-01-01

    Many countries are considering lifelong learning, which is becoming an important education goal, and promoting lifelong learning in the information age. With the development of Information and Communications Technology (ICT), digital divides have become a major concern in the world. In this study, we focus on three dimensions of digital divides in…

  12. 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

  13. The Impact of Using SMS as Learning Support Tool on Students' Learning

    ERIC Educational Resources Information Center

    Gasaymeh, Al-Mothana M.; Aldalalah, Osamah M.

    2013-01-01

    This study aimed to investigate the impact of using Short Message Service (SMS) as learning support tool on students' learning in an introductory programming course. In addition, the study examined students' perceptions of the advantages and disadvantages of the use of SMS as a learning support tool in their class. The participants in this study…

  14. 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

  15. Supporting Lifelong Learning for People with Profound and Multiple Learning Difficulties

    ERIC Educational Resources Information Center

    Nind, Melanie

    2007-01-01

    This article addresses the issue of supporting lifelong learning for individuals with profound and multiple learning difficulties. Lifelong learning is usually a more mainstream concept and is rarely applied to this marginalized group for whom learning "per se" is such a challenge. The paper debates whether the concept is a useful one, and what…

  16. Co-Regulation of Learning in Computer-Supported Collaborative Learning Environments: A Discussion

    ERIC Educational Resources Information Center

    Chan, Carol K. K.

    2012-01-01

    This discussion paper for this special issue examines co-regulation of learning in computer-supported collaborative learning (CSCL) environments extending research on self-regulated learning in computer-based environments. The discussion employs a socio-cognitive perspective focusing on social and collective views of learning to examine how…

  17. Understanding, Evaluating, and Supporting Self-Regulated Learning Using Learning Analytics

    ERIC Educational Resources Information Center

    Roll, Ido; Winne, Philip H.

    2015-01-01

    Self-regulated learning is an ongoing process rather than a single snapshot in time. Naturally, the field of learning analytics, focusing on interactions and learning trajectories, offers exciting opportunities for analyzing and supporting self-regulated learning. This special section highlights the current state of research at the intersection of…

  18. Designing Mobile Learning Environments to Support Teacher-Led Field Trips within Informal Learning Environments

    ERIC Educational Resources Information Center

    Hawkins, Donald S.

    2016-01-01

    Mobile devices have become increasingly more visible within classrooms and informal learning spaces. The purpose of this dissertation is to examine the impact of mobile learning (m-learning) tools to support student learning during teacher-led field trips. Specifically, the research questions for this study are: (a) What conditions affect student…

  19. Business Communication through Active Learning.

    ERIC Educational Resources Information Center

    Goff-Kfouri, Carol Ann

    Research has shown that although university instructors of English as a Second Language are aware of the benefits that active learning can bring the student, teacher-centered, traditional lecture method classes are still the norm. Resistance to change is due in part to large class sizes, limited instruction hours, and the perception that proactive…

  20. 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…

  1. 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…

  2. Learning Style Differences in the Perceived Effectiveness of Learning Activities

    ERIC Educational Resources Information Center

    Karns, Gary L.

    2006-01-01

    The learning style individual difference factor has long been a basis for understanding student preferences for various learning activities. Marketing educators have been advised to heavily invest in tailoring course design based on the learning style groups in their classes. A further exploration of the effects of learning style differences on…

  3. How Do Teachers Support Students' Motivation and Learning in Their Classrooms?

    ERIC Educational Resources Information Center

    Anderman, Lynley H.; Andrzejewski, Carey E.; Allen, Jennifer

    2011-01-01

    Background/Context: Despite the importance of students' active engagement for learning, little is known about how teachers create environments that are supportive of students' positive motivational and learning-related beliefs, particularly at the high school level. Furthermore, most of the studies that have described teacher practices in relation…

  4. Developing a Dynamic Inference Expert System to Support Individual Learning at Work

    ERIC Educational Resources Information Center

    Hung, Yu Hsin; Lin, Chun Fu; Chang, Ray I.

    2015-01-01

    In response to the rapid growth of information in recent decades, knowledge-based systems have become an essential tool for organizational learning. The application of electronic performance-support systems in learning activities has attracted considerable attention from researchers. Nevertheless, the vast, ever-increasing amount of information is…

  5. 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

  6. Improving Collaborative Learning by Supporting Casual Encounters in Distance Learning.

    ERIC Educational Resources Information Center

    Contreras, Juan; Llamas, Rafael; Vizcaino, Aurora; Vavela, Jesus

    Casual encounters in a learning environment are very useful in reinforcing previous knowledge and acquiring new knowledge. Such encounters are very common in traditional learning environments and can be used successfully in social environments in which students can discover and construct knowledge through a process of dialogue, negotiation, or…

  7. Supporting Collaborative Grammar Learning via a Virtual Learning Environment

    ERIC Educational Resources Information Center

    Orsini-Jones, Marina; Jones, David

    2007-01-01

    This article reports the results of an investigation into the issues encountered by undergraduate language students while engaging in "the Grammar Project"--a collaborative assessment task for the module Academic and Professional Skills for Language Learning--and shows how encouraging students to take ownership of their learning process…

  8. 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…

  9. Investigating the Engagement of Mature Students with Mathematics Learning Support

    ERIC Educational Resources Information Center

    Breen, Cormac; Prendergast, Mark; Carr, Michael

    2015-01-01

    The Maths Learning Support Centre (MLSC) in the Dublin Institute of Technology (DIT) provides free mathematical support to all DIT students. This support is primarily delivered through a drop-in service, where students can receive one-to-one tuition, without an appointment, in any area of mathematics. In the first semester of the 2013/14 academic…

  10. Effectiveness of Dysphagia Training for Adult Learning Disabilities Support Workers

    ERIC Educational Resources Information Center

    Tredinnick, Gerlind; Cocks, Naomi

    2014-01-01

    This study investigated the effectiveness of a 1-day dysphagia training package delivered to support workers who work with adults with a learning disability. Thirty-eight support staff took part in this study. Twenty-five support staff received training, and 13 did not receive training and therefore acted as a control group. Three questionnaires…

  11. An Operational Approach for Building Learning Environments Supporting Cognitive Flexibility

    ERIC Educational Resources Information Center

    Chieu, Vu Minh

    2007-01-01

    Constructivism is a learning theory that states that people learn by actively constructing their own knowledge, based on prior knowledge. A significant number of ICT-based constructivist learning systems have been proposed in recent years. According to our analysis, those systems exhibit only a few constructivist principles, and a critical problem…

  12. Supporting Teachers to Design and Use Mobile Collaborative Learning Games

    ERIC Educational Resources Information Center

    Marfisi-Schottman, Iza; George, Sébastien

    2014-01-01

    Mobile Collaborative Learning Games combine all the ingredients necessary to attract students' attention and engage them in learning activities. However, designing a coherent scenario that combines mobility, game mechanics and collaborative learning is quite a challenge. In this article, we take the first step by proposing several game patterns…

  13. Dynamic Grouping in Collaborative Learning Supported by Wireless Handhelds

    ERIC Educational Resources Information Center

    Zurita, Gustavo; Nussbaum, Miguel; Salinas, Rodrigo

    2005-01-01

    One of the most important decisions to be made in a face-to-face collaborative learning activity is how the participating groups are composed. These compositions produce different learning and social interaction results. The ability to change the group member composition in real time and dynamically enables the leveling up of learning results and…

  14. A Cybernetic Design Methodology for 'Intelligent' Online Learning Support

    NASA Astrophysics Data System (ADS)

    Quinton, Stephen R.

    The World Wide Web (WWW) provides learners and knowledge workers convenient access to vast stores of information, so much that present methods for refinement of a query or search result are inadequate - there is far too much potentially useful material. The problem often encountered is that users usually do not recognise what may be useful until they have progressed some way through the discovery, learning, and knowledge acquisition process. Additional support is needed to structure and identify potentially relevant information, and to provide constructive feedback. In short, support for learning is needed. The learning envisioned here is not simply the capacity to recall facts or to recognise objects. The focus is on learning that results in the construction of knowledge. Although most online learning platforms are efficient at delivering information, most do not provide tools that support learning as envisaged in this chapter. It is conceivable that Web-based learning environments can incorporate software systems that assist learners to form new associations between concepts and synthesise information to create new knowledge. This chapter details the rationale and theory behind a research study that aims to evolve Web-based learning environments into 'intelligent thinking' systems that respond to natural language human input. Rather than functioning simply as a means of delivering information, it is argued that online learning solutions will 1 day interact directly with students to support their conceptual thinking and cognitive development.

  15. 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…

  16. 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

  17. The Interactive Learning Toolkit: supporting interactive classrooms

    NASA Astrophysics Data System (ADS)

    Dutta, S.; McCauley, V.; Mazur, E.

    2004-05-01

    Research-based interactive learning techniques have dramatically improved student understanding. We have created the 'Interactive Learning Toolkit' (ILT), a web-based learning management system, to help implement two such pedagogies: Just in Time Teaching and Peer Instruction. Our main goal in developing this toolkit is to save the instructor time and effort and to use technology to facilitate the interaction between the students and the instructor (and between students themselves). After a brief review of both pedagogies, we will demonstrate the many exciting new features of the ILT. We will show how technology can not only implement, but also supplement and improve these pedagogies. We would like acknowdge grants from NSF and DEAS, Harvard University

  18. Transforming Staff Practice through Active Support

    ERIC Educational Resources Information Center

    Riches, Vivienne C.; Harman, Anthony D.; Keen, Deb; Pennell, Donna; Harley, Jane H.; Walker, Michelle

    2011-01-01

    Background: Active support is being introduced in many residential and respite homes in an effort to improve engagement in meaningful activity of people with intellectual disability. Method: A train-the-trainer approach was used in a large government organisation that supports people with intellectual disability in Australia. Five apprentice…

  19. Assessment Is for Learning: Supporting Feedback

    ERIC Educational Resources Information Center

    McLaren, Susan V.

    2012-01-01

    This paper describes an action research, school situated project conducted with partnership funding from Learning and Teaching Scotland, Scottish Qualifications Authority and Becta, the UK government's agency for communications technology in education. Based on "e-scape" (e-solutions for creative assessment in portfolio environments),…

  20. Supporting Academic Workloads in Online Learning

    ERIC Educational Resources Information Center

    Haggerty, Carmel E.

    2015-01-01

    Academic workloads in online learning are influenced by many variables, the complexity of which makes it difficult to measure academic workloads in isolation. While researching issues associated with academic workloads, professional development stood out as having a substantive impact on academic workloads. Many academics in applied health degrees…

  1. SLurtles: Supporting Constructionist Learning in "Second Life"

    ERIC Educational Resources Information Center

    Girvan, Carina; Tangney, Brendan; Savage, Timothy

    2013-01-01

    Constructionism places an emphasis on the process of constructing shareable artefacts. Many virtual worlds, such as "Second Life", provide learners with tools for the construction of objects and hence may facilitate in-world constructionist learning experiences. However, the construction tools available present learners with a significant barrier…

  2. Supporting Collocation Learning with a Digital Library

    ERIC Educational Resources Information Center

    Wu, Shaoqun; Franken, Margaret; Witten, Ian H.

    2010-01-01

    Extensive knowledge of collocations is a key factor that distinguishes learners from fluent native speakers. Such knowledge is difficult to acquire simply because there is so much of it. This paper describes a system that exploits the facilities offered by digital libraries to provide a rich collocation-learning environment. The design is based on…

  3. Supporting Writing for Assessment in Online Learning

    ERIC Educational Resources Information Center

    Goodfellow, Robin; Lea, Mary R.

    2005-01-01

    This article explores some specific issues involved in online learning and assessment. It draws on data from a postgraduate course for professional educators, delivered globally online, and highlights the relationship between students' online discussion and their written assessed work, arguing that we need to focus on both of these in terms of the…

  4. Coaching Discourse: Supporting Teachers' Professional Learning

    ERIC Educational Resources Information Center

    Heineke, Sally F.

    2013-01-01

    Although coaching is used in many schools to facilitate teachers' professional learning, few studies look closely at coaching discourse. Exploring how coaching facilitates teachers' professional development, this study used tape-recorded coaching sessions and individual post-interviews to examine the one-on-one coaching interactions of 4…

  5. Supported Workplace Learning: A Knowledge Transfer Paradigm

    ERIC Educational Resources Information Center

    Burns, George R.; Paton, Robert R.

    2005-01-01

    The importance of knowledge to the effective development of economic growth in the twenty-first century has led to a number of initiatives such as lifelong learning, skills development and knowledge transfer. Of these, knowledge transfer has predominantly been concerned with the commercial exploitation of research knowledge. This article suggests…

  6. Student Support in Open Learning: Sustaining the Process.

    ERIC Educational Resources Information Center

    Dearnley, Christine

    2003-01-01

    A 2-year study included interviews with 18 and survey of 160 nurses studying through open learning in the United Kingdom. They were challenged by returning to study, requiring time management and technological skills. Professional, academic, and social networks provided important support as life responsibilities and events impinged on learning.…

  7. Supporting Awareness for Augmenting Participation in Collaborative Learning.

    ERIC Educational Resources Information Center

    Ogata, Hiroaki; Yano, Yoneo

    This paper describes Coconuts (Concurrent Collaborative Learning Environment Supported by Awareness), a proposed module of Sharlok (Sharing, Linking and Looking-for Knowledge), an open-ended and collaborative learning environment that integrates a knowledge building tool with a collaborative interface tool. Coconuts was developed in order to…

  8. How Effective Is Instructional Support for Learning with Computer Simulations?

    ERIC Educational Resources Information Center

    Eckhardt, Marc; Urhahne, Detlef; Conrad, Olaf; Harms, Ute

    2013-01-01

    The study examined the effects of two different instructional interventions as support for scientific discovery learning using computer simulations. In two well-known categories of difficulty, data interpretation and self-regulation, instructional interventions for learning with computer simulations on the topic "ecosystem water" were developed…

  9. Toward Effective Group Formation in Computer-Supported Collaborative Learning

    ERIC Educational Resources Information Center

    Sadeghi, Hamid; Kardan, Ahmad A.

    2016-01-01

    Group formation task as a starting point for computer-supported collaborative learning plays a key role in achieving pedagogical goals. Various approaches have been reported in the literature to address this problem, but none have offered an optimal solution. In this research, an online learning environment was modeled as a weighted undirected…

  10. The Use of Contextual Problems to Support Mathematical Learning

    ERIC Educational Resources Information Center

    Widjaja, Wanty

    2013-01-01

    This paper examines the use of contextual problems to support mathematical learning based on current classroom practice. The use of contextual problems offers some potentials to engage and motivate students in learning mathematics but it also presents some challenges for students in classrooms. Examples of the use of contextual problems from…

  11. Supporting Informal Learning by Traders in Investment Banks

    ERIC Educational Resources Information Center

    Chivers, Geoffrey

    2011-01-01

    Purpose: The main aims of this paper are to determine the extent to which experienced traders in investment banks based in London are learning by informal methods, which methods are to the fore, and whether HRD staff are providing support for informal learning. It also seeks to find evidence that such investment banks were attempting to become…

  12. Threshold Concepts as Focal Points for Supporting Student Learning

    ERIC Educational Resources Information Center

    Jordan, Katy; Tracy, Frances; Johnstone, Keith

    2011-01-01

    The Plant Sciences Pedagogy Project conducted research into undergraduate teaching and learning in the Department of Plant Sciences at the University of Cambridge and has translated the research findings into interventions to improve support for student learning. A key research objective for the project was to investigate how teachers within the…

  13. Designing an Online Writing System: Learning with Support

    ERIC Educational Resources Information Center

    Kuo, Chih-Hua

    2008-01-01

    The potential of online language learning has received much attention recently. This paper reports the design of an online writing system featuring learning support for non-native students during their writing process. The central premise is that in the online writing situation, students are in great need of writing aids. The proposed system…

  14. Face-to-Face Collaborative Learning Supported by Mobile Phones

    ERIC Educational Resources Information Center

    Echeverria, Alejandro; Nussbaum, Miguel; Calderon, Juan Felipe; Bravo, Claudio; Infante, Cristian; Vasquez, Andrea

    2011-01-01

    The use of handheld computers in educational contexts has increased considerably in recent years and their value as a teaching tool has been confirmed by many positive experiences, particular within collaborative learning systems (Mobile Computer Supported Collaborative Learning [MCSCL]). The cost of the devices has hindered widespread use in…

  15. Investigating Learning through Work: What the Literature Says. Support Document

    ERIC Educational Resources Information Center

    Chappell, Clive; Hawke, Geof

    2008-01-01

    This Support Document was produced by the authors based on their research for the report, "Investigating Learning through Work: The Development of the 'Provider Learning Environment Scale'" (ED503392). While couched in very different terms, the analysis presented in this report points to a substantial overlap in the conceptual bases that…

  16. Skills for Support: Personal Assistants and People with Learning Disabilities

    ERIC Educational Resources Information Center

    Williams, Val; Ponting, Lisa; Ford, Kerrie; Rudge, Philippa

    2010-01-01

    For people with learning disabilities to have control over their lives, the quality of their support staff matters. This paper reports on an inclusive research study, which used video analysis to study the communication skills of personal assistants (PAs) who worked with people with learning disabilities. The findings reveal some of the fine…

  17. In Their Own Words: Student Stories of Seeking Learning Support

    ERIC Educational Resources Information Center

    Brown, Mark; Hughes, Helen; Keppell, Mike; Hard, Natasha; Smith, Liz

    2013-01-01

    Many Open and Distance Learning (ODL) providers report that their students are prone to lower rates of retention and completion than campus-based students. Against this background, there is growing interest around distance-specific learning support. The current research investigated the experiences of students during their first semester as…

  18. 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…

  19. 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…

  20. What Ever Happened to Crayons? How Interactive Activities such as NetConferenceing Enlist Learning

    ERIC Educational Resources Information Center

    Gannon-Cook, Ruth; Crawford, Caroline

    2004-01-01

    Interactive activities offer innumerable possibilities within eLearning environments. As such, one possibility within the interactive activity realm is netconferencing, so as to support the learning objectives. Enhancements within the eLearning environment support the learner?s focus upon knowledge and conceptual framework of understanding.…

  1. Parents Supporting Learning: A Non-Intensive Intervention Supporting Literacy and Numeracy in the Home Learning Environment

    ERIC Educational Resources Information Center

    Niklas, Frank; Cohrssen, Caroline; Tayler, Collette

    2016-01-01

    In Australia, emphasis in early childhood education policy is placed on the importance of the role of the family as a child's first educator, and finding effective ways to raise the effectiveness of parents in supporting children's learning, development and well-being. International studies demonstrate that the home learning environment (HLE)…

  2. The Soft-Skills Learning Triangle: A Learning Model for Supporting Online Management & Leadership Development

    ERIC Educational Resources Information Center

    Adams, Jean

    2010-01-01

    The purpose of this paper is to present the Soft-skills Learning Triangle (SLT)--a model created to help coaches, mentors, and educators understand how web-technologies can be used to support management learning and soft-skills development. SLT emerged as part of a larger action-learning research project--the NewMindsets Management Education…

  3. Using Evidence: How Action Learning Can Support Individual and Organisational Learning through Action Research

    ERIC Educational Resources Information Center

    Dewar, Belinda; Sharp, Cathy

    2006-01-01

    This article discusses the use of action learning as a structured and deliberate learning process to support practitioners to implement change in an action research project. It discusses both action learning and action research before describing the context of the study. The article then goes on to discuss how the process of action learning…

  4. Emerging Vocabulary Learning: From a Perspective of Activities Facilitated by Mobile Devices

    ERIC Educational Resources Information Center

    Hu, Zengning

    2013-01-01

    This paper examines the current mobile vocabulary learning practice to discover how far mobile devices are being used to support vocabulary learning. An activity-centered perspective is undertaken, with the consideration of new practice against existing theories of learning activities including behaviorist activities, constructivist activities,…

  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. The Effects of Different Computer-Supported Collaboration Scripts on Students' Learning Processes and Outcome in a Simulation-Based Collaborative Learning Environment

    ERIC Educational Resources Information Center

    Wieland, Kristina

    2010-01-01

    Students benefit from collaborative learning activities, but they do not automatically reach desired learning outcomes when working together (Fischer, Kollar, Mandl, & Haake, 2007; King, 2007). Learners need instructional support to increase the quality of collaborative processes and individual learning outcomes. The core challenge is to find…

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

    PubMed

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

    2015-11-01

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

  8. 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.

