Science.gov

Sample records for active learning tools

  1. 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…

  2. Orchestrating Learning Activities Using the CADMOS Learning Design Tool

    ERIC Educational Resources Information Center

    Katsamani, Maria; Retalis, Symeon

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Waycott, Jenny; Jones, Ann; Scanlon, Eileen

    2005-01-01

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

  4. 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.

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

    ERIC Educational Resources Information Center

    Ager, Richard

    2012-01-01

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

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

    PubMed

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

    2016-04-01

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

  7. Microsituations as an Active-Learning Tool To Teach Endocrine Pharmacology and Problem-Solving Skills.

    ERIC Educational Resources Information Center

    Brandt, Barbara F.; Lubawy, William C.

    1998-01-01

    Microsituations teaching is a case-based, active learning tool developed from cognitive learning theory to teach problem-solving skills to large classes while conserving faculty and other resources. Since implementing this method in an endocrine pharmacology course at the University of Kentucky, student performance on problem-solving examinations…

  8. Investigating Learner Attitudes toward E-Books as Learning Tools: Based on the Activity Theory Approach

    ERIC Educational Resources Information Center

    Liaw, Shu-Sheng; Huang, Hsiu-Mei

    2016-01-01

    This paper investigates the use of e-books as learning tools in terms of learner satisfaction, usefulness, behavioral intention, and learning effectiveness. Based on the activity theory approach, this research develops a research model to understand learner attitudes toward e-books in two physical sizes: 10? and 7?. Results suggest that screen…

  9. Focused Interactive Learning: A Tool for Active Class Discussion.

    ERIC Educational Resources Information Center

    Harton, Helen C.; Richardson, Deborah S.; Barreras, Ricardo E.; Rockloff, Matthew J.; Latane, Bibb

    2002-01-01

    Discusses the use of focused interactive learning (FIL), in which students participate in focused discussions with their peers to learn about psychological concepts. Evaluates the use of FIL at Florida Atlantic University (Boca Raton, Florida). Addresses student benefits resulting from this technique. (CMK)

  10. Intervening in Informal Learning: Activity Theory as Teaching Tool

    ERIC Educational Resources Information Center

    Carter, Susan L.

    2013-01-01

    In this article, I argue that a concentrated focus on everyday informal learning about unions is critical not only to re-thinking union education programs, but to the overall project of union renewal. The article offers, by way of example, an inquiry into the grievance system as a routine (and central) union practice and a key site of informal…

  11. "SimChemistry" as an Active Learning Tool in Chemical Education

    ERIC Educational Resources Information Center

    Bolton, Kim; Saalman, Elisabeth; Christie, Michael; Ingerman, Ake; Linder, Cedric

    2008-01-01

    The publicly available free computer program, "SimChemistry," was used as an active learning tool in the chemical engineering curriculum at the University College of Boras, Sweden. The activity involved students writing their own simulation programs on topics in the area of molecular structure and interactions. Evaluation of the learning…

  12. Rules, Roles and Tools: Activity Theory and the Comparative Study of E-Learning

    ERIC Educational Resources Information Center

    Benson, Angela; Lawler, Cormac; Whitworth, Andrew

    2008-01-01

    Activity theory (AT) is a powerful tool for investigating "artefacts in use", ie, the ways technologies interrelate with their local context. AT reveals the interfaces between e-learning at the macro- (strategy, policy, "campus-wide" solutions) and the micro-organisational levels (everyday working practice, iterative change, individual…

  13. Learning Objects: An Interactive Representation and a Mediating Tool in a Learning Activity

    ERIC Educational Resources Information Center

    Churchill, Daniel

    2005-01-01

    In spite of all the attention that the concept of learning objects has received in the education community, it remains poorly defined. This paper attempts to explore what may be a learning object other than some computer file catalogued in a digital library for reuse. Any debate about what a learning object may be is premature without a general…

  14. Active Reading Documents (ARDs): A Tool to Facilitate Meaningful Learning through Reading

    ERIC Educational Resources Information Center

    Dubas, Justin M.; Toledo, Santiago A.

    2015-01-01

    Presented here is a practical tool called the Active Reading Document (ARD) that can give students the necessary incentive to engage with the text/readings. By designing the tool to incrementally develop student understanding of the material through reading using Marzano's Taxonomy as a framework, the ARD offers support through scaffolding as…

  15. Activity Structures for Project-Based Teaching and Learning: Design and Adaptation of Cultural Tools.

    ERIC Educational Resources Information Center

    Polman, Joseph L.

    This paper discusses research on activity structure design in a project-based science classroom and efforts to adapt designs from this setting to an after-school program involving historical inquiry. Common activity structures such as classroom lessons and Initiation-Reply-Evaluation (I-R-E) sequences are important cultural tools that help…

  16. New tools for learning.

    PubMed

    Dickinson, D

    1999-01-01

    In the last twenty-five years more has been learned about the human brain than in the past history of mankind. Through the use of new technologies such as PET and CAT scans and functional MRI's, it is now possible to see and learn much about the human brain while it is in the process of thinking. The research of neuroscientists, such as Marian Diamond, has demonstrated that the brain changes physiologically as a result of learning and experience--for better or worse--and that plasticity can continue throughout the lifespan. It appears that there are particular kinds of environments that are most conducive to the development of good mental equipment. They are positive, nurturing, stimulating, and encourage action and interaction. Many of the most effective schools and training programs have created such high-challenge low-threat environments. It is also very clear that intelligence is not a static structure, but an open, dynamic system that can continue to develop throughout life. This understanding is being utilized not only in school systems but in the workplace, where training programs show that even at the adult level people are able to develop their intelligence more fully. Corporations such as Motorola have implemented programs in which they are training their employees, managers, and executives to think, problem-solve and create more effectively using strategies developed by such educational innovators as Reuven Feurstein, J.P. Guilford, and Edward de Bono. A most recent development is in the new kinds of technology that make it possible for people to take responsibility for their own learning as they access and process information through the internet, communicate with experts anywhere in the world, and use software that facilitate higher order thinking and problem-solving. Computers are in no way replacing teachers, but rather these new tools allow them to spend more time being facilitators, mentors, and guides. As a result, teachers and students are able

  17. Creating a Cell Map as an Active-Learning Tool in a Biochemistry Course

    ERIC Educational Resources Information Center

    Del Bianco, Cristina

    2010-01-01

    Teaching metabolism to a biochemistry class with diverse academic backgrounds is a challenging task. Often students lack the global perspective that is needed to understand how different metabolic pathways are reciprocally regulated. The classroom activity presented in this article is designed to facilitate the learning of metabolism by having the…

  18. 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…

  19. 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.

  20. Jump In! An Investigation of School Physical Activity Climate, and a Pilot Study Assessing the Acceptability and Feasibility of a Novel Tool to Increase Activity during Learning

    PubMed Central

    Graham, Dan J.; Lucas-Thompson, Rachel G.; O’Donnell, Maeve B.

    2014-01-01

    Physical activity (PA) benefits children’s physical and mental health and enhances academic performance. However, in many nations, PA time in school is decreasing under competing pressures for time during the school day. The present paper argues that PA should not be reduced or seen as incompatible with academic learning. Instead, the authors contend that it is critical to develop tools that incorporate PA into content learning during the school day. To facilitate the development of such tools, the authors conducted 6 focus group discussions with 12 primary school teachers and administrators to better understand the school climate around PA as well as school readiness to embrace PA tools that can be used during academic content learning. In addition, a pilot test of a new health promotion tool, the Jump In! educational response mat, was conducted with 21 second-grade students from one classroom in Northern Colorado in 2013. The results of both studies demonstrated acceptability and feasibility of incorporating PA into classroom learning, and suggested that tools like Jump In! may be effective at overcoming many of the PA barriers at schools. Teachers and administrators valued PA, believed that students were not getting enough PA, and were receptive to the idea of incorporating PA into classroom learning. Students who used Jump In! mats during a math lesson reported more interest in the class material and rated themselves as more alert during the lesson, compared to students who did not use the response mats. In addition, incorporating PA into the lesson did not impair performance on a quiz that assessed learning of the math content. Jump In! mats were successfully integrated into the lesson plan and were well-received by teachers and students. Together, the results of these studies suggest that, given the right tools, incorporating more PA into classroom learning may be beneficial and well-received by students, teachers, and administrators. PMID:24904919