  9. nQuire: Technological Support for Personal Inquiry Learning

    ERIC Educational Resources Information Center

    Mulholland, P.; Anastopoulou, S.; Collins, T.; Feisst, M.; Gaved, M.; Kerawalla, L.; Paxton, M.; Scanlon, E.; Sharples, M.; Wright, M.

    2012-01-01

    This paper describes the development of nQuire, a software application to guide personal inquiry learning. nQuire provides teacher support for authoring, orchestrating, and monitoring inquiries as well as student support for carrying out, configuring, and reviewing inquiries. nQuire allows inquiries to be scripted and configured in various ways,…

  10. Endnote: Leading, Learning, and Supporting Adult Development for All Educators

    ERIC Educational Resources Information Center

    Erickson, Deborah E.

    2010-01-01

    The subject of adult learning has seen increased recognition during the past decade. Over 20 years ago, California established the New Teacher Project (NTP), a forerunner of the current Beginning Teacher Support and Assessment System (BTSA) which was developed to support new teachers in their journey in becoming an expert educator. Recently,…

  11. 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…

  12. Online Discussion Compensates for Suboptimal Timing of Supportive Information Presentation in a Digitally Supported Learning Environment

    ERIC Educational Resources Information Center

    Noroozi, Omid; Busstra, Maria C.; Mulder, Martin; Biemans, Harm J. A.; Tobi, Hilde; Geelen, Anouk; van't Veer, Pieter; Chizari, Mohammad

    2012-01-01

    This study used a sequential set-up to investigate the consecutive effects of timing of supportive information presentation (information before vs. information during the learning task clusters) in interactive digital learning materials (IDLMs) and type of collaboration (personal discussion vs. online discussion) in computer-supported…

  13. Learning and Language: Supporting Group Work so Group Work Supports Learning

    ERIC Educational Resources Information Center

    Mylett, Terri; Gluck, Russell

    2005-01-01

    This paper reports on developments in teaching and learning for first year employment relations students at the University of Wollongong based on creating conditions of learning informed by Vygotsky's "zone of proximal development" theory. Essentially, this meant emphasising collaborative learning (group work) in the lecture theatre and…

  14. Social support in cyberspace: lessons learned.

    PubMed

    Cudney, Shirley; Winters, Charlene; Weinert, Clarann; Anderson, Kerri

    2005-01-01

    The lessons learned from the implementation of phase one of Women to Women (WTW1), a research-based computer outreach program for rural women with chronic illness, and their influence on the development of phase two of Women to Women (WTW2) are discussed in this article. The changes implemented in WTW2 included moving from the FirstClass delivery platform to WebCT; increasing the intra- and interdisciplinary nature of the team by adding nurse experts in Web skills and women's health and non-nurse colleagues in family finance and nutrition; expanding the geographical area to be served from Montana to adjoining states; developing health teaching units that harness the internet as the major source of ever-current health information; including a control group in the study design; and selecting more pertinent, repeated measurement instruments to assess psychosocial variables.

  15. 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,…

  16. 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…

  17. A Comparison between LMS tools to support e-health educational activities.

    PubMed

    de Araújo Novaes, Magdala; Soares de Vasconcelos, Gabriel; Florencio da Silva, Jackson Raniel

    2015-01-01

    The objective of this study is to understand how a Learning Management System (LMS) plataform is used in a telehealth center to support two virtual learning enviroments focused on the education of the healthcare professionals and the students of a medical schoool. The study outcome is expected to provide indications towards choosing a better LSM for the telehelath center to support their educacional activities.

  18. Reinforcement learning or active inference?

    PubMed

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

    2009-07-29

    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.

  19. 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

  20. Technology Support for Discussion Based Learning: From Computer Supported Collaborative Learning to the Future of Massive Open Online Courses

    ERIC Educational Resources Information Center

    Rosé, Carolyn Penstein; Ferschke, Oliver

    2016-01-01

    This article offers a vision for technology supported collaborative and discussion-based learning at scale. It begins with historical work in the area of tutorial dialogue systems. It traces the history of that area of the field of Artificial Intelligence in Education as it has made an impact on the field of Computer-Supported Collaborative…

  1. Effects of Online Mentoring in Computer-Supported Collaborative Learning Environments: Mentor Presence and Cognitive Engagement

    ERIC Educational Resources Information Center

    Dorner, Helga

    2012-01-01

    This study examines online mentor roles and effects with the online mentoring process in computer-supported collaborative learning environments in communities of in-service teachers. Interest in the online mentors' activity encompassed their participation in the online interactions, the influence of their activity on participants' patterns of…

  2. A Colloquial Approach: An Active Learning Technique.

    ERIC Educational Resources Information Center

    Arce, Pedro

    1994-01-01

    Addresses the problem of the effectiveness of teaching methodologies on fundamental engineering courses such as transport phenomena. Recommends the colloquial approach, an active learning strategy, to increase student involvement in the learning process. (ZWH)

  3. Supporting Learners' Appropriation of a Web-Based Learning Curriculum

    ERIC Educational Resources Information Center

    Rasseneur-Coffinet, Dorothée; Smyrniou, Georgia; Tchounikine, Pierre

    2007-01-01

    This article presents an approach and tools that can help learners appropriate a Web-based learning curriculum and become active participants in their learning. The approach is based on a detailed modeling of the curriculum and intends to equip the learners with different computer-based tools facilitating a multiple point of view perception of the…

  4. Supporting Learning with Process Tools: Theory and Design Issues.

    ERIC Educational Resources Information Center

    Goodrum, David A.; Knuth, Randy A.

    This report begins by discussing the implications of a constructivist epistemology for instructional design and development, as well as drawbacks of the content database in instruction, the lack of special tools to help the learner actively construct knowledge, and emphasis on learning environments based on individual learning. The whole learning…

  5. Technology-Supported Learning Innovation in Cultural Contexts

    ERIC Educational Resources Information Center

    Zhang, Jianwei

    2010-01-01

    Many reform initiatives adopt a reductionist, proceduralized approach to cultural change, assuming that deep changes can be realized by introducing new classroom activities, textbooks, and technological tools. This article elaborates a complex system perspective of learning culture: A learning culture as a complex system involves macro-level…

  6. OPUS One: An Intelligent Adaptive Learning Environment Using Artificial Intelligence Support

    NASA Astrophysics Data System (ADS)

    Pedrazzoli, Attilio

    2010-06-01

    AI based Tutoring and Learning Path Adaptation are well known concepts in e-Learning scenarios today and increasingly applied in modern learning environments. In order to gain more flexibility and to enhance existing e-learning platforms, the OPUS One LMS Extension package will enable a generic Intelligent Tutored Adaptive Learning Environment, based on a holistic Multidimensional Instructional Design Model (PENTHA ID Model), allowing AI based tutoring and adaptation functionality to existing Web-based e-learning systems. Relying on "real time" adapted profiles, it allows content- / course authors to apply a dynamic course design, supporting tutored, collaborative sessions and activities, as suggested by modern pedagogy. The concept presented combines a personalized level of surveillance, learning activity- and learning path adaptation suggestions to ensure the students learning motivation and learning success. The OPUS One concept allows to implement an advanced tutoring approach combining "expert based" e-tutoring with the more "personal" human tutoring function. It supplies the "Human Tutor" with precise, extended course activity data and "adaptation" suggestions based on predefined subject matter rules. The concept architecture is modular allowing a personalized platform configuration.

  7. Knowledge Modelling to Support Inquiry Learning Tasks

    NASA Astrophysics Data System (ADS)

    Wolff, Annika; Mulholland, Paul; Zdrahal, Zdenek; Blasko, Miroslav

    In this paper we describe the SILVER toolkit, which is designed for tasks in which a user learns by analysing and interpreting a set of resources. The user categorises each resource according to the set of properties that they identify as being applicable to it. Due to the large amount of data generated by this type of task, the user may find it hard to identify patterns in their classification and tagging, to recognise their own inconsistencies or make comparisons between themselves and others. In the first SILVER task described, the ID3 decision tree algorithm is applied to the user's data to identify patterns and generate different types of feedback. Principles of spatial hypertext are used to produce an interactive visualization of the summarized data. As the user interacts with the resources, they can see their progress and changing perspective on the task. In the second SILVER task described, a conceptual model is used to provide explanations of the model underlying the user's classification of resources.

  8. Teachers' Instructional Planning for Computer-Supported Collaborative Learning: Macro-Scripts as a Pedagogical Method to Facilitate Collaborative Learning

    ERIC Educational Resources Information Center

    Hamalainen, Raija; Hakkinen, Paivi

    2010-01-01

    Technological tools challenge teachers' pedagogical activities. The use of information and communication technologies (ICT) in education should help teachers integrate new pedagogical methods into their work. This study explores macro-level computer-supported collaborative learning scripts as a pedagogical method to facilitate collaboration.…

  9. Supporting Inquiry Processes with an Interactive Learning Environment: Inquiry Island

    NASA Astrophysics Data System (ADS)

    Eslinger, Eric; White, Barbara; Frederiksen, John; Brobst, Joseph

    2008-12-01

    This research addresses the effectiveness of an interactive learning environment, Inquiry Island, as a general-purpose framework for the design of inquiry-based science curricula. We introduce the software as a scaffold designed to support the creation and assessment of inquiry projects, and describe its use in a middle-school genetics unit. Students in the intervention showed significant gains in inquiry skills. We also illustrate the power of the software to gather and analyze qualitative data about student learning.

  10. Using Representational Tools to Support Historical Reasoning in Computer-Supported Collaborative Learning

    ERIC Educational Resources Information Center

    Van Drie, Jannet; Van Boxtel, Carla; Erkens, Gijsbert; Kanselaar, Gellof

    2005-01-01

    In this article the authors focus on how features of a computer-supported collaborative learning (CSCL) environment can elicit and support domain-specific reasoning and more specifically historical reasoning. The CSCL environment enables students to collaborate on a historical inquiry task and in writing an argumentative essay. In order to support…

  11. Support Workers within Learning/Intellectual Disability Services Perception of Their Role, Training and Support Needs

    ERIC Educational Resources Information Center

    Windley, Debbie; Chapman, Melanie

    2010-01-01

    This study explores the perceptions of support workers working with adults with learning/intellectual disabilities, training and support needs. Data was collected by focus group (n = 3) and semi-structured interviews (n = 5). Participants saw their key role as maximising quality of life, identified "Trial and error" as the main mode of skill…

  12. Effects of teacher autonomy support and students' autonomous motivation on learning in physical education.

    PubMed

    Shen, Bo; McCaughtry, Nate; Martin, Jeffrey; Fahlman, Mariane

    2009-03-01

    This study applied self-determination theory to investigate the effects of students' autonomous motivation and their perceptions of teacher autonomy support on need satisfaction adjustment, learning achievement, and cardiorespiratory fitness over a 4-month personal conditioning unit. Participants were 253 urban adolescents (121 girls and 132 boys, ages = 12-14 years). Based on a series of multiple regression analyses, perceived autonomy support by teachers significantly predicted students'need satisfaction adjustment and led to learning achievement, especially for students who were not autonomously motivated to learn in physical education. In turn, being more autonomous was directly associated with cardiorespiratory fitness enhancement. The findings suggest that shifts in teaching approaches toward providing more support for students' autonomy and active involvement hold promise for enhancing learning.

  13. The "Journal of Learning Analytics": Supporting and Promoting Learning Analytics Research

    ERIC Educational Resources Information Center

    Siemens, George

    2014-01-01

    The paper gives a brief overview of the main activities for the development of the emerging field of learning analytics led by the Society for Learning Analytics Research (SoLAR). The place of the "Journal of Learning Analytics" is identified. Analytics is the most significant new initiative of SoLAR.

  14. 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…

  15. 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…

  16. Learning Activities of Disadvantaged Older Adults.

    ERIC Educational Resources Information Center

    Heisel, Marsel A.

    1986-01-01

    This study aimed to investigate how 132 poor, urban, elderly black persons engage in formal and informal learning activities and the relation of such activities to educational histories and current life satisfaction. Findings show that the population is involved in purposeful learning activities and is motivated to pursue educational interests.…

  17. Producing Learning Activities Packages. Instructor's Manual.

    ERIC Educational Resources Information Center

    Jobe, Holly; Cannon, Glenn

    This teachers' manual outlines the design, development, and evaluation processes for Learning Activities Packages (LAPS), including mediated learning activities. A lesson plan for the first day's instruction is provided, as well as a 20-item pre-post test. Each LAP has five components: concept, rationale, objectives, preassessment, activities, and…

  18. Supporting Creativity and Imagination in the Early Years. Supporting Early Learning

    ERIC Educational Resources Information Center

    Duffy, Bernadette

    2006-01-01

    Learning through the arts has the potential to stimulate open ended activity that encourages discovery, exploration, experimentation and invention, thus contributing to children's development in all areas of learning and helping to make the curriculum meaningful to them. In this book, the author draws on her extensive experience of promoting young…

  19. Feasibility of Active Machine Learning for Multiclass Compound Classification.

    PubMed

    Lang, Tobias; Flachsenberg, Florian; von Luxburg, Ulrike; Rarey, Matthias

    2016-01-25

    A common task in the hit-to-lead process is classifying sets of compounds into multiple, usually structural classes, which build the groundwork for subsequent SAR studies. Machine learning techniques can be used to automate this process by learning classification models from training compounds of each class. Gathering class information for compounds can be cost-intensive as the required data needs to be provided by human experts or experiments. This paper studies whether active machine learning can be used to reduce the required number of training compounds. Active learning is a machine learning method which processes class label data in an iterative fashion. It has gained much attention in a broad range of application areas. In this paper, an active learning method for multiclass compound classification is proposed. This method selects informative training compounds so as to optimally support the learning progress. The combination with human feedback leads to a semiautomated interactive multiclass classification procedure. This method was investigated empirically on 15 compound classification tasks containing 86-2870 compounds in 3-38 classes. The empirical results show that active learning can solve these classification tasks using 10-80% of the data which would be necessary for standard learning techniques.

  20. Dietary protein considerations to support active aging.

    PubMed

    Wall, Benjamin T; Cermak, Naomi M; van Loon, Luc J C

    2014-11-01

    Given our rapidly aging world-wide population, the loss of skeletal muscle mass with healthy aging (sarcopenia) represents an important societal and public health concern. Maintaining or adopting an active lifestyle alleviates age-related muscle loss to a certain extent. Over time, even small losses of muscle tissue can hinder the ability to maintain an active lifestyle and, as such, contribute to the development of frailty and metabolic disease. Considerable research focus has addressed the application of dietary protein supplementation to support exercise-induced gains in muscle mass in younger individuals. In contrast, the role of dietary protein in supporting the maintenance (or gain) of skeletal muscle mass in active older persons has received less attention. Older individuals display a blunted muscle protein synthetic response to dietary protein ingestion. However, this reduced anabolic response can largely be overcome when physical activity is performed in close temporal proximity to protein consumption. Moreover, recent evidence has helped elucidate the optimal type and amount of dietary protein that should be ingested by the older adult throughout the day in order to maximize the skeletal muscle adaptive response to physical activity. Evidence demonstrates that when these principles are adhered to, muscle maintenance or hypertrophy over prolonged periods can be further augmented in active older persons. The present review outlines the current understanding of the role that dietary protein occupies in the lifestyle of active older adults as a means to increase skeletal muscle mass, strength and function, and thus support healthier aging.

  1. Supporting Small-Group Learning Using Multiple Web 2.0 Tools: A Case Study in the Higher Education Context

    ERIC Educational Resources Information Center

    Laru, Jari; Naykki, Piia; Jarvela, Sanna

    2012-01-01

    In this single-case study, small groups of learners were supported by use of multiple social software tools and face-to-face activities in the context of higher education. The aim of the study was to explore how designed learning activities contribute to students' learning outcomes by studying probabilistic dependencies between the variables.…

  2. Professional Learning Communities Participant's Activities for the What Works Clearinghouse Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade. REL 2016-277a

    ERIC Educational Resources Information Center

    Kosanovich, Marcia; Foorman, Barbara

    2016-01-01

    The Regional Educational Laboratory (REL) Southeast developed a Professional Learning Community (PLC) Facilitators Guide to support educators in the implementation of recommendations from the What Works Clearinghouse's. The practice guide focuses on the foundational reading skills that enable students to read words, relate those words to their…

  3. Effective Learning Advisers' Perceptions of Their Role in Supporting Lifelong Learning

    ERIC Educational Resources Information Center

    Loads, Daphne

    2007-01-01

    This project investigated how Effective Learning Advisers in Scottish Higher Education Institutions perceive their role in supporting lifelong learning, particularly with regard to academic writing. Semi-structured interviews were carried out with five participants, and data were analysed in the light of Griffin's analysis of the purposes behind…

  4. Mobile Learning: Two Case Studies of Supporting Inquiry Learning in Informal and Semiformal Settings

    ERIC Educational Resources Information Center

    Jones, Ann C.; Scanlon, Eileen; Clough, Gill

    2013-01-01

    Mobile technologies can support learning across different contexts as their portability enables them to be used by the learner in whichever context she or he is in. They can be particularly beneficial in informal and semiformal contexts where learners have more control over their learning goals and where motivation is often high. Inquiries in…

  5. Supporting Students' Learning with Multiple Representations in a Dynamic Simulation-Based Learning Environment

    ERIC Educational Resources Information Center

    van der Meij, Jan; de Jong, Ton

    2006-01-01

    In this study, the effects of different types of support for learning from multiple representations in a simulation-based learning environment were examined. The study extends known research by examining the use of dynamic representations instead of static representations and it examines the role of the complexity of the domain and the learning…

  6. Six Characteristics of Nutrition Education Videos That Support Learning and Motivation to Learn

    ERIC Educational Resources Information Center

    Ramsay, Samantha A.; Holyoke, Laura; Branen, Laurel J.; Fletcher, Janice

    2012-01-01

    Objective: To identify characteristics in nutrition education video vignettes that support learning and motivation to learn about feeding children. Methods: Nine focus group interviews were conducted with child care providers in child care settings from 4 states in the western United States: California, Idaho, Oregon, and Washington. At each focus…

  7. Personal Learning Environments for Supporting Out-of-Class Language Learning

    ERIC Educational Resources Information Center

    Reinders, Hayo

    2014-01-01

    A Personal Learning Environment (PLE) it is a combination of tools (usually digital) and resources chosen by the learner to support different aspects of the learning process, from goal setting to materials selection to assessment. The importance of PLEs for teachers lies in their ability to help students develop autonomy and prepare them for…

  8. A Case Study on Learning Difficulties and Corresponding Supports for Learning in cMOOCs

    ERIC Educational Resources Information Center

    Li, Shuang; Tang, Qi; Zhang, Yanxia

    2016-01-01

    cMOOCs, which are based on connectivist learning theory, bring challenges for learners as well as opportunities for self-inquiry. Previous studies have shown that learners in cMOOCs may have difficulties learning, but these studies do not provide any in-depth, empirical explorations of student difficulties or support strategies. This paper…

  9. Assessment for Learning: Why Assessment Does Not Always Support Student Teachers' Learning

    ERIC Educational Resources Information Center

    Mumm, Kristi; Karm, Mari; Remmik, Marvi

    2016-01-01

    Numerous studies have dealt with the importance of assessment for learning (AfL) in higher education, arguing that AfL helps to promote students' learning and supports them in becoming self-directed learners. The majority of the recent literature focuses mainly on the role of individual aspects of AfL. Less attention has been paid to the…

  10. Learning How to Design a Technology Supported Inquiry-Based Learning Environment

    ERIC Educational Resources Information Center

    Hakverdi-Can, Meral; Sonmez, Duygu

    2012-01-01

    This paper describes a study focusing on pre-service teachers' experience of learning how to design a technology supported inquiry-based learning environment using the Internet. As part of their elective course, pre-service science teachers were asked to develop a WebQuest environment targeting middle school students. A WebQuest is an…

  11. A FAQ-Based e-Learning Environment to Support Japanese Language Learning

    ERIC Educational Resources Information Center

    Liu, Yuqin; Yin, Chengjiu; Ogata, Hiroaki; Qiao, Guojun; Yano, Yoneo

    2011-01-01

    In traditional classes, having many questions from learners is important because these questions indicate difficult points for learners and for teachers. This paper proposes a FAQ-based e-Learning environment to support Japanese language learning that focuses on learner questions. This knowledge sharing system enables learners to interact and…