  1. Diagnostic Tools for Learning Organizations.

    ERIC Educational Resources Information Center

    Moilanen, Raili

    2001-01-01

    The Learning Organization Diamond Tool was designed for holistic analysis of 10 learning organization elements at the individual and organizational levels. A test in 25 Finnish organizations established validity. Comparison with existing tools showed that differences derive from their different purposes. (Contains 33 references.) (SK)

  2. PORTAAL: A Classroom Observation Tool Assessing Evidence-Based Teaching Practices for Active Learning in Large Science, Technology, Engineering, and Mathematics Classes

    PubMed Central

    Eddy, Sarah L.; Converse, Mercedes; Wenderoth, Mary Pat

    2015-01-01

    There is extensive evidence that active learning works better than a completely passive lecture. Despite this evidence, adoption of these evidence-based teaching practices remains low. In this paper, we offer one tool to help faculty members implement active learning. This tool identifies 21 readily implemented elements that have been shown to increase student outcomes related to achievement, logic development, or other relevant learning goals with college-age students. Thus, this tool both clarifies the research-supported elements of best practices for instructor implementation of active learning in the classroom setting and measures instructors’ alignment with these practices. We describe how we reviewed the discipline-based education research literature to identify best practices in active learning for adult learners in the classroom and used these results to develop an observation tool (Practical Observation Rubric To Assess Active Learning, or PORTAAL) that documents the extent to which instructors incorporate these practices into their classrooms. We then use PORTAAL to explore the classroom practices of 25 introductory biology instructors who employ some form of active learning. Overall, PORTAAL documents how well aligned classrooms are with research-supported best practices for active learning and provides specific feedback and guidance to instructors to allow them to identify what they do well and what could be improved. PMID:26033871

  3. PORTAAL: A Classroom Observation Tool Assessing Evidence-Based Teaching Practices for Active Learning in Large Science, Technology, Engineering, and Mathematics Classes.

    PubMed

    Eddy, Sarah L; Converse, Mercedes; Wenderoth, Mary Pat

    2015-01-01

    There is extensive evidence that active learning works better than a completely passive lecture. Despite this evidence, adoption of these evidence-based teaching practices remains low. In this paper, we offer one tool to help faculty members implement active learning. This tool identifies 21 readily implemented elements that have been shown to increase student outcomes related to achievement, logic development, or other relevant learning goals with college-age students. Thus, this tool both clarifies the research-supported elements of best practices for instructor implementation of active learning in the classroom setting and measures instructors' alignment with these practices. We describe how we reviewed the discipline-based education research literature to identify best practices in active learning for adult learners in the classroom and used these results to develop an observation tool (Practical Observation Rubric To Assess Active Learning, or PORTAAL) that documents the extent to which instructors incorporate these practices into their classrooms. We then use PORTAAL to explore the classroom practices of 25 introductory biology instructors who employ some form of active learning. Overall, PORTAAL documents how well aligned classrooms are with research-supported best practices for active learning and provides specific feedback and guidance to instructors to allow them to identify what they do well and what could be improved. PMID:26033871

  4. Wearable Learning Tools.

    ERIC Educational Resources Information Center

    Bowskill, Jerry; Dyer, Nick

    1999-01-01

    Describes wearable computers, or information and communication technology devices that are designed to be mobile. Discusses how such technologies can enhance computer-mediated communications, focusing on collaborative working for learning. Describes an experimental system, MetaPark, which explores communications, data retrieval and recording, and…

  5. A New Twist on an Old Tool: Joint Learning with an Innovative Cognitive Writing Tool

    ERIC Educational Resources Information Center

    Mattisson, Jane; Schamp-Bjerede, Teri

    2010-01-01

    Our paper introduces a new initiative on a common computer program used as a cognitive tool that facilitates learning "with" as opposed to learning "through" technology. The tool, which comprises a modification of a so-called boilerplate, is part of a joint learning system (Kim and Reeves, 2007) in which the tool, learner and activity are equal…