  12. The Effects of Computer Supported Problem Based Learning on Students' Approaches to Learning

    ERIC Educational Resources Information Center

    Ak, Serife

    2011-01-01

    The purpose of this paper is to investigate the effects of computer supported problem based learning on students' approaches to learning. The research was conducted as a pre-test and posttest one-grouped design used to achieve the objectives of the study. The experimental process of study lasted 5 weeks and was carried out on 78 university…

  13. Characteristics of Teachers' Support on Learning: A Case Study

    ERIC Educational Resources Information Center

    Sardà, Anna; Márquez, Conxita; Sanmartí, Neus

    2014-01-01

    One of the problems in science education research is obtaining evidence that particular teacher support of learning helps achieve better academic results for students. Classroom ecology involves many variables that are difficult to control and, moreover, many results can only be seen in the medium term. The purpose of this case study on an expert…

  14. Supporting Content and Language Integrated Learning through Technology

    ERIC Educational Resources Information Center

    Gimeno-Sanz, Ana; Ó Dónaill, Caoimhín; Andersen, Kent

    2014-01-01

    This paper describes Clilstore and how this tool can support Content and Language Integrated Learning (CLIL), which involves teaching a curricular subject through the medium of a foreign language, as was evidenced through data collected from two surveys conducted with secondary school teachers from various European countries. [For full…

  15. Online Support Service Quality, Online Learning Acceptance, and Student Satisfaction

    ERIC Educational Resources Information Center

    Lee, Jung-Wan

    2010-01-01

    This paper examines potential differences between Korean and American students in terms of their perception levels regarding online education support service quality, online learning acceptance, and satisfaction. Eight hundred and seventy-two samples, which were collected from students in online classes in the United States and Korea, were…

  16. Consulting Young Children about Barriers and Supports to Learning

    ERIC Educational Resources Information Center

    Georgeson, Jan; Porter, Jill; Daniels, Harry; Feiler, Anthony

    2014-01-01

    From consideration of children's rights in general and equal opportunities for disabled children in particular, it is important to consult children about barriers and supports to learning and participation. Finding appropriate and feasible ways, however, to incorporate this into educational programmes for younger children can present challenges.…

  17. Preliminary Lessons about Supporting Participation and Learning in Inclusive Classrooms

    ERIC Educational Resources Information Center

    Morningstar, Mary E.; Shogren, Karrie A.; Lee, Hyunjoo; Born, Kiara

    2015-01-01

    This descriptive study examined observational data collected in inclusive classrooms from six schools that were operating schoolwide inclusive policies and practices. Illustrative evidence of classroom practices supporting learning and participation of all students, including students with significant disabilities, adds to an understanding of…

  18. Strategizing Computer-Supported Collaborative Learning toward Knowledge Building

    ERIC Educational Resources Information Center

    Mukama, Evode

    2010-01-01

    The purpose of this paper is to explore how university students can develop knowledge in small task-based groups while acquiring hands-on computer skills. Inspired by the sociocultural perspective, this study presents a theoretical framework on co-construction of knowledge and on computer-supported collaborative learning. The participants were…

  19. Social Support for Online Learning: Perspectives of Nursing Students

    ERIC Educational Resources Information Center

    Munich, Kim

    2014-01-01

    The purpose of this study was to identify supports beyond the educator that contributed to undergraduate and graduate nursing students' ability and motivation to learn online. Case study methodology similar to Stake (2000) was bounded or contained by undergraduate and graduate online courses. Twenty-nine undergraduate and graduate nursing…

  20. Blogging for Information Management, Learning, and Social Support during Internship

    ERIC Educational Resources Information Center

    Chu, Samuel K. W.; Kwan, Alvin C. M.; Warning, Peter

    2012-01-01

    The functions and possibilities afforded by blogging have been suggested to be relevant to learning and information management. Its increasing use in the business and education sectors is documented, but currently its use in professional education or internship is limited. The social nature of blogging appears to support the applicability of blogs…

  1. Interdisciplinary Facilities that Support Collaborative Teaching and Learning

    ERIC Educational Resources Information Center

    Asoodeh, Mike; Bonnette, Roy

    2006-01-01

    It has become widely accepted that the computer is an indispensable tool in the study of science and technology. Thus, in recent years curricular programs such as Industrial Technology and associated scientific disciplines have been adopting and adapting the computer as a tool in new and innovative ways to support teaching, learning, and research.…

  2. Walking the Talk: Supporting Teachers' Growth with Differentiated Professional Learning

    ERIC Educational Resources Information Center

    Grierson, Arlene L.

    2011-01-01

    This paper details how a 7-month reading-focused professional development initiative, centered on the assessment-to-instruction cycle, supported teachers' growth by combining small group sessions with related individualized literacy coaching. Analysis of participants' experiences revealed the significance of differentiated professional learning in…

  3. Founders' Continuing Roles in Schools Supporting Self-Directed Learning

    ERIC Educational Resources Information Center

    Nash, Carol

    2014-01-01

    What should be the continuing role of founders in schools supporting self-directed learning? To answer this, the founders' views of two North American schools for self-directed learners will be compared. One school is exam-focused and private; the other is, test-free and public. The founders of both schools have comparable beliefs regarding the…

  4. Rectangular Array Model Supporting Students' Spatial Structuring in Learning Multiplication

    ERIC Educational Resources Information Center

    Shanty, Nenden Octavarulia; Wijaya, Surya

    2012-01-01

    We examine how rectangular array model can support students' spatial structuring in learning multiplication. To begin, we define what we mean by spatial structuring as the mental operation of constructing an organization or form for an object or set of objects. For that reason, the eggs problem was chosen as the starting point in which the…

  5. Technology-Supported Learning Environments in Science Classrooms in India

    ERIC Educational Resources Information Center

    Gupta, Adit; Fisher, Darrell

    2012-01-01

    The adoption of technology has created a major impact in the field of education at all levels. Technology-supported classroom learning environments, involving modern information and communication technologies, are also entering the Indian educational system in general and the schools in Jammu region (Jammu & Kashmir State, India) in…

  6. Developing a Supportive Learning Environment in a Newly Formed Organisation

    ERIC Educational Resources Information Center

    Lancaster, Sue; Di Milia, Lee

    2015-01-01

    Purpose: The aim of this study was to examine the factors that employees perceived were important in creating a supportive learning environment in a recently merged organisation. The study provides rich qualitative data from the employees' perspective. Design/methodology/approach: This case study used a qualitative phenomenological constructivist…

  7. Self-Monitoring Support for Learning to Write

    ERIC Educational Resources Information Center

    Cho, Kwangsu; Cho, Moon-Heum; Hacker, Douglas J.

    2010-01-01

    This study examined the role of self-monitoring (SM) support for writing skill improvement in a reciprocal peer review of writing system called scaffolded writing and revision in the disciplines (SWoRD). Based on previous literature on the key role of SM in self-regulated learning, students were provided with opportunities to self-monitor their…

  8. Interrogative Model of Inquiry and Computer-Supported Collaborative Learning.

    ERIC Educational Resources Information Center

    Hakkarainen, Kai; Sintonen, Matti

    2002-01-01

    Examines how the Interrogative Model of Inquiry (I-Model), developed for the purposes of epistemology and philosophy of science, could be applied to analyze elementary school students' process of inquiry in computer-supported learning. Suggests that the interrogative approach to inquiry can be productively applied for conceptualizing inquiry in…

  9. Learning Support Based on Student Karte for the Core Curriculum

    NASA Astrophysics Data System (ADS)

    Kanenaga, M.; Ohfuti, Y.; Abe, K.; Suzuki, M.

    2010-07-01

    We started learning support by using a new e-Learning management system, Student Karte, for fundamental basic scholastic abilities to learn the core curriculum of Department of Applied Physics and Chemistry, UEC, in April 2008. The core curriculum is the bare bones of the students' future specialty. The characteristics of this system are the following: (1) The learning situation and the achievement level for related topics among all problems are kept in Student Karte; (2) Using Student Karte, students by themselves know whether they reach the necessary understanding of each topic; (3) Through Student Karte, students can easily understand the connection between topics. We adopted Student Karte to the course, Classical Mechanics, for freshmen. The usefulness is identified.

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

    PubMed

    Bryant, D P; Bryant, B R

    1998-01-01

    Cooperative learning (CL) is a common instructional arrangement that is used by classroom teachers to foster academic achievement and social acceptance of students with and without learning disabilities. Cooperative learning is appealing to classroom teachers because it can provide an opportunity for more instruction and feedback by peers than can be provided by teachers to individual students who require extra assistance. Recent studies suggest that students with LD may need adaptations during cooperative learning activities. The use of assistive technology adaptations may be necessary to help some students with LD compensate for their specific learning difficulties so that they can engage more readily in cooperative learning activities. A process for integrating technology adaptations into cooperative learning activities is discussed in terms of three components: selecting adaptations, monitoring the use of the adaptations during cooperative learning activities, and evaluating the adaptations' effectiveness. The article concludes with comments regarding barriers to and support systems for technology integration, technology and effective instructional practices, and the need to consider technology adaptations for students who have learning disabilities.

  11. Basic Education and Policy Support (BEPS) Activity.

    ERIC Educational Resources Information Center

    Creative Associates International, Inc., Washington, DC.

    The Basic Education and Policy Support (BEPS) Activity is a multi-year, worldwide, indefinite quantity contract by which the U.S. Agency for International Development (USAID) Global Bureau Center for Human Capacity (G/HCD) can work to achieve four objectives: (1) improve the quality, efficiency, access, and equity of education, particularly basic…

  12. Supporting Classroom Activities with the BSUL System

    ERIC Educational Resources Information Center

    Ogata, Hiroaki; Saito, Nobuji A.; Paredes J., Rosa G.; San Martin, Gerardo Ayala; Yano, Yoneo

    2008-01-01

    This paper presents the integration of ubiquitous computing systems into classroom settings, in order to provide basic support for classrooms and field activities. We have developed web application components using Java technology and configured a classroom with wireless network access and a web camera for our purposes. In this classroom, the…

  13. 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…

  14. 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…

  15. 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…

  16. Hypertext support for remedial students and students with learning disabilities.

    PubMed

    Higgins, K; Boone, R; Lovitt, T C

    1996-07-01

    Student use of pop-up text windows that support or extend information found in a high school social studies text provides a detailed look into the instructional effectiveness of a set of hypermedia study guides. Twenty-five students, 19 male and 6 female, with a mean age of 14.6 years participated in this study. Thirteen were students with learning disabilities and 12 were remedial students. Findings from the study indicate that hypertext (text-only) support provides adequate reinforcement to move remedial students and students with learning disabilities toward continued, unprompted use of a hypermedia study guide, and that short-term and long-term retention of information can be expected from text-only information support. Students who had access to the hypermedia study guides exhibited better information retention than students who did not use the hypermedia study guides.

  17. Mesoscopic Patterns of Neural Activity Support Songbird Cortical Sequences

    PubMed Central

    Guitchounts, Grigori; Velho, Tarciso; Lois, Carlos; Gardner, Timothy J.

    2015-01-01

    Time-locked sequences of neural activity can be found throughout the vertebrate forebrain in various species and behavioral contexts. From “time cells” in the hippocampus of rodents to cortical activity controlling movement, temporal sequence generation is integral to many forms of learned behavior. However, the mechanisms underlying sequence generation are not well known. Here, we describe a spatial and temporal organization of the songbird premotor cortical microcircuit that supports sparse sequences of neural activity. Multi-channel electrophysiology and calcium imaging reveal that neural activity in premotor cortex is correlated with a length scale of 100 µm. Within this length scale, basal-ganglia–projecting excitatory neurons, on average, fire at a specific phase of a local 30 Hz network rhythm. These results show that premotor cortical activity is inhomogeneous in time and space, and that a mesoscopic dynamical pattern underlies the generation of the neural sequences controlling song. PMID:26039895

  18. Mesoscopic patterns of neural activity support songbird cortical sequences.

    PubMed

    Markowitz, Jeffrey E; Liberti, William A; Guitchounts, Grigori; Velho, Tarciso; Lois, Carlos; Gardner, Timothy J

    2015-06-01

    Time-locked sequences of neural activity can be found throughout the vertebrate forebrain in various species and behavioral contexts. From "time cells" in the hippocampus of rodents to cortical activity controlling movement, temporal sequence generation is integral to many forms of learned behavior. However, the mechanisms underlying sequence generation are not well known. Here, we describe a spatial and temporal organization of the songbird premotor cortical microcircuit that supports sparse sequences of neural activity. Multi-channel electrophysiology and calcium imaging reveal that neural activity in premotor cortex is correlated with a length scale of 100 µm. Within this length scale, basal-ganglia-projecting excitatory neurons, on average, fire at a specific phase of a local 30 Hz network rhythm. These results show that premotor cortical activity is inhomogeneous in time and space, and that a mesoscopic dynamical pattern underlies the generation of the neural sequences controlling song.

  19. Anytime, Anywhere Learning Supported by Smart Phones: Experiences and Results from the MUSIS Project

    ERIC Educational Resources Information Center

    Milrad, Marcelo; Spikol, Daniel

    2007-01-01

    In this paper we report the results of our on-going activities regarding the use of smart phones and mobile services in university classrooms. The purpose of these trials was to explore and identify which content and services could be delivered to the smart phones in order to support learning and communication in the context of university studies.…

  20. sTeam--Providing Primary Media Functions for Web-Based Computer-Supported Cooperative Learning.

    ERIC Educational Resources Information Center

    Hampel, Thorsten

    The World Wide Web has developed as the de facto standard for computer based learning. However, as a server-centered approach, it confines readers and learners to passive nonsequential reading. Authoring and Web-publishing systems aim at supporting the authors' design process. Consequently, learners' activities are confined to selecting and…

  1. Conducting Design Experiments to Support Teachers' Learning: A Reflection from the Field

    ERIC Educational Resources Information Center

    Cobb, Paul; Zhao, Qing; Dean, Chrystal

    2009-01-01

    This article focuses on 3 conceptual challenges that we sought to address while conducting a design experiment in which we supported the learning of a group of middle school mathematics teachers. These challenges involved (a) situating teachers' activity in the institutional setting of the schools and district in which they worked, (b) developing…

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  3. Empowering Teachers to Author Multimedia Learning Resources That Support Students' Critical Thinking

    ERIC Educational Resources Information Center

    Holley, Debbie; Boyle, Tom

    2012-01-01

    Students studying Marketing, Fashion, Public Relations, Advertising and similar subjects need to develop a "critical eye" in relation to images, media and digital technologies. This project aims to empower teachers to develop multimedia learning resources that would support students engaging in this essential activity. Developing such…

  4. Evaluating How the Computer-Supported Collaborative Learning Community Fosters Critical Reflective Practices

    ERIC Educational Resources Information Center

    Ma, Ada W.W.

    2013-01-01

    In recent research, little attention has been paid to issues of methodology and analysis methods to evaluate the quality of the collaborative learning community. To address such issues, an attempt is made to adopt the Activity System Model as an analytical framework to examine the relationship between computer supported collaborative learning…

  5. Helping Children Talk about Shapes: A Case Study with Ten Children in the Learning Support Programme

    ERIC Educational Resources Information Center

    Fong, Ng Swee

    2006-01-01

    This paper describes an activity which attempts to change the discourse of a mathematics classroom with the specific intent to help children who may have difficulties with mathematics and ways of communicating. Ten 8-year old children in the Learning Support Programme were engaged in an open-ended geometric task. In this paper a brief description…

  6. Four Variations on Drueke's Active Learning Paradigm.

    ERIC Educational Resources Information Center

    Ragains, Patrick

    1995-01-01

    A lesson structure for one-time bibliographic instruction (BI) sessions based on an active learning technique was developed. Active learning is discussed, and the "jigsaw method" is described. BI sessions presented to junior- and senior-level college students are examined, and considerations for librarians wishing to incorporate active…

  7. 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)

  8. An Experiment on Supporting Children's English Vocabulary Learning in Multimedia Context

    ERIC Educational Resources Information Center

    Sun, Yanqing; Dong, Qi

    2004-01-01

    Learning in context is an important component of second language (L2) vocabulary teaching and learning. However, young children may encounter some difficulties in dealing with the context. Hence learning support should be included to facilitate learning. The present study examined the effects of two types of learning support on Chinese children's…

  9. Incremental learning for ν-Support Vector Regression.

    PubMed

    Gu, Bin; Sheng, Victor S; Wang, Zhijie; Ho, Derek; Osman, Said; Li, Shuo

    2015-07-01

    The ν-Support Vector Regression (ν-SVR) is an effective regression learning algorithm, which has the advantage of using a parameter ν on controlling the number of support vectors and adjusting the width of the tube automatically. However, compared to ν-Support Vector Classification (ν-SVC) (Schölkopf et al., 2000), ν-SVR introduces an additional linear term into its objective function. Thus, directly applying the accurate on-line ν-SVC algorithm (AONSVM) to ν-SVR will not generate an effective initial solution. It is the main challenge to design an incremental ν-SVR learning algorithm. To overcome this challenge, we propose a special procedure called initial adjustments in this paper. This procedure adjusts the weights of ν-SVC based on the Karush-Kuhn-Tucker (KKT) conditions to prepare an initial solution for the incremental learning. Combining the initial adjustments with the two steps of AONSVM produces an exact and effective incremental ν-SVR learning algorithm (INSVR). Theoretical analysis has proven the existence of the three key inverse matrices, which are the cornerstones of the three steps of INSVR (including the initial adjustments), respectively. The experiments on benchmark datasets demonstrate that INSVR can avoid the infeasible updating paths as far as possible, and successfully converges to the optimal solution. The results also show that INSVR is faster than batch ν-SVR algorithms with both cold and warm starts.

  10. 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.

  11. Active-constructive-interactive: a conceptual framework for differentiating learning activities.

    PubMed

    Chi, Michelene T H

    2009-01-01

    Active, constructive, and interactive are terms that are commonly used in the cognitive and learning sciences. They describe activities that can be undertaken by learners. However, the literature is actually not explicit about how these terms can be defined; whether they are distinct; and whether they refer to overt manifestations, learning processes, or learning outcomes. Thus, a framework is provided here that offers a way to differentiate active, constructive, and interactive in terms of observable overt activities and underlying learning processes. The framework generates a testable hypothesis for learning: that interactive activities are most likely to be better than constructive activities, which in turn might be better than active activities, which are better than being passive. Studies from the literature are cited to provide evidence in support of this hypothesis. Moreover, postulating underlying learning processes allows us to interpret evidence in the literature more accurately. Specifying distinct overt activities for active, constructive, and interactive also offers suggestions for how learning activities can be coded and how each kind of activity might be elicited.

  12. 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…

  13. GP Supervisors' Experience in Supporting Self-Regulated Learning: A Balancing Act

    ERIC Educational Resources Information Center

    Sagasser, Margaretha H.; Kramer, Anneke W. M.; van Weel, Chris; van der Vleuten, Cees P. M.

    2015-01-01

    Self-regulated learning is essential for professional development and lifelong learning. As self-regulated learning has many inaccuracies, the need to support self-regulated learning has been recommended. Supervisors can provide such support. In a prior study trainees reported on the variation in received supervisor support. This study aims at…

  14. Design Support System for Open Distance Learning Student Teamwork

    NASA Astrophysics Data System (ADS)

    Putranto, A.; Pradipto, Y. D.

    2017-01-01

    Open distance learning students in doing team assignment, they seldom face to some problems such as student fell unfair in numbers of workload contribution, instructors also do not know which students do more work than others. So there are some questions ie: how to connect between instructor, team members, and working documents. Methods will be used are first, analyzing current condition and last by designing systems to connect between instructor, team members, and document. The expected result is support systems for open distance learning student teamwork.

  15. Nursing students' perception of a Web-based intervention to support learning.

    PubMed

    Koch, Jane; Andrew, Sharon; Salamonson, Yenna; Everett, Bronwyn; Davidson, Patricia M

    2010-08-01

    Tailoring information to the needs of the learner is an important strategy in contemporary education settings. Web-based learning support, informed by multimedia theory, comprising interactive quizzes, glossaries with audio, short narrated Power Point(R) presentations, animations and digitised video clips were introduced in a first year Bachelor of Nursing biological sciences subject at a university in metropolitan Sydney. All students enrolled in this unit were invited to obtain access to the site and the number of hits to the site was recorded using the student tracking facility available on WebCT, an online course delivery tool adopted widely by many educational institutions and used in this study. Eighty-five percent of students enrolled in the subject accessed the learning support site. Students' perception of the value of a learning support site was assessed using a web-based survey. The survey was completed by 123 participants, representing a response rate of 22%. Three themes emerged from the qualitative data concerning nursing students' perception of the web-based activities: 'enhances my learning', 'study at my own pace', and 'about the activities: what I really liked/disliked'. Web-based interventions, supplementing a traditionally presented nursing science course were perceived by students to be beneficial in both learning and language development. Although students value interactive, multimedia learning they were not ready to completely abandon traditional modes of learning including face-to-face lectures. The findings of this study contribute to an understanding of how web-based resources can be best used to support students' learning in bioscience.

  16. The Learning Thermometer: Closing the Loop between Teaching, Learning, Wellbeing and Support in Universities

    ERIC Educational Resources Information Center

    Stallman, Helen M.; King, Sharron

    2016-01-01

    The increasing awareness and impact of mental health problems in university students in addition to a need for objective measures of teaching quality provide the impetus for a new approach to supporting students. There is a need for more effective tools that integrate the institutional silos of teaching, learning, support, and wellbeing to help…

  17. A Study of the Relationships among Learning Styles, Participation Types, and Performance in Programming Language Learning Supported by Online Forums

    ERIC Educational Resources Information Center

    Shaw, Ruey-Shiang

    2012-01-01

    This study is focused on the relationships among learning styles, participation types, and learning performance for programming language learning supported by an online forum. Kolb's learning style inventory was used in this study to determine a learner's learning type: "Diverger", "Assimilator", "Converger", and "Accommodator". Social Learning…

  18. Online Learning and Performance Support in Organizational Environments Using Performance Support Platforms

    ERIC Educational Resources Information Center

    Gal, Eran; Nachmias, Rafi

    2011-01-01

    An electronic performance support system (EPSS) is a method that integrates learning and task performance into one single action by providing information and guidance during performance. Wide-range EPSS effectiveness research has been conducted by Tel Aviv University in tandem with a large telecommunications firm implementing EPSS solutions. The…

  19. 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

  20. Machine Learning Techniques for Decision Support in Intelligent Data Management

    NASA Astrophysics Data System (ADS)

    Lynnes, C.; Miller, J.; Ramapriyan, H.; Isaac, D.; Harberts, R.

    2002-12-01

    NASA's growth in remote sensing data volumes has kept pace with Moore's Law, i.e., doubling every 18 months, with future growth likely from new instruments. Also, advances in instrumental design (e.g., hyperspectral scanners) and science algorithms are enabling more near-real-time applications of the data. The confluence of low-latency requirements with high data volumes and numbers of files poses major challenges for archive data management. In order to make the right data available at the right time, an archive will need to apply knowledge of the data content in its data management decisions. This decision support domain includes aspects such as automatic quality assessment, feature detection to support caching decisions, and content-based metadata to support efficient data selection. In this study, we evaluate a variety of machine learning algorithms for use in several decision support roles in intelligent data management. Machine learning algorithms such as neural networks and clustering have been used for decision support in business and policy domains. These techniques have found some use in remote sensing, e.g., for cloud and land cover classification. Yet most research on remote sensing data rests on science-based algorithms, such as those based on radiative transfer equations. Machine learning for scientific applications faces challenges such as discretization constraints, non-physical basis, and the difficulty of assembling training sets. However, these difficulties may be less significant in the decision support role. For instance, it is often enough to know whether a data attribute exceeds a certain threshold when selecting it for an application, without knowing the exact value. The training data problem can be surmounted by using products output by the science-based algorithms. On the other hand, an advantage of machine learning algorithms for decision support is their speed once they have been trained. Data management decisions must be made while the

  1. The Virtual Learning Commons: Supporting Science Education with Emerging Technologies

    NASA Astrophysics Data System (ADS)

    Pennington, D. D.; Gandara, A.; Gris, I.

    2012-12-01

    The Virtual Learning Commons (VLC), funded by the National Science Foundation Office of Cyberinfrastructure CI-Team Program, is a combination of Semantic Web, mash up, and social networking tools that supports knowledge sharing and innovation across scientific disciplines in research and education communities and networks. The explosion of scientific resources (data, models, algorithms, tools, and cyberinfrastructure) challenges the ability of educators to be aware of resources that might be relevant to their classes. Even when aware, it can be difficult to understand enough about those resources to develop classroom materials. Often emerging data and technologies have little documentation, especially about their application. The VLC tackles this challenge by providing mechanisms for individuals and groups of educators to organize Web resources into virtual collections, and engage each other around those collections in order to a) learn about potentially relevant resources that are available; b) design classes that leverage those resources; and c) develop course syllabi. The VLC integrates Semantic Web functionality for structuring distributed information, mash up functionality for retrieving and displaying information, and social media for discussing/rating information. We are working to provide three views of information that support educators in different ways: 1. Innovation Marketplace: supports users as they find others teaching similar courses, where they are located, and who they collaborate with; 2. Conceptual Mapper: supports educators as they organize their thinking about the content of their class and related classes taught by others; 3. Curriculum Designer: supports educators as they generate a syllabus and find Web resources that are relevant. This presentation will discuss the innovation and learning theories that have informed design of the VLC, hypotheses about the use of emerging technologies to support innovation in classrooms, and will include a

  2. Supporting cognitive engagement in a learning-by-doing learning environment: Case studies of participant engagement and social configurations in Kitchen Science Investigators

    NASA Astrophysics Data System (ADS)

    Gardner, Christina M.

    Learning-by-doing learning environments support a wealth of physical engagement in activities. However, there is also a lot of variability in what participants learn in each enactment of these types of environments. Therefore, it is not always clear how participants are learning in these environments. In order to design technologies to support learning in these environments, we must have a greater understanding of how participants engage in learning activities, their goals for their engagement, and the types of help they need to cognitively engage in learning activities. To gain a greater understanding of participant engagement and factors and circumstances that promote and inhibit engagement, this dissertation explores and answers several questions: What are the types of interactions and experiences that promote and /or inhibit learning and engagement in learning-by-doing learning environments? What are the types of configurations that afford or inhibit these interactions and experiences in learning-by-doing learning environments? I explore answers to these questions through the context of two enactments of Kitchen Science Investigators (KSI), a learning-by-doing learning environment where middle-school aged children learn science through cooking from customizing recipes to their own taste and texture preferences. In small groups, they investigate effects of ingredients through the design of cooking and science experiments, through which they experience and learn about chemical, biological, and physical science phenomena and concepts (Clegg, Gardner, Williams, & Kolodner, 2006). The research reported in this dissertation sheds light on the different ways participant engagement promotes and/or inhibits cognitive engagement in by learning-by-doing learning environments through two case studies. It also provides detailed descriptions of the circumstances (social, material, and physical configurations) that promote and/or inhibit participant engagement in these

  3. 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…

  4. Flexible learning to support safe, person-centred care.

    PubMed

    Rae, Ann

    2012-02-01

    Effective Practitioner is an educational initiative that supports nurses, midwives and allied health professionals to deliver person-centred, safe and effective care. It offers access to flexible work-based learning and development resources. This article describes the progress of the initiative and sets out the expected effects on service delivery, as well as exploring the Scottish context and the initiative's relevance to the rest of the UK and abroad.

  5. Active dictionary learning for image representation

    NASA Astrophysics Data System (ADS)

    Wu, Tong; Sarwate, Anand D.; Bajwa, Waheed U.

    2015-05-01

    Sparse representations of images in overcomplete bases (i.e., redundant dictionaries) have many applications in computer vision and image processing. Recent works have demonstrated improvements in image representations by learning a dictionary from training data instead of using a predefined one. But learning a sparsifying dictionary can be computationally expensive in the case of a massive training set. This paper proposes a new approach, termed active screening, to overcome this challenge. Active screening sequentially selects subsets of training samples using a simple heuristic and adds the selected samples to a "learning pool," which is then used to learn a newer dictionary for improved representation performance. The performance of the proposed active dictionary learning approach is evaluated through numerical experiments on real-world image data; the results of these experiments demonstrate the effectiveness of the proposed method.

  6. Technology Supported Facilitation and Assessment of Small Group Collaborative Inquiry Learning in Large First-Year Classes

    ERIC Educational Resources Information Center

    Lawrie, Gwendolyn A.; Gahan, Lawrence R.; Matthews, Kelly E.; Weaver, Gabriela C.; Bailey, Chantal; Adams, Peter; Kavanagh, Lydia J.; Long, Phillip D.; Taylor, Matthew

    2014-01-01

    Collaborative learning activities offer the potential to support mutual knowledge construction and shared understanding amongst students. Introducing collaborative tasks into large first-year undergraduate science classes to create learning environments that foster student engagement and enhance communication skills is appealing. However,…

  7. A Hybrid Approach to Active Learning.

    ERIC Educational Resources Information Center

    Ramsier, R. D.

    2001-01-01

    Describes an approach to incorporate active learning strategies into the first semester of a university-level introductory physics course. Combines cooperative and peer-based methods inside the classroom with project-based learning outside the classroom in an attempt to develop students' transferable skills as well as improving their understanding…

  8. 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.…

  9. Discussing Active Learning from the Practitioner's Perspective

    ERIC Educational Resources Information Center

    Bamba, Priscilla

    2015-01-01

    The purpose of this paper is to present an overview of how active learning took place in a class containing specific readings,cooperative and collaborative group work, and a writing assignment for college students at a Northern Virginia Community College campus (NVCC). Requisite knowledge, skills, learner characteristics, brain-based learning, and…

  10. 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…

  11. 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…

  12. Active learning in transportation engineering education

    NASA Astrophysics Data System (ADS)

    Weir, Jennifer Anne

    The objectives of this research were (1) to develop experimental active-based-learning curricula for undergraduate courses in transportation engineering and (2) to assess the effectiveness of an active-learning-based traffic engineering curriculum through an educational experiment. The researcher developed a new highway design course as a pilot study to test selected active-learning techniques before employing them in the traffic engineering curriculum. Active-learning techniques, including multiple-choice questions, short problems completed by individual students or small groups, and group discussions, were used as active interludes within lectures. The researcher also collected and analyzed student performance and attitude data from control and experimental classes to evaluate the relative effectiveness of the traditional lecture (control) approach and the active-learning (experimental) approach. The results indicate that the active-learning approach adopted for the experimental class did have a positive impact on student performance as measured by exam scores. The students in the experimental class also indicated slightly more positive attitudes at the end of the course than the control class, although the difference was not significant. The author recommends that active interludes similar to those in the experimental curricula be used in other courses in civil engineering.

  13. Implementation of Active Support in Victoria, Australia: An Exploratory Study

    ERIC Educational Resources Information Center

    Mansell, Jim; Beadle-Brown, Julie; Bigby, Christine

    2013-01-01

    Background: Active support is an effective intervention to support engagement of residents with intellectual disability in group homes. This survey explored resident characteristics of the people supported by organisations implementing active support, the provision of active support, its procedures and systems, and resident engagement in…

  14. Correlated activity supports efficient cortical processing

    PubMed Central

    Hung, Chou P.; Cui, Ding; Chen, Yueh-peng; Lin, Chia-pei; Levine, Matthew R.

    2015-01-01

    Visual recognition is a computational challenge that is thought to occur via efficient coding. An important concept is sparseness, a measure of coding efficiency. The prevailing view is that sparseness supports efficiency by minimizing redundancy and correlations in spiking populations. Yet, we recently reported that “choristers”, neurons that behave more similarly (have correlated stimulus preferences and spontaneous coincident spiking), carry more generalizable object information than uncorrelated neurons (“soloists”) in macaque inferior temporal (IT) cortex. The rarity of choristers (as low as 6% of IT neurons) indicates that they were likely missed in previous studies. Here, we report that correlation strength is distinct from sparseness (choristers are not simply broadly tuned neurons), that choristers are located in non-granular output layers, and that correlated activity predicts human visual search efficiency. These counterintuitive results suggest that a redundant correlational structure supports efficient processing and behavior. PMID:25610392

  15. Connecting, learning, leaving: supporting young parents in the community.

    PubMed

    Mills, Annie; Schmied, Virginia; Taylor, Christine; Dahlen, Hannah; Schuiringa, Wies; Hudson, Margaret E

    2012-11-01

    Providing support and parenting education through home visiting is a key early intervention strategy with young parents. Less is known about what home visitors do that makes a difference. The purpose of this paper is to describe the role and experiences of professional staff working with young parents participating in a multicomponent parent support programme (home visiting and supported parenting groups) provided by a non-government organisation in a socially disadvantaged area of Sydney, Australia. This was a qualitative descriptive study. Data were collected through three focus groups conducted with the same six staff over an 18-month period. Participant descriptions of their role and experiences working with young mothers were analysed thematically. Additional data from 20 anonymised client records were analysed through content analysis. Analysis of the focus group data revealed two themes, 'Connecting' and 'Facilitating Learning'. The theme 'Connecting' reflected the development of a relationship with the young mother commencing with 'how do we engage them?', 'building trust' through to formation of a relationship described as 'they know we're not friends, they know we're workers'. The second theme, 'Facilitating Learning' was informed by the analysis of both group and client record data and comprised a number of themes around what and how mothers learnt, through to 'ending the relationship' as the mothers left the programme. The quality of a mothers' learning was dependent on the quality of the connection between herself and the staff, similarly their capacity and, or confidence to leave the programme was dependent on the relationship, 'connecting' and the learning undertaken. Role modelling through interactions with children as well as with each other was seen as the most effective way to facilitate social and parenting skill development, while formal education sessions were evaluated by the workers to be less successful than informal ones.

  16. 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

  17. 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.

  18. 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

  19. Minimum Indicators to Assure Quality of LMS-Supported Blended Learning

    ERIC Educational Resources Information Center

    Ellis, Robert A.; Calvo, Rafael A.

    2007-01-01

    This study describes a set of institutional indicators that suggest minimum standards for the quality assurance of learning supported by learning management systems in blended contexts. The indicators are evaluated by comparing seven universities that use a common learning management system to support student learning experiences. The responses to…

  20. Designing a Semantic Bliki System to Support Different Types of Knowledge and Adaptive Learning

    ERIC Educational Resources Information Center

    Huang, Shiu-Li; Yang, Chia-Wei

    2009-01-01

    Though blogs and wikis have been used to support knowledge management and e-learning, existing blogs and wikis cannot support different types of knowledge and adaptive learning. A case in point, types of knowledge vary greatly in category and viewpoints. Additionally, adaptive learning is crucial to improving one's learning performance. This study…

  1. 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)

  2. 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…

  3. 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.

  4. Using the Learning Sciences and Knowledge about How People Learn to Support Reluctant and Disengaged Secondary School Learners

    ERIC Educational Resources Information Center

    Turner, Steven L.

    2008-01-01

    As secondary educators seek strategies to support reluctant and disengaged learners, a greater understanding of the learning sciences (how people learn) becomes more important. This article examines the emerging knowledge base on the learning sciences and investigates how what has been discoveries about how and why people learn have practical…

  5. A Planning Tool for Incorporating Backward Design, Active Learning, and Authentic Assessment in the College Classroom

    ERIC Educational Resources Information Center

    Reynolds, Heather L.; Kearns, Katherine Dowell

    2017-01-01

    Backward course design is a compelling strategy for achieving results-based, student-centered learning. The backward course-design approach is first to identify student-learning outcomes, then the means of assessing the outcomes, and lastly the classroom activities that would support the learning outcomes. With demonstrated success at improving…

  6. An Adaptive Navigation Support System for Conducting Context-Aware Ubiquitous Learning in Museums

    ERIC Educational Resources Information Center

    Chiou, Chuang-Kai; Tseng, Judy C. R.; Hwang, Gwo-Jen; Heller, Shelly

    2010-01-01

    In context-aware ubiquitous learning, students are guided to learn in the real world with personalized supports from the learning system. As the learning resources are realistic objects in the real world, certain physical constraints, such as the limitation of stream of people who visit the same learning object, the time for moving from one object…

  7. The Relationships among Group Size, Participation, and Performance of Programming Language Learning Supported with Online Forums

    ERIC Educational Resources Information Center

    Shaw, Ruey-Shiang

    2013-01-01

    This study examined the relationships among group size, participation, and learning performance factors when learning a programming language in a computer-supported collaborative learning (CSCL) context. An online forum was used as the CSCL environment for learning the Microsoft ASP.NET programming language. The collaborative-learning experiment…

  8. Parity of Provision? Learning Support for English and Mathematics in Irish Primary Schools

    ERIC Educational Resources Information Center

    Surgenor, Paul; Shiel, Gerry

    2008-01-01

    This article examines the differences in learning support provision for English and mathematics in Irish primary schools. Questionnaires were completed by 172 learning support teachers in Irish primary schools, as part of a national assessment of English and mathematics. Few respondents (3%) provide learning support for mathematics only, over…

  9. Implementation of Multiple Intelligences Supported Project-Based Learning in EFL/ESL Classrooms

    ERIC Educational Resources Information Center

    Bas, Gokhan

    2008-01-01

    This article deals with the implementation of Multiple Intelligences supported Project-Based learning in EFL/ESL Classrooms. In this study, after Multiple Intelligences supported Project-based learning was presented shortly, the implementation of this learning method into English classrooms. Implementation process of MI supported Project-based…

  10. Active Learning through Online Instruction

    ERIC Educational Resources Information Center

    Gulbahar, Yasemin; Kalelioglu, Filiz

    2010-01-01

    This article explores the use of proper instructional techniques in online discussions that lead to meaningful learning. The research study looks at the effective use of two instructional techniques within online environments, based on qualitative measures. "Brainstorming" and "Six Thinking Hats" were selected and implemented…

  11. Teacher Directed Active Learning Games

    ERIC Educational Resources Information Center

    Scarlatos, Lori L.; Scarlatos, Tony

    2009-01-01

    Games are widely recognized for their potential to enhance students' learning. Yet they are only rarely used in classrooms because they cannot be modified to meet the needs of a particular class. This article describes a novel approach to creating educational software that addresses this problem: provide an interface specifically for teachers that…

  12. Teachers' Everyday Professional Development: Mapping Informal Learning Activities, Antecedents, and Learning Outcomes

    ERIC Educational Resources Information Center

    Kyndt, Eva; Gijbels, David; Grosemans, Ilke; Donche, Vincent

    2016-01-01

    Although a lot is known about teacher development by means of formal learning activities, research on teachers' everyday learning is limited. In the current systematic review, we analyzed 74 studies focusing on teachers' informal learning to identify teachers' learning activities, antecedents for informal learning, and learning outcomes. In…

  13. Learn locally, think globally. Exemplar variability supports higher-order generalization and word learning.

    PubMed

    Perry, Lynn K; Samuelson, Larissa K; Malloy, Lisa M; Schiffer, Ryan N

    2010-12-01

    Research suggests that variability of exemplars supports successful object categorization; however, the scope of variability's support at the level of higher-order generalization remains unexplored. Using a longitudinal study, we examined the role of exemplar variability in first- and second-order generalization in the context of nominal-category learning at an early age. Sixteen 18-month-old children were taught 12 categories. Half of the children were taught with sets of highly similar exemplars; the other half were taught with sets of dissimilar, variable exemplars. Participants' learning and generalization of trained labels and their development of more general word-learning biases were tested. All children were found to have learned labels for trained exemplars, but children trained with variable exemplars generalized to novel exemplars of these categories, developed a discriminating word-learning bias generalizing labels of novel solid objects by shape and labels of nonsolid objects by material, and accelerated in vocabulary acquisition. These findings demonstrate that object variability leads to better abstraction of individual and global category organization, which increases learning outside the laboratory.

  14. A Scaffolding Framework to Support Learning of Emergent Phenomena Using Multi-Agent-Based Simulation Environments

    NASA Astrophysics Data System (ADS)

    Basu, Satabdi; Sengupta, Pratim; Biswas, Gautam

    2015-04-01

    Students from middle school to college have difficulties in interpreting and understanding complex systems such as ecological phenomena. Researchers have suggested that students experience difficulties in reconciling the relationships between individuals, populations, and species, as well as the interactions between organisms and their environment in the ecosystem. Multi-agent-based computational models (MABMs) can explicitly capture agents and their interactions by representing individual actors as computational objects with assigned rules. As a result, the collective aggregate-level behavior of the population dynamically emerges from simulations that generate the aggregation of these interactions. Past studies have used a variety of scaffolds to help students learn ecological phenomena. Yet, there is no theoretical framework that supports the systematic design of scaffolds to aid students' learning in MABMs. Our paper addresses this issue by proposing a comprehensive framework for the design, analysis, and evaluation of scaffolding to support students' learning of ecology in a MABM. We present a study in which middle school students used a MABM to investigate and learn about a desert ecosystem. We identify the different types of scaffolds needed to support inquiry learning activities in this simulation environment and use our theoretical framework to demonstrate the effectiveness of our scaffolds in helping students develop a deep understanding of the complex ecological behaviors represented in the simulation..