  6. A Qualitative Evaluation of Evolution of a Learning Analytics Tool

    ERIC Educational Resources Information Center

    Ali, Liaqat; Hatala, Marek; Gasevic, Dragan; Jovanovic, Jelena

    2012-01-01

    LOCO-Analyst is a learning analytics tool we developed to provide educators with feedback on students learning activities and performance. Evaluation of the first version of the tool led to the enhancement of the tool's data visualization, user interface, and supported feedback types. The second evaluation of the improved tool allowed us to see…

  7. Progress of Systematic Hands on Devices for Active Learning Methods by Visualizing ICT Tools in Physics with Milliseconds Resolution

    NASA Astrophysics Data System (ADS)

    Kobayashi, Akizo; Okiharu, Fumiko

    We are developing various systematic hands on devices for progress of active learning (AL) to improve students' conceptual understanding in physics laws. We are promoting AL methods in physics education for getting deeper conceptual understanding by using various ICT-based hands on devices and using visualizing ICT tools with milliseconds resolution. Here we investigate AL modules on collisions of big balloon pendulum with another known mass pendulum to get directly the air mass in the big balloon. We also discuss on Newton's laws of blowgun darts systems by using tapioca straws where we get definite works and energy just proportional to the length of the pipes of connected tapioca straws. These AL plans by using modules of big balloon system and blowgun-darts system are shown to be very effective for deeper conceptual understanding of Newton's Laws in almost frictionless worlds.

  8. R-U-Typing-2-Me? Evolving a Chat Tool to Increase Understanding in Learning Activities

    ERIC Educational Resources Information Center

    Fuks, Hugo; Pimentel, Mariano; Lucena, Carlos Jose Pereira de

    2006-01-01

    Very often, when using a chat tool where more than one participant is talking simultaneously, it is difficult to follow the conversation, read all the different messages and work out who is talking to whom about what. This problem has been dubbed "Chat Confusion." This article investigates this problem in debate sessions in an online university…

  9. Appropriate Technology for the Classroom--Using "Post-it Notes" as an Active Learning Tool.

    ERIC Educational Resources Information Center

    Weisenberg, Richard C.

    1997-01-01

    Discusses the use of Post-it Notes as effective teaching devices. Presents activities that use Post-it Notes including concept mapping, molecular modeling, group activities illustrating multi-step biological processes, and genetics activities. Highlights the use of the constructivist approach. (JRH)

  10. Designing a Moodle Course with the CADMOS Learning Design Tool

    ERIC Educational Resources Information Center

    Katsamani, Maria; Retalis, Symeon; Boloudakis, Michail

    2012-01-01

    CADMOS is a graphical learning design (LD) authoring tool that helps a teacher design a unit of learning in two layers: (i) the conceptual layer, which seems like a concept map and contains the learning activities with their associated learning resources and (ii) the flow layer, which contains the orchestration of these activities. One of CADMOS'…

  11. Evaluation as a Learning Tool

    ERIC Educational Resources Information Center

    Feinstein, Osvaldo Nestor

    2012-01-01

    Evaluation of programs or projects is often perceived as a threat. This is to a great extent related to the anticipated use of evaluation for accountability, which is often prioritized at the expense of using evaluation as a learning tool. Frequently it is argued that there is a trade-off between these two evaluation functions. An alternative…

  12. Uniting Active and Deep Learning to Teach Problem-Solving Skills: Strategic Tools and the Learning Spiral

    ERIC Educational Resources Information Center

    Diamond, Nina; Koernig, Stephen K.; Iqbal, Zafar

    2008-01-01

    This article describes an innovative strategic tools course designed to enhance the problem-solving skills of marketing majors. The course serves as a means of preparing students to capitalize on opportunities afforded by a case-based capstone course and to better meet the needs and expectations of prospective employers. The course format utilizes…