  15. Using Elearning techniques to support problem based learning within a clinical simulation laboratory.

    PubMed

    Docherty, Charles; Hoy, Derek; Topp, Helena; Trinder, Kathryn

    2004-01-01

    This paper details the results of the first phase of a project that used eLearning to support students' learning within a simulated environment. The locus was a purpose built Clinical Simulation Laboratory (CSL) where the School's newly adopted philosophy of Problem Based Learning (PBL) was challenged through lecturers reverting to traditional teaching methods. The solution, a student-centred, problem-based approach to the acquisition of clinical skills was developed using learning objects embedded within web pages that substituted for lecturers providing instruction and demonstration. This allowed lecturers to retain their facilitator role, and encouraged students to explore, analyse and make decisions within the safety of a clinical simulation. Learning was enhanced through network communications and reflection on video performances of self and others. Evaluations were positive, students demonstrating increased satisfaction with PBL, improved performance in exams, and increased self-efficacy in the performance of nursing activities. These results indicate that an elearning approach can support PBL in delivering a student centred learning experience.

  16. Supporting Students with Learning Disabilities to Explore Linear Relationships Using Online Learning Objects

    ERIC Educational Resources Information Center

    Beatty, Ruth; Bruce, Catherine D.

    2012-01-01

    The study of linear relationships is foundational for mathematics teaching and learning. However, students' abilities to connect different representations of linear relationships have proven to be challenging. In response, a computer-based instructional sequence was designed to support students' understanding of the connections among…

  17. How School Districts Can Support Deeper Learning: The Need for Performance Alignment. Deeper Learning Research Series

    ERIC Educational Resources Information Center

    Honig, Meredith I.; Rainey, Lydia R.

    2015-01-01

    School district leaders nationwide aspire to help their schools become vibrant places for learning--where students have meaningful academic opportunities and develop critical thinking and problem-solving skills. Historically, though, school district central offices have been ill-equipped to support such ambitious goals. A new wave of research…

  18. Supporting Students in Open and Distance Learning. Open and Distance Learning Series.

    ERIC Educational Resources Information Center

    Simpson, Ormond

    This book, which is intended for individuals involved in recruiting and teaching students in open and distance learning (ODL) situations, examines academic and nonacademic student support issues in ODL. The following are among the topics discussed in the book's 14 chapters: (1) models and definitions of ODL systems; (2) rationale for student…

  19. Designing for Learning Conversations: How Parents Support Children's Science Learning within an Immersive Simulation

    ERIC Educational Resources Information Center

    Tscholl, Michael; Lindgren, Robb

    2016-01-01

    This research investigates the social learning affordances of a room-sized, immersive, and interactive augmented reality simulation environment designed to support children's understanding of basic physics concepts in a science center. Conversations between 97 parent-child pairs were analyzed in relation to categories of talk through which…

  20. The Effectiveness of WhatsApp Mobile Learning Activities Guided by Activity Theory on Students' Knowledge Management

    ERIC Educational Resources Information Center

    Barhoumi, Chokri

    2015-01-01

    This research paper explores the effectiveness of using mobile technologies to support a blended learning course titled Scientific Research Methods in Information Science. Specifically, it discusses the effects of WhatsApp mobile learning activities guided by activity theory on students' knowledge Management (KM). During the 2014 academic year,…

  1. Manifold Regularized Experimental Design for Active Learning.

    PubMed

    Zhang, Lining; Shum, Hubert P H; Shao, Ling

    2016-12-02

    Various machine learning and data mining tasks in classification require abundant data samples to be labeled for training. Conventional active learning methods aim at labeling the most informative samples for alleviating the labor of the user. Many previous studies in active learning select one sample after another in a greedy manner. However, this is not very effective because the classification models has to be retrained for each newly labeled sample. Moreover, many popular active learning approaches utilize the most uncertain samples by leveraging the classification hyperplane of the classifier, which is not appropriate since the classification hyperplane is inaccurate when the training data are small-sized. The problem of insufficient training data in real-world systems limits the potential applications of these approaches. This paper presents a novel method of active learning called manifold regularized experimental design (MRED), which can label multiple informative samples at one time for training. In addition, MRED gives an explicit geometric explanation for the selected samples to be labeled by the user. Different from existing active learning methods, our method avoids the intrinsic problems caused by insufficiently labeled samples in real-world applications. Various experiments on synthetic datasets, the Yale face database and the Corel image database have been carried out to show how MRED outperforms existing methods.

  2. 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.

  3. A Framework of Three Learning Activity Levels for Enhancing the Usability and Feasibility of Wireless Learning Environments

    ERIC Educational Resources Information Center

    Wang, Hsue-Yie; Liu, Tzu-Chien; Chou, Chih-Yueh; Liang, Jen-Kai; Chan, Tak-Wai; Yang, Stephen

    2004-01-01

    The most recent advances in information technology have brought wireless communication and mobile devices to education. The wireless technology enhanced classroom (WiTEC) integrates a wireless local area network, mobile learning devices, and client-server architecture to support instruction and learning activities. This article introduces a…

  4. 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.

  5. Methane activation on supported transition metal catalysts

    NASA Astrophysics Data System (ADS)

    Carstens, Jason Ned

    At present, there is considerable interest in utilizing methane more efficiently as both a fuel source and as a starting material for the production of other, more valuable products. However, methane is a very stable molecule with strong C-H bonds that are difficult to break. This makes methane combustion or the formation of carbon-carbon bonds quite difficult. The present work focuses on the use of supported transition metal catalysts as a means of activating methane (i.e. breaking C-H bonds) at low temperatures to produce valuable products or energy. The conversion of methane into higher hydrocarbons. A low temperature (<750 K), direct process to effectively convert methane into higher hydrocarbons would be quite desirable. Such a process is thermodynamically feasible if the reaction is broken up into two separate steps. The first step is the adsorption of methane onto a transition metal catalyst at temperatures above about 600 K to produce a surface carbon species. The second step is a low temperature (<373 K) hydrogenation to convert the carbon species into higher hydrocarbons. T. Koerts et al. have pursued this approach by dissociatively absorbing methane onto silica supported transition metal catalysts at temperatures ranging between 573 K and 773 K. The result was a surface carbonaceous species and hydrogen. In the second step, the carbonaceous intermediates produced small alkanes upon hydrogenation around 373 K. A maximum yield to higher hydrocarbons of 13% was obtained on a ruthenium catalyst. The present study was conducted to further investigate the nature of the carbonaceous species reported by Koerts. Methane combustion. This investigation was conducted in an effort to better understand the mechanism of methane combustion on Pd catalysts. In the first part of this study, temperature programmed reduction (TPR) was used to investigate the oxidation and reduction dynamics of a 10 wt% Pd/ZrOsb2 catalyst used for methane combustion. TPR experiments indicate

  6. Supporting Reflective Activities in Information Seeking on the Web

    NASA Astrophysics Data System (ADS)

    Saito, Hitomi; Miwa, Kazuhisa

    Recently, many opportunities have emerged to use the Internet in daily life and classrooms. However, with the growth of the World Wide Web (Web), it is becoming increasingly difficult to find target information on the Internet. In this study, we explore a method for developing the ability of users in information seeking on the Web and construct a search process feedback system supporting reflective activities of information seeking on the Web. Reflection is defined as a cognitive activity for monitoring, evaluating, and modifying one's thinking and process. In the field of learning science, many researchers have investigated reflective activities that facilitate learners' problem solving and deep understanding. The characteristics of this system are: (1) to show learners' search processes on the Web as described, based on a cognitive schema, and (2) to prompt learners to reflect on their search processes. We expect that users of this system can reflect on their search processes by receiving information on their own search processes provided by the system, and that these types of reflective activity helps them to deepen their understanding of information seeking activities. We have conducted an experiment to investigate the effects of our system. The experimental results confirmed that (1) the system actually facilitated the learners' reflective activities by providing process visualization and prompts, and (2) the learners who reflected on their search processes more actively understood their own search processes more deeply.

  7. Enhancing Collaborative Learning through Dynamic Forms of Support: The Impact of an Adaptive Domain-Specific Support Strategy

    ERIC Educational Resources Information Center

    Karakostas, A.; Demetriadis, S.

    2011-01-01

    Research on computer-supported collaborative learning (CSCL) has strongly emphasized the value of providing student support of either fixed (e.g. collaboration scripts) or dynamic form (e.g. adaptive supportive interventions). Currently, however, there is not sufficient evidence corroborating the potential of adaptive support methods to improve…

  8. Association of Parent and Peer Support with Adolescent Physical Activity.

    ERIC Educational Resources Information Center

    Prochaska, Judith J.; Rodgers, Miki W.; Sallis, James F.

    2002-01-01

    Investigated the association between social support and adolescent physical activity when assessing physical activity using different methods and when separating social support into parent and peer support. Self-report and accelerometer data indicated that parent and peer support significantly correlated with physical activity. Perceived social…

  9. 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.

  10. Student expectations in a group learning activity on harmonic motion

    NASA Astrophysics Data System (ADS)

    Kaczynski, Adam; Wittmann, Michael C.

    2013-01-01

    Students in a sophomore-level mechanics course participated in a new group learning activity that was intended to support model-building and finding coherence between multiple representations in the context of an underdamped harmonic system. Not all of the student groups framed the activity in the same way, and many attempted tasks that existed outside of the prompts of the activity. For one group, this meant that instead of providing a rich verbal description, they framed the activity as finding a mathematical expression.

  11. Bacteriophage: A Model System for Active Learning

    PubMed Central

    LUCIANO, CARL S.; YOUNG, MATTHEW W.; PATTERSON, ROBIN R.

    2002-01-01

    Although bacteriophage provided a useful model system for the development of molecular biology, its simplicity, accessibility, and familiarity have not been fully exploited in the classroom. We describe a student-centered laboratory course in which student teams selected phage from sewage samples and characterized the phage in a semester-long project that modeled real-life scientific research. The course used an instructional approach that included active learning, collaboration, and learning by inquiry. Cooperative student teams had primary responsibility for organizing the content of the course, writing to learn using a journal article format, involving the entire group in shared laboratory responsibilities, and applying knowledge to the choice of new experiments. The results of student evaluations indicated a high level of satisfaction with the course. Our positive experience with this course suggests that phage provides an attractive model system for an active-learning classroom. PMID:23653543

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. 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.

  18. 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.…

  19. 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.

  20. Active Learning-Based Pedagogical Rule Extraction.

    PubMed

    Junqué de Fortuny, Enric; Martens, David

    2015-11-01

    Many of the state-of-the-art data mining techniques introduce nonlinearities in their models to cope with complex data relationships effectively. Although such techniques are consistently included among the top classification techniques in terms of predictive power, their lack of transparency renders them useless in any domain where comprehensibility is of importance. Rule-extraction algorithms remedy this by distilling comprehensible rule sets from complex models that explain how the classifications are made. This paper considers a new rule extraction technique, based on active learning. The technique generates artificial data points around training data with low confidence in the output score, after which these are labeled by the black-box model. The main novelty of the proposed method is that it uses a pedagogical approach without making any architectural assumptions of the underlying model. It can therefore be applied to any black-box technique. Furthermore, it can generate any rule format, depending on the chosen underlying rule induction technique. In a large-scale empirical study, we demonstrate the validity of our technique to extract trees and rules from artificial neural networks, support vector machines, and random forests, on 25 data sets of varying size and dimensionality. Our results show that not only do the generated rules explain the black-box models well (thereby facilitating the acceptance of such models), the proposed algorithm also performs significantly better than traditional rule induction techniques in terms of accuracy as well as fidelity.

  1. Supporting Executive Functions during Children's Preliteracy Learning with the Computer

    ERIC Educational Resources Information Center

    Van de Sande, E.; Segers, E.; Verhoeven, L.

    2016-01-01

    The present study examined how embedded activities to support executive functions helped children to benefit from a computer intervention that targeted preliteracy skills. Three intervention groups were compared on their preliteracy gains in a randomized controlled trial design: an experimental group that worked with software to stimulate early…

  2. Meaningful Learning through Video-Supported Forum-Theater

    ERIC Educational Resources Information Center

    Hakkarainen, Paivi; Vapalahti, Kati

    2011-01-01

    This paper presents the first cycle of a design-based study at Mikkeli University of Applied Sciences, Finland, during which a video-supported forum-theater approach was implemented and evaluated. Students enrolled in the Drama course in the Civic Activities and Youth Work degree program produced and recorded forum-theater performances about…

  3. Computer Support for Learning Mathematics: A Learning Environment Based on Recreational Learning Objects

    ERIC Educational Resources Information Center

    Lopez-Morteo, Gabriel; Lopez, Gilberto

    2007-01-01

    In this paper, we introduce an electronic collaborative learning environment based on Interactive Instructors of Recreational Mathematics (IIRM), establishing an alternative approach for motivating students towards mathematics. The IIRM are educational software components, specializing in mathematical concepts, presented through recreational…

  4. 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.

  5. Internal and External Factors Affecting Teachers' Adoption of Formative Assessment to Support Learning

    ERIC Educational Resources Information Center

    Izci, Kemal

    2016-01-01

    Assessment forms an important part of instruction. Assessment that aims to support learning is known as formative assessment and it contributes student's learning gain and motivation. However, teachers rarely use assessment formatively to aid their students' learning. Thus reviewing the factors that limit or support teachers' practices of…

  6. The Impact of Leadership Support for Blended Learning on Teachers and Students

    ERIC Educational Resources Information Center

    Bodden-White, Michelle Marie

    2015-01-01

    This quantitative study examined the relationship between teachers' perceptions of leadership support for their use of a blended learning approach to teach math in fourth or fifth grade and their use of blended learning. The study also examined teachers' perceptions of leadership support for incorporating blended learning and student engagement.…

  7. The inside Story: Looking into Early Childhood Teachers' Support of Children's Scientific Learning

    ERIC Educational Resources Information Center

    Edwards, Kayte; Loveridge, Judith

    2011-01-01

    This research seeks to explore how early childhood professionals support children's scientific learning from the practitioner's perspective. Taking a qualitative approach, this case study indicates possible ways effective team teaching can support the child's scientific learning as well as other team members' learning and teaching development.…

  8. A Competence-Based Service for Supporting Self-Regulated Learning in Virtual Environments

    ERIC Educational Resources Information Center

    Nussbaumer, Alexander; Hillemann, Eva-Catherine; Gütl, Christian; Albert, Dietrich

    2015-01-01

    This paper presents a conceptual approach and a Web-based service that aim at supporting self-regulated learning in virtual environments. The conceptual approach consists of four components: 1) a self-regulated learning model for supporting a learner-centred learning process, 2) a psychological model for facilitating competence-based…

  9. Families Support Their Children's Success in Science Learning by Influencing Interest and Self-efficacy

    ERIC Educational Resources Information Center

    Sha, Li; Schunn, Christian; Bathgate, Meghan; Ben-Eliyahu, Adar

    2016-01-01

    How is a child's successful participation in science learning shaped by their family's support? We focus on the critical time period of early adolescents, testing (i) whether the child's perception of family support is important for both choice preferences to participate in optional learning experiences and engagement during science learning, and…

  10. Concept Cartoons Supported Problem Based Learning Method in Middle School Science Classrooms

    ERIC Educational Resources Information Center

    Balim, Ali Günay; Inel-Ekici, Didem; Özcan, Erkan

    2016-01-01

    Problem based learning, in which events from daily life are presented as interesting scenarios, is one of the active learning approaches that encourages students to self-direct learning. Problem based learning, generally used in higher education, requires students to use high end thinking skills in learning environments. In order to use…

  11. Developing Online Learning Resources: Big Data, Social Networks, and Cloud Computing to Support Pervasive Knowledge

    ERIC Educational Resources Information Center

    Anshari, Muhammad; Alas, Yabit; Guan, Lim Sei

    2016-01-01

    Utilizing online learning resources (OLR) from multi channels in learning activities promise extended benefits from traditional based learning-centred to a collaborative based learning-centred that emphasises pervasive learning anywhere and anytime. While compiling big data, cloud computing, and semantic web into OLR offer a broader spectrum of…

  12. Contributing, Exchanging and Linking for Learning: Supporting Web Co-Discovery in One-to-One Environments

    ERIC Educational Resources Information Center

    Liu, Chen-Chung; Don, Ping-Hsing; Chung, Chen-Wei; Lin, Shao-Jun; Chen, Gwo-Dong; Liu, Baw-Jhiune

    2010-01-01

    While Web discovery is usually undertaken as a solitary activity, Web co-discovery may transform Web learning activities from the isolated individual search process into interactive and collaborative knowledge exploration. Recent studies have proposed Web co-search environments on a single computer, supported by multiple one-to-one technologies.…

  13. Supporting Case-Based Learning in Information Security with Web-Based Technology

    ERIC Educational Resources Information Center

    He, Wu; Yuan, Xiaohong; Yang, Li

    2013-01-01

    Case-based learning has been widely used in many disciplines. As an effective pedagogical method, case-based learning is also being used to support teaching and learning in the domain of information security. In this paper, we demonstrate case-based learning in information security by sharing our experiences in using a case study to teach security…

  14. Active Learning in Engineering Education: A (Re)Introduction

    ERIC Educational Resources Information Center

    Lima, Rui M.; Andersson, Pernille Hammar; Saalman, Elisabeth

    2017-01-01

    The informal network "Active Learning in Engineering Education" (ALE) has been promoting Active Learning since 2001. ALE creates opportunity for practitioners and researchers of engineering education to collaboratively learn how to foster learning of engineering students. The activities in ALE are centred on the vision that learners…

  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. Development of a Peer-Assisted Learning Strategy in Computer-Supported Collaborative Learning Environments for Elementary School Students

    ERIC Educational Resources Information Center

    Tsuei, Mengping

    2011-01-01

    This study explores the effects of Electronic Peer-Assisted Learning for Kids (EPK), on the quality and development of reading skills, peer interaction and self-concept in elementary students. The EPK methodology uses a well-developed, synchronous computer-supported, collaborative learning system to facilitate students' learning in Chinese. We…

  17. Analysis of an Interactive Technology Supported Problem-Based Learning STEM Project Using Selected Learning Sciences Interest Areas (SLSIA)

    ERIC Educational Resources Information Center

    Kumar, David Devraj

    2017-01-01

    This paper reports an analysis of an interactive technology-supported, problem-based learning (PBL) project in science, technology, engineering and mathematics (STEM) from a Learning Sciences perspective using the Selected Learning Sciences Interest Areas (SLSIA). The SLSIA was adapted from the "What kinds of topics do ISLS [International…

  18. Examining the Roles of Blended Learning Approaches in Computer-Supported Collaborative Learning (CSCL) Environments: A Delphi Study

    ERIC Educational Resources Information Center

    So, Hyo-Jeong; Bonk, Curtis J.

    2010-01-01

    In this study, a Delphi method was used to identify and predict the roles of blended learning approaches in computer-supported collaborative learning (CSCL) environments. The Delphi panel consisted of experts in online learning from different geographic regions of the world. This study discusses findings related to (a) pros and cons of blended…

  19. Developing learning environments which support early algebraic reasoning: a case from a New Zealand primary classroom

    NASA Astrophysics Data System (ADS)

    Hunter, Jodie

    2014-12-01

    Current reforms in mathematics education advocate the development of mathematical learning communities in which students have opportunities to engage in mathematical discourse and classroom practices which underlie algebraic reasoning. This article specifically addresses the pedagogical actions teachers take which structure student engagement in dialogical discourse and activity which facilitates early algebraic reasoning. Using videotaped recordings of classroom observations, the teacher and researcher collaboratively examined the classroom practices and modified the participatory practices to develop a learning environment which supported early algebraic reasoning. Facilitating change in the classroom environment was a lengthy process which required consistent and ongoing attention initially to the social norms and then to the socio-mathematical norms. Specific pedagogical actions such as the use of specifically designed tasks, materials and representations and a constant press for justification and generalisation were required to support students to link their numerical understandings to algebraic reasoning.