  13. An Activity-Theoretic Approach to Multi-Touch Tools in Early Mathematics Learning

    ERIC Educational Resources Information Center

    Ladel, Silke; Kortenkamp, Ulrich

    2013-01-01

    In this article we present an activity theory based framework that can capture the complex situations that arise when modern technology like multi-touch devices are introduced in classroom situations. As these devices are able to cover more activities than traditional technologies, even computerbased, media, we have to accept that they now take a…

  14. Collaborative Inquiry Learning: Models, tools, and challenges

    NASA Astrophysics Data System (ADS)

    Bell, Thorsten; Urhahne, Detlef; Schanze, Sascha; Ploetzner, Rolf

    2010-02-01

    Collaborative inquiry learning is one of the most challenging and exciting ventures for today's schools. It aims at bringing a new and promising culture of teaching and learning into the classroom where students in groups engage in self-regulated learning activities supported by the teacher. It is expected that this way of learning fosters students' motivation and interest in science, that they learn to perform steps of inquiry similar to scientists and that they gain knowledge on scientific processes. Starting from general pedagogical reflections and science standards, the article reviews some prominent models of inquiry learning. This comparison results in a set of inquiry processes being the basis for cooperation in the scientific network NetCoIL. Inquiry learning is conceived in several ways with emphasis on different processes. For an illustration of the spectrum, some main conceptions of inquiry and their focuses are described. In the next step, the article describes exemplary computer tools and environments from within and outside the NetCoIL network that were designed to support processes of collaborative inquiry learning. These tools are analysed by describing their functionalities as well as effects on student learning known from the literature. The article closes with challenges for further developments elaborated by the NetCoIL network.

  15. The Pathway Active Learning Environment: An interactive web-based tool for physics education

    NASA Astrophysics Data System (ADS)

    Nakamura, Christopher Matthew

    The work described here represents an effort to design, construct, and test an interactive online multimedia learning environment that can provide physics instruction to students in their homes. The system was designed with one-on-one human tutoring in mind as the mode of instruction. The system uses an original combination of a video-based tutor that incorporates natural language processing video-centered lessons and additional illustrative multimedia. Our Synthetic Interview (SI) tutor provides pre-recorded video answers from expert physics instructors in response to students' typed natural language questions. Our lessons cover Newton's laws and provide a context for the tutoring interaction to occur, connect physics ideas to real-world behavior of mechanical systems, and allow for quantitative testing of physics. Additional multimedia can be used to supplement the SI tutors' explanations and illustrate the physics of interest. The system is targeted at students of algebra-based and concept-based physics at the college and high school level. The system logs queries to the SI tutor, responses to lesson questions and several other interactions with the system, tagging those interactions with a username and timestamp. We have provided several groups of students with access to our system under several different conditions ranging from the controlled conditions of our interview facility to the naturalistic conditions of use at home. In total nearly two-hundred students have accessed the system. To gain insight into the ways students might use the system and understand the utility of its various components we analyzed qualitative interview data collected with 22 algebra-based physics students who worked with our system in our interview facility. We also performed a descriptive analysis of data from the system's log of user interactions. Finally we explored the use of machine learning to explore the possibility of using automated assessment to augment the interactive

  16. On Recommending Web 2.0 Tools to Personalise Learning

    ERIC Educational Resources Information Center

    Juškeviciene, Anita; Kurilovas, Eugenijus

    2014-01-01

    The paper aims to present research results on using Web 2.0 tools for learning personalisation. In the work, personalised Web 2.0 tools selection method is presented. This method takes into account student's learning preferences for content and communication modes tailored to the learning activities with a view to help the learner to quickly and…

  17. Incorporating ICT Tools in an Active Engagement Strategy-Based Classroom to Promote Learning Awareness and Self-Monitoring

    ERIC Educational Resources Information Center

    Kean, Ang Chooi; Embi, Mohamed Amin; Yunus, Melor Md

    2012-01-01

    The paper examines the influence of incorporating information and communication technology (ICT) tools to help learners to promote learning awareness and self-monitoring skills. An open-ended online questionnaire survey was administered to 15 course participants at the conclusion of the course. The data were analysed on the basis of the percentage…

  18. 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…

  19. Learning as Activity.

    ERIC Educational Resources Information Center

    Jonassen, David H.