  20. Peer Learning and Support of Technology in an Undergraduate Biology Course to Enhance Deep Learning

    ERIC Educational Resources Information Center

    Tsaushu, Masha; Tal, Tali; Sagy, Ornit; Kali, Yael; Gepstein, Shimon; Zilberstein, Dan

    2012-01-01

    This study offers an innovative and sustainable instructional model for an introductory undergraduate course. The model was gradually implemented during 3 yr in a research university in a large-lecture biology course that enrolled biology majors and nonmajors. It gives priority to sources not used enough to enhance active learning in higher…

  1. The School Leader's Guide to Student Learning Supports: New Directions for Addressing Barriers to Learning

    ERIC Educational Resources Information Center

    Adelman, Howard S.; Taylor, Linda

    2005-01-01

    Barriers to learning and teaching interfere with students' ability to participate effectively and benefit fully from classroom instruction and other educational activities. For school improvement efforts to succeed in ways that truly improve student achievement and student test scores, systemic changes must be made in how schools provide learning…

  2. Bioinformatics projects supporting life-sciences learning in high schools.

    PubMed

    Marques, Isabel; Almeida, Paulo; Alves, Renato; Dias, Maria João; Godinho, Ana; Pereira-Leal, José B

    2014-01-01

    The interdisciplinary nature of bioinformatics makes it an ideal framework to develop activities enabling enquiry-based learning. We describe here the development and implementation of a pilot project to use bioinformatics-based research activities in high schools, called "Bioinformatics@school." It includes web-based research projects that students can pursue alone or under teacher supervision and a teacher training program. The project is organized so as to enable discussion of key results between students and teachers. After successful trials in two high schools, as measured by questionnaires, interviews, and assessment of knowledge acquisition, the project is expanding by the action of the teachers involved, who are helping us develop more content and are recruiting more teachers and schools.

  3. Lessons learned from a secret Facebook support group.

    PubMed

    Oliver, Debra Parker; Washington, Karla; Wittenberg-Lyles, Elaine; Gage, Ashley; Mooney, Megan; Demiris, George

    2015-05-01

    The National Association of Social Workers developed practice standards for social workers using technology in their practice. These standards were derived from the foundation of the social work code of ethics and are helpful as social workers explore the use of new tools for the benefit of their clients. Hospice caregivers, both active and bereaved, are in great need of support but are often unable to attend traditional support groups. Facebook secret groups offer social workers a potential tool, given the geographic barriers that exist for traditional face-to-face support groups. The authors' experience with a secret Facebook group indicates that the technology can be useful when managed by a social worker facilitator. As social workers continue to explore helpful ways to use technology with clients, it is critical that they evaluate that practice and assess the clinical outcomes to establish an evidence base behind this practice.

  4. How do students navigate and learn from nonlinear science texts: Can metanavigation support promote science learning?

    NASA Astrophysics Data System (ADS)

    Stylianou, Agni

    2003-06-01

    Digital texts which are based on hypertext and hypermedia technologies are now being used to support science learning. Hypertext offers certain opportunities for learning as well as difficulties that challenge readers to become metacognitively aware of their navigation decisions in order to trade both meaning and structure while reading. The goal of this study was to investigate whether supporting sixth grade students to monitor and regulate their navigation behavior while reading from hypertext would lead to better navigation and learning. Metanavigation support in the form of prompts was provided to groups of students who used a hypertext system called CoMPASS to complete a design challenge. The metanavigation prompts aimed at encouraging students to understand the affordances of the navigational aids in CoMPASS and use them to guide their navigation. The study was conducted in a real classroom setting during the implementation of CoMPASS in sixth grade science classes. Multiple sources of group and individual data were collected and analyzed. Measures included student's individual performance in a pre-science knowledge test, the Metacognitive Awareness of Reading Strategies Inventory (MARSI), a reading comprehension test and a concept map test. Process measures included log file information that captured group navigation paths during the use of CoMPASS. The results suggested that providing metanavigation support enabled the groups to make coherent transitions among the text units. Findings also revealed that reading comprehension, presence of metanavigation support and prior domain knowledge significantly predicted students' individual understanding of science. Implications for hypertext design and literacy research fields are discussed.

  5. Lessons Learned from Coordinating Relay Activities at Mars

    NASA Technical Reports Server (NTRS)

    Gladden, Roy E.; Hwang, Pauline; Waggoner, Bruce; McLaughlin, Bruce; Fieseler, Paul; Thomas, Reid; Bigwood, Maria; Herrera, Paul

    2005-01-01

    The Mission Management Office at the Jet Propulsion Laboratory was tasked with coordinating the relay of data between multiple spacecraft at Mars in support of the Mars Exploration Rover Missions in early 2004. The confluence of three orbiters (Mars Global Surveyor, Mars Odyssey, and Mars Express), two rovers (Spirit and Opportunity), and one lander (Beagle 2) has provided a challenging operational scenario that required careful coordination between missions to provide the necessary support and to avoid potential interference during simultaneous relay sessions. As these coordination efforts progressed, several important lessons were learned that should be applied to future Mars relay activities.

  6. Investigation of Using Analytics in Promoting Mobile Learning Support

    ERIC Educational Resources Information Center

    Visali, Videhi; Swami, Niraj

    2013-01-01

    Learning analytics can promote pedagogically informed use of learner data, which can steer the progress of technology mediated learning across several learning contexts. This paper presents the application of analytics to a mobile learning solution and demonstrates how a pedagogical sense was inferred from the data. Further, this inference was…

  7. Supporting Professional Learning in a Massive Open Online Course

    ERIC Educational Resources Information Center

    Milligan, Colin; Littlejohn, Allison

    2014-01-01

    Professional learning, combining formal and on the job learning, is important for the development and maintenance of expertise in the modern workplace. To integrate formal and informal learning, professionals have to have good self-regulatory ability. Formal learning opportunities are opening up through massive open online courses (MOOCs),…

  8. Neural substrates of practice structure that support future off-line learning.

    PubMed

    Wymbs, Nicholas F; Grafton, Scott T

    2009-10-01

    Off-line learning is facilitated when motor skills are acquired under a random practice schedule and retention suffers when a similar set of motor skills are practiced under a blocked schedule. The current study identified the neural correlates of a random training schedule while participants learned a set of four-element finger sequences using their nondominant hand during functional magnetic resonance imaging. A go/no go task was used to separately probe brain areas supporting sequence preparation and production. By the end of training, the random practice schedule, relative to the block schedule, recruited a broad premotor-parietal network as well as sensorimotor and subcortical regions during both preparation and production trials, despite equivalent motor performance. Longitudinal analysis demonstrated that preparation-related activity under a random schedule remained stable or increased over time. The blocked schedule showed the opposite pattern. Across individual subjects, successful skill retention was correlated with greater activity at the end of training in the ipsilateral left motor cortex, for both preparation and production. This is consistent with recent evidence that attributes off-line learning to training-related processing within primary motor cortex. These results reflect the importance of an overlooked aspect of motor skill learning. Specifically, how trials are organized during training-with a random schedule-provides an effective basis for the formation of enduring motor memories, through enhanced engagement of core regions involved in the active preparation and implementation of motor programs.

  9. Active Collaborative Learning through Remote Tutoring

    ERIC Educational Resources Information Center

    Gehret, Austin U.; Elliot, Lisa B.; MacDonald, Jonathan H. C.

    2017-01-01

    An exploratory case study approach was used to describe remote tutoring in biochemistry and general chemistry with students who are deaf or hard of hearing (D/HH). Data collected for analysis were based on the observations of the participant tutor. The research questions guiding this study included (1) How is active learning accomplished in…

  10. Accounting for Sustainability: An Active Learning Assignment

    ERIC Educational Resources Information Center

    Gusc, Joanna; van Veen-Dirks, Paula

    2017-01-01

    Purpose: Sustainability is one of the newer topics in the accounting courses taught in university teaching programs. The active learning assignment as described in this paper was developed for use in an accounting course in an undergraduate program. The aim was to enhance teaching about sustainability within such a course. The purpose of this…

  11. 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.…

  12. 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…

  13. World War II Memorial Learning Activities.

    ERIC Educational Resources Information Center

    Tennessee State Dept. of Education, Nashville.

    These learning activities can help students get the most out of a visit to the Tennessee World War II Memorial, a group of ten pylons located in Nashville (Tennessee). Each pylon contains informational text about the events of World War II. The ten pylons are listed as: (1) "Pylon E-1--Terror: America Enters the War against Fascism, June…

  14. Shock & Anaphylactic Shock. Learning Activity Package.

    ERIC Educational Resources Information Center

    Hime, Kirsten

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

  15. Effects of Review Activities on EFL Learning

    ERIC Educational Resources Information Center

    Lin, Chiu-Lan Nina

    2009-01-01

    The utmost goal of foreign language instruction is aimed at helping the learner master the language. At the same time the learner shall become equipped with linguistic, pragmatic and social-linguistic competence. This study was done to explore if review activities in EFL classes should be mandatory for learners to learn the new knowledge. One…

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. Active Learning via Student Karaoke Videos

    ERIC Educational Resources Information Center

    Grossman, Gary D.; Richards, Travis

    2016-01-01

    We evaluated students' perceptions and reactions to an active learning Karaoke Video project in both a large (104 student) undergraduate class in Natural History of Georgia and a small graduate seminar in Fish Ecology. Undergraduate responses were evaluated with both questionnaires and triangulation interviews and graduate student responses…

  4. The UK Professional Standards Framework for Teaching and Supporting Learning in Higher Education

    ERIC Educational Resources Information Center

    Higher Education Academy, 2011

    2011-01-01

    The UK Professional Standards Framework aims to provide a general description of the main dimensions of the roles of teaching and support learning within the HE environment. The goal of the framework is to: (1) Support the initial and continuing professional development of staff engaged in teaching and supporting learning; (2) Foster dynamic…

  5. New architectures support for ALMA common software: lessons learned

    NASA Astrophysics Data System (ADS)

    Menay, Camilo E.; Zamora, Gabriel A.; Tobar, Rodrigo J.; Avarias, Jorge A.; Dahl-skog, Kevin R.; von Brand, Horst H.; Chiozzi, Gianluca

    2010-07-01

    ALMA Common Software (ACS) is a distributed control framework based on CORBA that provides communication between distributed pieces of software. Because of its size and complexity it provides its own compilation system, a mix of several technologies. The current ACS compilation process depends on specific tools, compilers, code generation, and a strict dependency model induced by the large number of software components. This document presents a summary of several porting and compatibility attempts at using ACS on platforms other than the officially supported one. A porting of ACS to the Microsoft Windows Platform and to the ARM processor architecture were attempted, with different grades of success. Also, support for LINUX-PREEMPT (a set of real-time patches for the Linux kernel) using a new design for real-time services was implemented. These efforts were integrated with the ACS building and compilation system, while others were included in its design. Lessons learned in this process are presented, and a general approach is extracted from them.

  6. A Distributed Support Vector Machine Learning Over Wireless Sensor Networks.

    PubMed

    Kim, Woojin; Stanković, Milos S; Johansson, Karl H; Kim, H Jin

    2015-11-01

    This paper is about fully-distributed support vector machine (SVM) learning over wireless sensor networks. With the concept of the geometric SVM, we propose to gossip the set of extreme points of the convex hull of local data set with neighboring nodes. It has the advantages of a simple communication mechanism and finite-time convergence to a common global solution. Furthermore, we analyze the scalability with respect to the amount of exchanged information and convergence time, with a specific emphasis on the small-world phenomenon. First, with the proposed naive convex hull algorithm, the message length remains bounded as the number of nodes increases. Second, by utilizing a small-world network, we have an opportunity to drastically improve the convergence performance with only a small increase in power consumption. These properties offer a great advantage when dealing with a large-scale network. Simulation and experimental results support the feasibility and effectiveness of the proposed gossip-based process and the analysis.

  7. Supporting medical students with learning disabilities in Asian medical schools

    PubMed Central

    Majumder, Md. Anwarul Azim; Rahman, Sayeeda; D’Souza, Urban JA; Elbeheri, Gad; Abdulrahman, Khalid Bin; Huq, M Muzaherul

    2010-01-01

    Learning disabilities (LDs) represent the largest group of disabilities in higher education (HE) institutes, including medical schools, and the numbers are continuing to rise. The worrying concern is that two-thirds to half of these students with LDs remain undiagnosed when they start their undergraduate education and may even graduate without having their disabilities diagnosed. These students struggle with their academic abilities, receive poor grades and, as a result, develop lower perceptions of their intellectual abilities than do those students without LDs. All these ultimately hamper their professional practice, employment, and career progression. Appropriate and adequate educational policies, provisions, and practices help students to progress satisfactorily. In Asian countries, public and professional awareness about LDs is low, supportive provisions are limited, legislations are inadequate, data are scarce, and equal-opportunity/widening-participation policies are not implemented effectively in the HE sector. This article discusses the issues related to LDs in medical education and draws policy, provision, and practice implications to identify, assess, and support students with LDs in medical schools, particularly in an Asian context. PMID:23745060

  8. Support for Self-Regulation in Learning Complex Topics from Multimedia Explanations: Do Learners Need Extensive or Minimal Support?

    ERIC Educational Resources Information Center

    Rodicio, Hector Garcia; Sanchez, Emilio; Acuna, Santiago R.

    2013-01-01

    Acquiring complex conceptual knowledge requires learners to self-regulate their learning by planning, monitoring, and adjusting the process but they find it difficult to do so. In one experiment, we examined whether learners need broad systems of support for self-regulation or whether they are also able to learn with more economical support…

  9. Designing and Supporting Cooperative and Ubiquitous Learning Systems for People with Special Needs

    NASA Astrophysics Data System (ADS)

    Fernández López, Álvaro; Rodríguez Fórtiz, María José; Noguera García, Manuel

    Cooperative work in schools helps students to learn behaviour norms, tolerate their partners and educators, and make decisions or accept the decisions from other people. In case of students with cognitive disabilities, cooperative work contributes to the socialization of the students by improving the communication and the integration in the classroom. New technologies foster guided and cooperative learning through didactic exercises and educational activities that adapt the educative context to user's needs and abilities. For this objective, the design must take into account non-funcional requirements for provide a future adaptation. This paper presents the design of one of such systems and the main decisions made in order to improve usability, adaptation, flexibility, and accessibility in ubiquitous spaces of it. The general architecture of the system and the platform that supports the development process of its software for educational activities are described in a real case study.

  10. Social Learning in MMOG: An Activity Theoretical Perspective

    ERIC Educational Resources Information Center

    Ang, Chee Siang; Zaphiris, Panayiotis

    2008-01-01

    Purpose: Recently, researchers have begun investigating the learning process that occurs within computer games (learning to play), as opposed to studying games that support explicit learning for educational purposes (playing to learn). With the increasing popularity of massively multiplayer online games (MMOGs), some research has begun to look…

  11. Support for learning goes beyond academic support: Voices of students with Asperger's disorder and attention deficit hyperactivity disorder.

    PubMed

    Bolic Baric, Vedrana; Hellberg, Kristina; Kjellberg, Anette; Hemmingsson, Helena

    2016-02-01

    The purpose of this study was to describe and explore the experiences of support at school among young adults with Asperger's disorder and attention deficit hyperactivity disorder and also to examine what support they, in retrospect, described as influencing learning. Purposive sampling was used to enroll participants. Data were collected through semi-structured interviews with 13 young adults aged between 20 and 29 years. A qualitative analysis, based on interpreting people's experiences, was conducted by grouping and searching for patterns in data. The findings indicate that the participants experienced difficulties at school that included academic, social, and emotional conditions, all of which could influence learning. Support for learning included small groups, individualized teaching methods, teachers who cared, and practical and emotional support. These clusters together confirm the overall understanding that support for learning aligns academic and psychosocial support. In conclusion, academic support combined with psychosocial support at school seems to be crucial for learning among students with Asperger's disorder and attention deficit hyperactivity disorder.

  12. An Analysis of Data Activities and Instructional Supports in Middle School Science Textbooks

    NASA Astrophysics Data System (ADS)

    Morris, Bradley J.; Masnick, Amy M.; Baker, Katie; Junglen, Angela

    2015-11-01

    A critical component of science and math education is reasoning with data. Science textbooks are instructional tools that provide opportunities for learning science content (e.g. facts about force and motion) and process skills (e.g. data recording) that support and augment reasoning with data. In addition, the construction and design of textbooks influence the instructional strategies used in the classroom to teach science. An analysis of science textbooks provides a window to examine what students are being taught about data and how they are being taught. We had two objectives for the present study: (1) to examine opportunities for reasoning with data and (2) to examine to what extent these activities are aligned with instructional supports derived from evidence-based learning strategies. We conducted a descriptive study in which we examined how 20 Middle School science textbooks, across 731 activities, presented opportunities for reasoning with data. Our results demonstrate that although half of activities in textbooks included data, very few of these activities provide opportunities to learn how to record, analyze, and interpret data and the activities rarely provided instructional supports based on evidence-based learning strategies. Our analysis suggests that science textbooks provide limited support for reasoning with data.

  13. An active learning approach to Bloom's Taxonomy.

    PubMed

    Weigel, Fred K; Bonica, Mark

    2014-01-01

    As educators strive toward improving student learning outcomes, many find it difficult to instill their students with a deep understanding of the material the instructors share. One challenge lies in how to provide the material with a meaningful and engaging method that maximizes student understanding and synthesis. By following a simple strategy involving Active Learning across the 3 primary domains of Bloom's Taxonomy (cognitive, affective, and psychomotor), instructors can dramatically improve the quality of the lesson and help students retain and understand the information. By applying our strategy, instructors can engage their students at a deeper level and may even find themselves enjoying the process more.

  14. Biochemical Lab Activity Supports Evolution Theory

    ERIC Educational Resources Information Center

    Dyman, Daniel J.

    1974-01-01

    Described is thin-layer chromatography (TLC), a technique that can be conveniently used in the laboratory to generate evidence supporting the principle that degrees of biochemical similarity reflect degrees of evolutionary relatedness among organisms. (Author/PEB)

  15. Viking mission support. [Deep Space Network activities

    NASA Technical Reports Server (NTRS)

    Johnston, D. W. H.

    1977-01-01

    Statistics listing the Deep Space Network tracking and command support and the discrepancy report status for 1 January through 28 February 1977 are presented in tables. The initial Viking extended mission period of normal DSN support, following the nonstandard operations during the solar conjunction period is included. Operational testing subsequent to the MK III data system installations at DSS 12, 44, and 62 during this period are also discussed.

  16. 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)…

  17. 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…

  18. Implementing active-learning strategies to improve physics learning in Latin America

    NASA Astrophysics Data System (ADS)

    Alarcon, Hugo; Zavala, G.; Fernandez, R.; Benegas, J.

    2006-12-01

    It is evident that the most effective active-learning strategies to improve physics learning at the college level have been developed in the United States. Recently, some universities in Latin America have begun adopting such methods as a part of institutional projects, or motivated by national projects led by education authorities. In this work we will present two cases, a large-scale implementation of Tutorials in Introductory Physics (1) in Mexico supported by the institution as a part of a change in its educational model, and a medium-scale implementation of this method in Chile supported by the national government. In both experiences, the professors involved in the educational experience have previously participated in a training workshop that prepared them for implementing this strategy in the classroom. The training workshop, described elsewhere (2), was designed also under active learning premises, so teachers completed the proposed activities in the same way as their students will do. We will present the first results of these two projects. References: (1) McDermott, L. C., Shaffer, P. S., & PER (1998). "Tutorials in Introductory Physics", Prentice Hall, translated as "Tutoriales para Física Introductoria" (2001) Prentice Hall, Buenos Aires.. (2) Zavala, G., Alarcón, H. and Benegas, J. (2005). "Innovative training of in-service teachers for active learning: A short teacher development course based on Physics Education Research", accepted for publication, J. of Sc. Teach. Ed. This work has been partially supported by Tecnológico de Monterrey through the Chair in Physics Education Research and by MECE Educación Superior Program (Chile).

  19. A Learning Module for BA Students to Develop ICT Skills for Their Learning Activities

    ERIC Educational Resources Information Center

    Platteaux, Hervé; Hoein, Sergio

    2015-01-01

    This case illustrates the process of developing a learning module to support BA students in their use of ICT (Information and Communication Technology) tools in their learning. At the university where this case occurred, the skill level of ICT use among students in a learning context was very heterogeneous. The E-learning Competency Centre, or…

  20. The Effectiveness of Staff Support: Evaluating Active Support Training Using a Conditional Probability Approach.

    ERIC Educational Resources Information Center

    Felce, David; Bowley, Clare; Baxter, Helen; Jones, Edwin; Lowe, Kathy; Emerson, Eric

    2000-01-01

    Active Support, a package of procedures which includes activity planning, support planning, and training on providing effective assistance, was evaluated in five community residences serving 19 adults with severe mental retardation. Findings indicated that the likelihood of a resident engaging in activity significantly increased following staff…

  1. Illustrating performance indicators and course characteristics to support students' self-regulated learning in CS1

    NASA Astrophysics Data System (ADS)

    Ott, Claudia; Robins, Anthony; Haden, Patricia; Shephard, Kerry

    2015-04-01

    In higher education, quality feedback for students is regarded as one of the main contributors to improve student learning. Feedback to support students' development into self-regulated learners, who set their own goals, self-monitor their actual performance according to these goals, and adjust learning strategies if necessary, is seen as an important aspect of contemporary feedback practice. However, only those students who are aware of the course demands and the impact of certain study behaviors on their final achievement are in a position to self-regulate their learning on an informed basis. Learning analytics is an emerging field primarily concerned with using predictive models to inform educational instructors or learners about projected study outcomes. In a scoping study, over 200 students of an introductory programming course (CS1) were supplied with information revealing performance indicators for different stages on the course and projecting final performance for various achievement levels. The study was set out to explore the impact of this type of feedback in the confined context of a CS1 course as well as to learn about students' attitudes toward diagnostic course data in general. The results from the study suggest that students valued the information, but, despite high engagement with the information, students' study behavior and learning outcome remained rather unaffected for the aspects investigated. Given these multi-layered results, we suggest further exploration on the provision of feedback based on diagnostic course data - a vital step toward more transparency for students to foster their active role in the learning process.

  2. A work-based learning approach for clinical support workers on mental health inpatient wards.

    PubMed

    Kemp, Philip; Gilding, Moorene; Seewooruttun, Khooseal; Walsh, Hannah

    2016-09-14

    Background With a rise in the number of unqualified staff providing health and social care, and reports raising concerns about the quality of care provided, there is a need to address the learning needs of clinical support workers. This article describes a qualitative evaluation of a service improvement project that involved a work-based learning approach for clinical support workers on mental health inpatient wards. Aim To investigate and identify insights in relation to the content and process of learning using a work-based learning approach for clinical support workers. Method This was a qualitative evaluation of a service improvement project involving 25 clinical support workers at the seven mental health inpatient units in South London and Maudsley NHS Foundation Trust. Three clinical skills tutors were appointed to develop, implement and evaluate the work-based learning approach. Four sources of data were used to evaluate this approach, including reflective journals, qualitative responses to questionnaires, three focus groups involving the clinical support workers and a group interview involving the clinical skills tutors. Data were analysed using thematic analysis. Findings The work-based learning approach was highly valued by the clinical support workers and enhanced learning in practice. Face-to-face learning in practice helped the clinical support workers to develop practice skills and reflective learning skills. Insights relating to the role of clinical support workers were also identified, including the benefits of face-to-face supervision in practice, particularly in relation to the interpersonal aspects of care. Conclusion A work-based learning approach has the potential to enhance care delivery by meeting the learning needs of clinical support workers and enabling them to apply learning to practice. Care providers should consider how the work-based learning approach can be used on a systematic, organisation-wide basis in the context of budgetary

  3. Learning English Vocabulary Collaboratively in a Technology-Supported Classroom

    ERIC Educational Resources Information Center

    Lin, Chih-Cheng; Hsiao, Hsien-Sheng; Tseng, Sheng-ping; Chan, Hsin-jung

    2014-01-01

    This study was intended to investigate whether computer-assisted collaborative learning is comparable with computer-free and individual learning; in particular, it examined each of their effects on learning English vocabulary, followed by an analysis of their behavior patterns. In a junior high school in northern Taiwan, a normal classroom was…

  4. Accounting Education Through an Online-Supported Virtual Learning Environment

    ERIC Educational Resources Information Center

    Broad, Martin; Matthews, Martin; McDonald, Andrew

    2004-01-01

    A shift in emphasis from teaching to learning in the UK higher education sector has resulted in universities considering more efficient learning and teaching strategies. This has included embracing and adopting new technologies, such as the Internet, as an aid to more effective learning and teaching for the student and the teacher. This strategy…

  5. Supporting Blended-Learning: Tool Requirements and Solutions with OWLish

    ERIC Educational Resources Information Center

    Álvarez, Ainhoa; Martín, Maite; Fernández-Castro, Isabel; Urretavizcaya, Maite

    2016-01-01

    Currently, most of the educational approaches applied to higher education combine face-to-face (F2F) and computer-mediated instruction in a Blended-Learning (B-Learning) approach. One of the main challenges of these approaches is fully integrating the traditional brick-and-mortar classes with online learning environments in an efficient and…

  6. An Analytic Framework to Support E.Learning Strategy Development

    ERIC Educational Resources Information Center

    Marshall, Stephen J.

    2012-01-01

    Purpose: The purpose of this paper is to discuss and demonstrate the relevance of a new conceptual framework for leading and managing the development of learning and teaching to e.learning strategy development. Design/methodology/approach: After reviewing and discussing the research literature on e.learning in higher education institutions from…

  7. The Role of Technology in Supporting Learning Communities.

    ERIC Educational Resources Information Center

    Riel, Margaret; Fulton, Kathleen

    2001-01-01

    In a learning community, students learn to cooperate and make teams work. Past technologies (print, photography, film, and computers) have enabled idea sharing, but are one-way communication modes. Broader learning communities have been made possible through electronic field trips, online mentoring, science investigations, and humanities…

  8. PACALL: Supporting Language Learning Using SenseCam

    ERIC Educational Resources Information Center

    Hou, Bin; Ogata, Hiroaki; Kunita, Toma; Li, Mengmeng; Uosaki, Noriko

    2013-01-01

    The authors' research defines a ubiquitous learning log (ULLO) as a digital record of what a learner has learned in the daily life using ubiquitous technologies. In their previous works, the authors proposed a model named LORE (Log--Organize--Recall--Evaluate) to describe the learning process of ULLO and developed a system named SCROLL to…

  9. Cooperative Learning, Responsibility, Ambiguity, Controversy and Support in Motivating Students

    ERIC Educational Resources Information Center

    Brecke, Ronald; Jensen, Jacy

    2007-01-01

    This paper argues that student motivation is nurtured more by intrinsic rather than extrinsic rewards. Rather than relying on grades alone to stimulate students, this paper explores how engendering a natural critical learning environment can give students a sense of ownership in their own learning and lead to their commitment to that learning. We…

  10. How Language Supports Adaptive Teaching through a Responsive Learning Culture

    ERIC Educational Resources Information Center

    Johnston, Peter; Dozier, Cheryl; Smit, Julie

    2016-01-01

    For students to learn optimally, teachers must design classrooms that are responsive to the full range of student development. The teacher must be adaptive, but so must each student and the learning culture itself. In other words, adaptive teaching means constructing a responsive learning culture that accommodates and even capitalizes on diversity…

  11. The Role of e-Portfolios in Supporting Productive Learning

    ERIC Educational Resources Information Center

    Yang, Min; Tai, Mui; Lim, Cher Ping

    2016-01-01

    e-Portfolios are a form of authentic assessment with formative functions that include showcasing and sharing learning artifacts, documenting reflective learning processes, connecting learning across various stages and enabling frequent feedback for improvements. This paper examines how e-portfolios take up these formative roles to support…

  12. Architecture for Building Conversational Agents that Support Collaborative Learning

    ERIC Educational Resources Information Center

    Kumar, R.; Rose, C. P.

    2011-01-01

    Tutorial Dialog Systems that employ Conversational Agents (CAs) to deliver instructional content to learners in one-on-one tutoring settings have been shown to be effective in multiple learning domains by multiple research groups. Our work focuses on extending this successful learning technology to collaborative learning settings involving two or…

  13. "Immersed in Learning": Supporting Creative Practice in Virtual Worlds

    ERIC Educational Resources Information Center

    Doyle, Denise

    2010-01-01

    The "Immersed in Learning" project began in 2007 to evaluate the use of 3D virtual worlds as a teaching and learning tool in undergraduate programmes in digital media at the University of Wolverhampton, UK. A question that the research set out to explore was what were the benefits of integrating 3D immersive learning with face-to-face…

  14. Game Inspired Tool Support for e-Learning Processes

    ERIC Educational Resources Information Center

    Charles, Marie-Therese; Bustard, David; Black, Michaela

    2009-01-01

    Student engagement is crucial to the success of e-learning but is often difficult to achieve in practice. One significant factor is the quality of the learning content; also important, however, is the suitability of the process through which that material is studied. In recent years much research has been devoted to improving e-learning content…

  15. Supporting Head Start Parents: Impact of a Text Message Intervention on Parent-Child Activity Engagement

    ERIC Educational Resources Information Center

    Hurwitz, Lisa B.; Lauricella, Alexis R.; Hanson, Ann; Raden, Anthony; Wartella, Ellen

    2015-01-01

    Head Start emphasises parent engagement as a critical strategy in promoting children's long-term learning. Parents can support children's positive development by engaging them in stimulating activities. The following study assessed whether a service that delivered parenting tips via text message could prompt parents of children enrolled in Head…

  16. Breastfeeding social marketing: lessons learned from USDA's "Loving Support" campaign.

    PubMed

    Pérez-Escamilla, Rafael

    2012-10-01

    Social marketing involves the application of commercial marketing principles to advance the public good. Social marketing calls for much more than health communications campaigns. It involves four interrelated tasks: audience benefit, target behavior, essence (brand, relevance, positioning), and developing the "4Ps" (product, price, place, promotion) marketing mix. The ongoing U.S. Department of Agriculture "Loving Support Makes Breastfeeding Work" campaign was launched in 1997 based on social marketing principles to increase breastfeeding initiation rates and breastfeeding duration among Special Supplemental Nutrition Program for Women, Infants and Children (WIC) participants. Since then there have been improvements in breastfeeding duration in the country, and the majority of WIC women now initiate breastfeeding. Breastfeeding in public places is still not well accepted by society at large, and any and exclusive breastfeeding durations remain exceedingly low. Lessons learned from "Loving Support" and other campaigns indicate that it is important to design social marketing campaigns to target the influential societal forces (e.g., family and friends, healthcare providers, employers, formula industry, legislators) that affect women's decision and ability to breastfeed for the recommended amount of time. This will require formative research that applies the social-ecological model to different population segments, taking and identifying the right incentives to nudge more women to breastfeed for longer. Any new breastfeeding campaign needs to understand and take into account the information acquisition preferences of the target audiences. The vast majority of WIC women have mobile devices and are accessing social media. The Brazilian experience indicates that making breastfeeding the social norm can be done with a solid social marketing strategy. This is consistent with the recently released "Six Steps to Achieve Breastfeeding Goals for WIC Clinics," which identifies

  17. Information in Support of Population Activities.

    ERIC Educational Resources Information Center

    United Nations Educational, Scientific, and Cultural Organization, Paris (France).

    As part of UNESCO's World Population Year, information services in support of population programs are explained and listed. The information system of the International Planned Parenthood Federation is described and the management of population literature discussed. Information needs of population workers and special aspects of the training and…

  18. 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)

  19. Faculty and second-year medical student perceptions of active learning in an integrated curriculum.

    PubMed

    Tsang, Alexander; Harris, David M

    2016-12-01

    Patients expect physicians to be lifelong learners who are able to interpret and evaluate diagnostic tests, and most medical schools list the development of lifelong learning in their program objectives. However, lecture is the most often utilized form of teaching in the first two years and is considered passive learning. The current generation of medical students has many characteristics that should support active learning pedagogies. The purpose of this study was to analyze student and faculty perceptions of active learning in an integrated medical curriculum at the second-year mark, where students have been exposed to multiple educational pedagogies. The first hypothesis of the study was that faculty would favor active learning methods. The second hypothesis was that Millennial medical students would favor active learning due to their characteristics. Primary faculty for years 1 and 2 and second-year medical students were recruited for an e-mail survey consisting of 12 questions about active learning and lecture. Students perceived that lecture and passive pedagogies were more effective for learning, whereas faculty felt active and collaborative learning was more effective. Students believed that more content should be covered by lecture than faculty. There were also significant differences in perceptions of what makes a good teacher. Students and faculty both felt that lack of time in the curriculum and preparation time were barriers for faculty. The data suggest that students are not familiar with the process of learning and that more time may be needed to help students develop lifelong learning skills.

  20. Increasing SK2 channel activity impairs associative learning

    PubMed Central

    McKay, Bridget M.; Oh, M. Matthew; Galvez, Roberto; Burgdorf, Jeffrey; Kroes, Roger A.; Weiss, Craig; Adelman, John P.; Moskal, Joseph R.

    2012-01-01

    Enhanced intrinsic neuronal excitability of hippocampal pyramidal neurons via reductions in the postburst afterhyperpolarization (AHP) has been hypothesized to be a biomarker of successful learning. This is supported by considerable evidence that pharmacologic enhancement of neuronal excitability facilitates learning. However, it has yet to be demonstrated that pharmacologic reduction of neuronal excitability restricted to the hippocampus can retard acquisition of a hippocampus-dependent task. Thus, the present study was designed to address this latter point using a small conductance potassium (SK) channel activator NS309 focally applied to the dorsal hippocampus. SK channels are important contributors to intrinsic excitability, as measured by the medium postburst AHP. NS309 increased the medium AHP and reduced excitatory postsynaptic potential width of CA1 neurons in vitro. In vivo, NS309 reduced the spontaneous firing rate of CA1 pyramidal neurons and impaired trace eyeblink conditioning in rats. Conversely, trace eyeblink conditioning reduced levels of SK2 channel mRNA and protein in the hippocampus. Therefore, the present findings indicate that modulation of SK channels is an important cellular mechanism for associative learning and further support postburst AHP reductions in hippocampal pyramidal neurons as a biomarker of successful learning. PMID:22552186

  1. How Does Technology-Enabled Active Learning Affect Undergraduate Students' Understanding of Electromagnetism Concepts?

    ERIC Educational Resources Information Center

    Dori, Yehudit Judy; Belcher, John

    2005-01-01

    Educational technology supports meaningful learning and enables the presentation of spatial and dynamic images, which portray relationships among complex concepts. The Technology-Enabled Active Learning (TEAL) Project at the Massachusetts Institute of Technology (MIT) involves media-rich software for simulation and visualization in freshman…

  2. Post-Knowledge of Results Delay: Effects of Interpolated Activity on Learning and Performance.

    ERIC Educational Resources Information Center

    Benedetti, Carol; McCullagh, Penny

    1987-01-01

    Experimental evidence strongly supports the assumption that knowledge of results (KR) is necessary for learning to occur. This study compares the effects of KR or no-KR with the effects of an interpolated verbal activity on learning and performance of a timed motor task. Results are presented. (Author/MT)

  3. Teachers' Knowing How to Use Technology: Exploring a Conceptual Framework for Purposeful Learning Activity

    ERIC Educational Resources Information Center

    Fisher, Tony; Denning, Tim; Higgins, Chris; Loveless, Avril

    2012-01-01

    This article describes a project to apply and validate a conceptual framework of clusters of purposeful learning activity involving ICT tools. The framework, which is based in a socio-cultural perspective, is described as "DECK", and comprises the following major categories of the use of digital technologies to support learning:…

  4. Using Activity Theory to Understand Learning Design Requirements of Patient Self-Management Environments

    ERIC Educational Resources Information Center

    Schaffer, Scott P.; Reyes, Lisette; Kim, Hannah; Collins, Bart

    2010-01-01

    Learning designs aimed at supporting transformational change could significantly benefit from the adoption of socio-historical and socio-cultural analysis approaches. Such systemic perspectives are gaining more importance in education as they facilitate understanding of complex interactions between learning environments and human activity. The…

  5. Support for Learning Goes beyond Academic Support: Voices of Students with Asperger's Disorder and Attention Deficit Hyperactivity Disorder

    ERIC Educational Resources Information Center

    Bolic Baric, Vedrana; Hellberg, Kristina; Kjellberg, Anette; Hemmingsson, Helena

    2016-01-01

    The purpose of this study was to describe and explore the experiences of support at school among young adults with Asperger's disorder and attention deficit hyperactivity disorder and also to examine what support they, in retrospect, described as influencing learning. Purposive sampling was used to enroll participants. Data were collected through…

  6. Classroom Writing Activities to Support the Curriculum.

    ERIC Educational Resources Information Center

    Piper, Judy

    1990-01-01

    Offers writing activities related to the reading of E. B. White's "Charlotte's Web," including showing the movie, using HyperCard, showing a video about a webspinning spider as a prewriting activity, and using computer graphics and video cameras to create related visual projects. (SR)

  7. Semantic Support Environment for Research Activity

    ERIC Educational Resources Information Center

    Ismail, Maizatul Akmar; Yaacob, Mashkuri; Kareem, Sameem Abdul

    2008-01-01

    Scholarly activities are a collection of academic related activities such as research, teaching and consultation work which result in research outputs such as journals, theses and articles in proceedings. The output will then be disseminated to researchers all over the world by means of the WWW. The four pillars of this scholarship i.e. discovery,…

  8. Reflecting on Quality Learning in a Student Writing Experience Supported by Technology.

    ERIC Educational Resources Information Center

    Ellis, Robert

    With rapid developments in information technology in society being mirrored in the use of new learning technologies in universities, research into the quality of technologically-supported learning is essential. To date, research into new learning technologies has provided us with valuable knowledge that includes the theories behind their design,…

  9. Flip-J: Development of the System for Flipped Jigsaw Supported Language Learning

    ERIC Educational Resources Information Center

    Yamada, Masanori; Goda, Yoshiko; Hata, Kojiro; Matsukawa, Hideya; Yasunami, Seisuke

    2016-01-01

    This study aims to develop and evaluate a language learning system supported by the "flipped jigsaw" technique, called "Flip-J". This system mainly consists of three functions: (1) the creation of a learning material database, (2) allocation of learning materials, and (3) formation of an expert and jigsaw group. Flip-J was…

  10. Digital Game-Based Learning Supports Student Motivation, Cognitive Success, and Performance Outcomes

    ERIC Educational Resources Information Center

    Woo, Jeng-Chung

    2014-01-01

    Traditional multimedia learning is primarily based on the cognitive load concept of information processing theory. Recent digital game-based learning (DGBL) studies have focused on exploring content support for learning motivation and related game characteristics. Motivation, volition, and performance (MVP) theory indicates that cognitive load and…

  11. Motivating Learners in Open and Distance Learning: Do We Need a New Theory of Learner Support?

    ERIC Educational Resources Information Center

    Simpson, Ormond

    2008-01-01

    This paper calls for a new theory of learner support in distance learning based on recent findings in the fields of learning and motivational psychology. It surveys some current learning motivation theories and proposes that models drawn from the relatively new field of Positive Psychology, such as the "Strengths Approach", together with…

  12. Using Context-Aware Ubiquitous Learning to Support Students' Understanding of Geometry

    ERIC Educational Resources Information Center

    Crompton, Helen

    2015-01-01

    In this study, context-aware ubiquitous learning was used to support 4th grade students as they learn angle concepts. Context-aware ubiquitous learning was provided to students primarily through the use of iPads to access real-world connections and a Dynamic Geometry Environment. Gravemeijer and van Eerde's (2009), design-based research (DBR)…

  13. A Mixed Methods Analysis of Parental Support for a High School Hybrid Learning Program

    ERIC Educational Resources Information Center

    Stiefel, Jacob P.

    2016-01-01

    Hybrid learning programs may offer the most benefits for secondary schools to help prepare students for the online learning requirements of higher education and the workforce. Parental support will be necessary for academic success of high school students in a hybrid learning program, though. The purpose of this sequential mixed methods study was…

  14. Supporting Online Video-Based Correction for Language Learning through Markup-Based Video Editing.

    ERIC Educational Resources Information Center

    Hada, Yoshiaki; Ogata, Hiroaki; Yano, Yoneo

    This paper focuses on an online video based correction system for language learning. The prototype system using the proposed model supports learning between a native English teacher and a non-native learner using a videoconference system. It extends the videoconference system so that it can record the conversation of a learning scene. If a teacher…

  15. A Real Job - with Prospects: Supported Employment Opportunities for Adults with Learning Difficulties and Disabilities. FEDA Paper.

    ERIC Educational Resources Information Center

    Hughes, Maria; Kingsford, Margaret

    1997-01-01

    Effective models for helping adults with disabilities and/or learning difficulties obtain and maintain employment were identified through a research project that included the following activities: collection of background information from 20 providers of support for employment in England and Wales; case studies of a geographically representative…

  16. The Trans-Contextual Model: Perceived Learning and Performance Motivational Climates as Analogues of Perceived Autonomy Support

    ERIC Educational Resources Information Center

    Barkoukis, Vassilis; Hagger, Martin S.

    2013-01-01

    The trans-contextual model of motivation (TCM) proposes that perceived autonomy support in physical education (PE) predicts autonomous motivation within this context, which, in turn, is related to autonomous motivation and physical activity in leisure-time. According to achievement goal theory perceptions of learning and performance, motivational…

  17. 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…

  18. 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…

  19. Changing University Students' Alternative Conceptions of Optics by Active Learning

    ERIC Educational Resources Information Center

    Hadžibegovic, Zalkida; Sliško, Josip

    2013-01-01

    Active learning is individual and group participation in effective activities such as in-class observing, writing, experimenting, discussion, solving problems, and talking about to-be-learned topics. Some instructors believe that active learning is impossible, or at least extremely difficult to achieve in large lecture sessions. Nevertheless, the…

  20. 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),…

  1. Classroom Writing Activities to Support the Curriculum.

    ERIC Educational Resources Information Center

    Piper, Judy

    1993-01-01

    Describes a range of classroom writing activities to go along with three books for children or adolescents: "On My Honor" (Marion Dane Bauer), "Knots on a Counting Rope" (Bill Martin, Jr. and John Archambault), and "Piggybook" (Anthony Browne). (SR)

  2. The Effect of Blended Learning and Social Media-Supported Learning on the Students' Attitude and Self-Directed Learning Skills in Science Education

    ERIC Educational Resources Information Center

    Akgunduz, Devrim; Akinoglu, Orhan

    2016-01-01

    The main purpose of this study is to investigate the effect of blended learning and social media supported learning on the students' attitude and self-directed learning skills in Science Education. This research took place with the 7th grade 74 students attending to a primary school in Kadikoy, Istanbul and carried out "Our Body Systems"…

  3. Toward a Script Theory of Guidance in Computer-Supported Collaborative Learning.

    PubMed

    Fischer, Frank; Kollar, Ingo; Stegmann, Karsten; Wecker, Christof

    2013-01-01

    This article presents an outline of a script theory of guidance for computer-supported collaborative learning (CSCL). With its 4 types of components of internal and external scripts (play, scene, role, and scriptlet) and 7 principles, this theory addresses the question of how CSCL practices are shaped by dynamically reconfigured internal collaboration scripts of the participating learners. Furthermore, it explains how internal collaboration scripts develop through participation in CSCL practices. It emphasizes the importance of active application of subject matter knowledge in CSCL practices, and it prioritizes transactive over nontransactive forms of knowledge application in order to facilitate learning. Further, the theory explains how external collaboration scripts modify CSCL practices and how they influence the development of internal collaboration scripts. The principles specify an optimal scaffolding level for external collaboration scripts and allow for the formulation of hypotheses about the fading of external collaboration scripts. Finally, the article points toward conceptual challenges and future research questions.

  4. Academic Outcomes among a Sample of Learning Support Community College Students

    ERIC Educational Resources Information Center

    Skinner, Amy D.

    2014-01-01

    This research examined the relationship between placement in a learning support college program and subsequent academic outcomes. The sample consisted of 275 entering freshmen students who were enrolled in the Learning Support reading courses in the fall of 2005. Data were collected from the Gordon College Office of Institutional Research. The…

  5. Motivation, Stress and Learning Support Assistants: An Examination of Staff Perceptions at a Rural Secondary School

    ERIC Educational Resources Information Center

    Hammett, Neil; Burton, Neil

    2005-01-01

    The context of this study is an "improving" 11?18 secondary school in a small English market town, where the role of Learning Support Assistants (LSAs) is being developed as prime supporters of the renewed emphasis on improving teaching and learning processes. National initiatives, including the teachers workload agreement and national…

  6. Special Educational Needs in Mainstream Secondary School Physical Education: Learning Support Assistants Have Their Say

    ERIC Educational Resources Information Center

    Maher, Anthony John

    2016-01-01

    Learning support assistants (LSAs) gained more political and academic attention in Britain after Estelle Morris announced that schools of the future would include more trained staff to support learning to higher standards. LSAs, thus, should form an integral part of the culture of all school departments in Britain, including physical education…

  7. Learning Support Policy for Mathematics in Irish Primary Schools: Equal Access but Unequal Needs

    ERIC Educational Resources Information Center

    Travers, Joseph

    2010-01-01

    This paper critiques learning-support policy for mathematics in Irish primary schools. The key policy question addressed is how equitable the development of the learning-support service has been in addressing low achievement in mathematics in designated schools compared to non-designated schools. The core argument developed is that there is a link…

  8. Teacher Feedback to Support Oral Language Learning for Young Dual Language Learners

    ERIC Educational Resources Information Center

    Cheatham, Gregory A.; Jimenez-Silva, Margarita; Park, Hyejin

    2015-01-01

    With the increasing numbers of dual language learners (DLLs) in early childhood programmes, the use of research-based and effective pedagogical strategies to support oral language learning is important. Early childhood classrooms can provide many opportunities to support language learning. Teacher feedback is an intentional teaching strategy to…

  9. The Effects of a Concept Map-Based Support Tool on Simulation-Based Inquiry Learning

    ERIC Educational Resources Information Center

    Hagemans, Mieke G.; van der Meij, Hans; de Jong, Ton

    2013-01-01

    Students often need support to optimize their learning in inquiry learning environments. In 2 studies, we investigated the effects of adding concept-map-based support to a simulation-based inquiry environment on kinematics. The concept map displayed the main domain concepts and their relations, while dynamic color coding of the concepts displayed…

  10. Context-Oriented Communication and the Design of Computer-Supported Discursive Learning

    ERIC Educational Resources Information Center

    Herrmann, Thomas; Kienle, Andrea

    2008-01-01

    Computer-supported discursive learning (CSDL) systems for the support of asynchronous discursive learning need to fulfill specific socio-technical conditions. To understand these conditions, we employed design experiments combining aspects of communication theory, empirical findings, and continuous improvement of the investigated prototypes. Our…

  11. Community Informatics Studio: Designing Experiential Learning to Support Teaching, Research, and Practice

    ERIC Educational Resources Information Center

    Wolske, Martin; Rhinesmith, Colin; Kumar, Beth

    2014-01-01

    This paper introduces a model of experiential learning to support teaching, research, and practice in library and information science (LIS). The concept we call "Community Informatics (CI) Studio" uses studio-based learning (SBL) to support enculturation into the field of CI. The SBL approach, closely related to John Dewey's…

  12. Online learning communities can provide support for nurses preparing for certification examinations.

    PubMed

    Pethtel, Pam

    2005-01-01

    Achieving certification is a benefit to the nurses, to their patients, and to the organizations that support them. Developing an online learning community is a simple way for the institution to offer support to the nursing staff. Providing the resources for creation of online learning communities demonstrates the facility's commitment to communication, education, and professional development.

  13. Institutional Support and Interpersonal Climate as Predictors of Learning for Native American Students

    ERIC Educational Resources Information Center

    Lundberg, Carol A.

    2014-01-01

    A national sample of 647 Native American students who took the National Survey of Student Engagement was used to test a path model to predict learning for Native American students. Institutional support for students' success and a positive interpersonal environment contributed both to engagement and learning. Support for student success was the…

  14. Learning Support and Academic Achievement among Malaysian Adolescents: The Mediating Role of Student Engagement

    ERIC Educational Resources Information Center

    Jelas, Zalizan M.; Azman, Norzaini; Zulnaidi, Hutkemri; Ahmad, Nor Aniza

    2016-01-01

    The aim of this study was to examine the associations between learning support, student engagement and academic achievement among adolescents. We also examined the extent to which affective, behavioural and cognitive engagement play a mediating role in students' perceived learning support from parents, teachers and peers, and contribute to their…

  15. Teaming-Up: Area Teams for Learning Support. SCRE Research Report Series.

    ERIC Educational Resources Information Center

    Allan, Julie; Munn, Pamela

    This final report resulted from a 1-year evaluation of three Area Learning Support Teams, intended to provide a flexible and coordinated learning support service in three secondary schools and associated primary schools in one region of Scotland. The study interviewed 26 key people and used questionnaires to elicit opinions of 163 others. Findings…

  16. Instructional Theory for Using a Class Wiki to Support Collaborative Learning in Higher Education

    ERIC Educational Resources Information Center

    Lin, Chun-Yi

    2013-01-01

    The purpose of this study was to develop an instructional theory for using a class wiki to support collaborative learning in higher education. Although wikis have been identified in theory as one of the most powerful emerging technologies to support collaborative learning, challenges have been revealed in a number of studies regarding student…

  17. Student Success Rate in Online Learning Support Classes Compared to Traditional Classes

    ERIC Educational Resources Information Center

    Pope, Holly

    2013-01-01

    West Georgia Technical College (WGTC) did not offer online learning support courses and was losing students to other colleges that offered those courses online. Adding to this problem, online learning support class sections were not being added without sufficient proof that students could receive the same level of education in an online section as…

  18. Argumentation-Based Computer Supported Collaborative Learning (ABCSCL): A Synthesis of 15 Years of Research

    ERIC Educational Resources Information Center

    Noroozi, Omid; Weinberger, Armin; Biemans, Harm J. A.; Mulder, Martin; Chizari, Mohammad

    2012-01-01

    Learning to argue is an essential objective in education; and online environments have been found to support the sharing, constructing, and representing of arguments in multiple formats for what has been termed Argumentation-Based Computer Supported Collaborative Learning (ABCSCL). The purpose of this review is to give an overview of research in…

  19. The Attributes of a Successful Learning Support Teacher in Australian Inclusive Classrooms

    ERIC Educational Resources Information Center

    Fielding-Barnsley, Ruth

    2005-01-01

    This study used focus groups to investigate 18 general classroom teachers' and 12 learning support teachers' conceptions of the attributes of successful learning support teachers. Based on the attributes emerging from the focus groups, a 20-item questionnaire was designed consisting of statements in four categories: Knowledge and Experience;…

  20. Development of an Inquiry-Based Learning Support System Based on an Intelligent Knowledge Exploration Approach

    ERIC Educational Resources Information Center

    Wu, Ji-Wei; Tseng, Judy C. R.; Hwang, Gwo-Jen

    2015-01-01

    Inquiry-Based Learning (IBL) is an effective approach for promoting active learning. When inquiry-based learning is incorporated into instruction, teachers provide guiding questions for students to actively explore the required knowledge in order to solve the problems. Although the World Wide Web (WWW) is a rich knowledge resource for students to…

  1. Integrating Learning Styles and Personality Traits into an Affective Model to Support Learner's Learning

    NASA Astrophysics Data System (ADS)

    Leontidis, Makis; Halatsis, Constantin

    The aim of this paper is to present a model in order to integrate the learning style and the personality traits of a learner into an enhanced Affective Style which is stored in the learner’s model. This model which can deal with the cognitive abilities as well as the affective preferences of the learner is called Learner Affective Model (LAM). The LAM is used to retain learner’s knowledge and activities during his interaction with a Web-based learning environment and also to provide him with the appropriate pedagogical guidance. The proposed model makes use of an ontological approach in combination with the Bayesian Network model and contributes to the efficient management of the LAM in an Affective Module.

  2. Preparedness and Emergency Response Learning Centers: supporting the workforce for national health security.

    PubMed

    Richmond, Alyson L; Sobelson, Robyn K; Cioffi, Joan P

    2014-01-01

    The importance of a competent and prepared national public health workforce, ready to respond to threats to the public's health, has been acknowledged in numerous publications since the 1980s. The Preparedness and Emergency Response Learning Centers (PERLCs) were funded by the Centers for Disease Control and Prevention in 2010 to continue to build upon a decade of focused activities in public health workforce preparedness development initiated under the Centers for Public Health Preparedness program (http://www.cdc.gov/phpr/cphp/). All 14 PERLCs were located within Council on Education for Public Health (CEPH) accredited schools of public health. These centers aimed to improve workforce readiness and competence through the development, delivery, and evaluation of targeted learning programs designed to meet specific requirements of state, local, and tribal partners. The PERLCs supported organizational and community readiness locally, regionally, or nationally through the provision of technical consultation and dissemination of specific, practical tools aligned with national preparedness competency frameworks and public health preparedness capabilities. Public health agencies strive to address growing public needs and a continuous stream of current and emerging public health threats. The PERLC network represented a flexible, scalable, and experienced national learning system linking academia with practice. This system improved national health security by enhancing individual, organizational, and community performance through the application of public health science and learning technologies to frontline practice.

  3. An English vocabulary learning support system for the learner's sustainable motivation.

    PubMed

    Hasegawa, Tatsuhito; Koshino, Makoto; Ban, Hiromi

    2015-01-01

    In English vocabulary learning, continuation is an important factor; however, many learners are not good at continuing learning because they tend to prefer amusement or rest. Our proposed system is targeting learners who are eager to learn but are not able to continue learning for various reasons. We especially focused on English vocabulary learning, and described an approach for learners who have difficulty with continuing learning. Our developed application aggressively supports the learners' sustainable motivation by gamification techniques and an efficient difficulty setting method.

  4. 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.

  5. Web-based Learning and Computer Supported Collaborative Learning for psychomotor skill acquisition: perspectives of medical undergraduate students.

    PubMed

    Koh, Jansen; Cheung, Jeffrey J H; Mackinnon, Kim; Brett, Clare; Kapralos, Bill; Dubrowski, Adam

    2013-01-01

    There is a lack of evidence for the use of Web-based Learning (WBL) and Computer Supported Collaborative Learning (CSCL) for acquiring psychomotor skills in medical education. In this study, we surveyed medical undergraduate students attending a simulation based training session for central line insertion on their perspectives and utilization of WBL and CSCL for acquisition of a complex psychomotor skill.

  6. Computer-Supported Collaborative Inquiry Learning and Classroom Scripts: Effects on Help-Seeking Processes and Learning Outcomes

    ERIC Educational Resources Information Center

    Makitalo-Siegl, Kati; Kohnle, Carmen; Fischer, Frank

    2011-01-01

    This study examined the influence of classroom-script structure (high vs. low) during computer-supported collaborative inquiry learning on help-seeking processes and learning gains in 54 student pairs in secondary science education. Screen- and audio-capturing videos were analysed according to a model of the help-seeking process. The results…

  7. Investigating Patterns of Interaction in Networked Learning and Computer-Supported Collaborative Learning: A Role for Social Network Analysis

    ERIC Educational Resources Information Center

    de Laat, Maarten; Lally, Vic; Lipponen, Lasse; Simons, Robert-Jan

    2007-01-01

    The focus of this study is to explore the advances that Social Network Analysis (SNA) can bring, in combination with other methods, when studying Networked Learning/Computer-Supported Collaborative Learning (NL/CSCL). We present a general overview of how SNA is applied in NL/CSCL research; we then go on to illustrate how this research method can…

  8. 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…

  9. 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…

  10. Predicting Reading and Mathematics from Neural Activity for Feedback Learning

    ERIC Educational Resources Information Center

    Peters, Sabine; Van der Meulen, Mara; Zanolie, Kiki; Crone, Eveline A.

    2017-01-01

    Although many studies use feedback learning paradigms to study the process of learning in laboratory settings, little is known about their relevance for real-world learning settings such as school. In a large developmental sample (N = 228, 8-25 years), we investigated whether performance and neural activity during a feedback learning task…

  11. 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…

  12. Environmental Monitoring Networks Optimization Using Advanced Active Learning Algorithms

    NASA Astrophysics Data System (ADS)

    Kanevski, Mikhail; Volpi, Michele; Copa, Loris

    2010-05-01

    The problem of environmental monitoring networks optimization (MNO) belongs to one of the basic and fundamental tasks in spatio-temporal data collection, analysis, and modeling. There are several approaches to this problem, which can be considered as a design or redesign of monitoring network by applying some optimization criteria. The most developed and widespread methods are based on geostatistics (family of kriging models, conditional stochastic simulations). In geostatistics the variance is mainly used as an optimization criterion which has some advantages and drawbacks. In the present research we study an application of advanced techniques following from the statistical learning theory (SLT) - support vector machines (SVM) and the optimization of monitoring networks when dealing with a classification problem (data are discrete values/classes: hydrogeological units, soil types, pollution decision levels, etc.) is considered. SVM is a universal nonlinear modeling tool for classification problems in high dimensional spaces. The SVM solution is maximizing the decision boundary between classes and has a good generalization property for noisy data. The sparse solution of SVM is based on support vectors - data which contribute to the solution with nonzero weights. Fundamentally the MNO for classification problems can be considered as a task of selecting new measurement points which increase the quality of spatial classification and reduce the testing error (error on new independent measurements). In SLT this is a typical problem of active learning - a selection of the new unlabelled points which efficiently reduce the testing error. A classical approach (margin sampling) to active learning is to sample the points closest to the classification boundary. This solution is suboptimal when points (or generally the dataset) are redundant for the same class. In the present research we propose and study two new advanced methods of active learning adapted to the solution of

  13. Supporting Orthographic Learning at the Beginning Stage of Learning to Read Chinese as a Second Language

    ERIC Educational Resources Information Center

    Chang, Li-Yun; Xu, Yi; Perfetti, Charles A.; Zhang, Juan; Chen, Hsueh-Chih

    2014-01-01

    Learning to read a second language (L2) is especially challenging when a target L2 requires learning new graphic forms. Learning Chinese, which consists of thousands of characters composed of hundreds of basic writing units, presents such a challenge of orthographic learning for adult English speakers at the beginning stages of learning. In this…

  14. Student Reflections on an LIS Internship from a Service Learning Perspective Supporting Multiple Learning Theories

    ERIC Educational Resources Information Center

    Cooper, Linda Z.

    2013-01-01

    This paper presents a case study that examines an internship as service learning and participating students' perceptions of their learning in two learning environments. The internship experience in this situation is first examined to ascertain that it qualifies as service learning. At the conclusion of this service learning internship experience,…

  15. A Wiki Technology-Supported Seamless Learning Approach for Chinese Language Learning

    ERIC Educational Resources Information Center

    Wong, Lung-Hsiang; Chin, Chee-Kuen; Tay, Boon-Pei

    2011-01-01

    This paper reports an intervention study on Singapore primary five (fifth Grade) students' ICT (information and communication technology)-mediated Chinese idiom learning. We introduced "seamless learning" to the learning design, that is, the bridging of formal and informal learning, and individual and social learning, conforming to the…

  16. Supporting Interoperability and Context-Awareness in E-Learning through Situation-Driven Learning Processes

    ERIC Educational Resources Information Center

    Dietze, Stefan; Gugliotta, Alessio; Domingue, John

    2009-01-01

    Current E-Learning technologies primarily follow a data and metadata-centric paradigm by providing the learner with composite content containing the learning resources and the learning process description, usually based on specific metadata standards such as ADL SCORM or IMS Learning Design. Due to the design-time binding of learning resources,…

  17. Personalised Context-Aware Ubiquitous Learning System for Supporting Effective English Vocabulary Learning

    ERIC Educational Resources Information Center

    Chen, Chih-Ming; Li, Yi-Lun

    2010-01-01

    Because learning English is extremely popular in non-native English speaking countries, developing modern assisted-learning schemes that facilitate effective English learning is a critical issue in English-language education. Vocabulary learning is vital within English learning because vocabulary comprises the basic building blocks of English…

  18. A 3D Geometry Model Search Engine to Support Learning

    ERIC Educational Resources Information Center

    Tam, Gary K. L.; Lau, Rynson W. H.; Zhao, Jianmin

    2009-01-01

    Due to the popularity of 3D graphics in animation and games, usage of 3D geometry deformable models increases dramatically. Despite their growing importance, these models are difficult and time consuming to build. A distance learning system for the construction of these models could greatly facilitate students to learn and practice at different…

  19. Using Electronic Resources to Support Problem-Based Learning

    ERIC Educational Resources Information Center

    Chang, Chen-Chi; Jong, Ay; Huang, Fu-Chang

    2012-01-01

    Students acquire skills in problem solving and critical thinking through the process as well as team work on problem-based learning courses. Many courses have started to involve the online learning environment and integrate these courses with electronic resources. Teachers use electronic resources in their classes. To overcome the problem of the…

  20. Engaging and Supporting Problem Solving in Online Learning.

    ERIC Educational Resources Information Center

    Jonassen, David H.

    2002-01-01

    Discusses the need for innovation in online learning and suggests that online learning in universities and corporate training should focus on problem solving. Recommends the implementation of problem and domain-specific problem architectures in online delivery packages and describes two possible examples of such architectures. (LRW)