    2002-01-01

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

  20. Interactive Visualization Tools to Improve Learning and Teaching in Online Learning Environments

    ERIC Educational Resources Information Center

    Kuosa, Kirsi; Distante, Damiano; Tervakari, Anne; Cerulo, Luigi; Fernández, Alejandro; Koro, Juho; Kailanto, Meri

    2016-01-01

    This paper presents two interactive visualization tools for learning management systems (LMS) in order to improve learning and teaching in online courses. The first tool was developed at the Intelligent Information Systems Laboratory (IISLab) at the Tampere University of Technology (TUT). The tool is used to analyse students' activity from…

  1. Effectiveness of the Integration of ICT Tools and Activities to Foster Awareness as the First Stage to Reach Learning Autonomy

    ERIC Educational Resources Information Center

    Ariza, Andrea; Sánchez, Mario Suárez

    2013-01-01

    This article presents an action research study which integrated activities within two core subjects during one academic semester with first semester English language students. The students were guided through decision making, independent practice, and the development of metacognitive processes to study English using ICT tools. They were also…

  2. Cognitive Tools and Mindtools for Collaborative Learning

    ERIC Educational Resources Information Center

    Kirschner, Paul A.; Erkens, Gijsbert

    2006-01-01

    When a computer-based tool or application is used to carry out a specific task in a learning situation--that is, it is used for learning--more effectively or efficiently one speaks of learning "with" the tool or application. When, possibly, that same tool or application is used to enhance the way a learner works and thinks, and as such has effects…

  3. Portfolio as a learning tool: students' perspective.

    PubMed

    Elango, S; Jutti, R C; Lee, L K

    2005-09-01

    Portfolio writing is a method of encouraging reflective learning among professionals. Although portfolio-based learning is popular among educators, not many studies have been done to determine students' perceptions of portfolio as a learning tool. A questionnaire survey was conducted among 143 medical students to find out their perceptions of the portfolio as a learning tool. A majority of the students felt that the portfolio is a good learning tool. However, they also perceived that it is stressful and time-consuming to develop a proper portfolio. The study indicates that students need appropriate guidance from the academic staff for the system to succeed. PMID:16205830

  4. Learning to Learn Together with CSCL Tools

    ERIC Educational Resources Information Center

    Schwarz, Baruch B.; de Groot, Reuma; Mavrikis, Manolis; Dragon, Toby

    2015-01-01

    In this paper, we identify "Learning to Learn Together" (L2L2) as a new and important educational goal. Our view of L2L2 is a substantial extension of "Learning to Learn" (L2L): L2L2 consists of learning to collaborate to successfully face L2L challenges. It is inseparable from L2L, as it emerges when individuals face problems…

  5. Excellence in Physics Education Award Talk: The Role of Physics Education Research in the Design and Assessment of Active Learning Curricula and Tools

    NASA Astrophysics Data System (ADS)

    Thornton, Ronald

    2010-02-01

    For the Activity Based Physics Group (APB), research in student learning has been a cornerstone, for the past 22 years, of the development of activity-based curricula supported by real-time data collection, analysis, and modeling. This presentation, the first of three related talks, will focus on student learning, Priscilla Laws will describe the curriculum and tools developed, and David Sokoloff will describe dissemination efforts. One of the earliest examples of seminal research, done as part of the early MBL development for middle school at TERC, showed that delaying the display of a position-time graph by 10 seconds instead of displaying it in real-time resulted in a substantial learning decrease. This result assured the use of real-time data collection in our curricula. As we developed our early kinematics and dynamics curricula for college and high school, we interviewed many students before and after instruction, to understand where they started and what they had learned. We used the results of these interviews and written student explanations of their thinking to develop robust multiple-choice evaluations that were easy to give and allowed us to understand student thinking using both ``right and wrong'' responses. Work such as this resulted in Questions on Linear Motion, Force and Motion Conceptual Evaluation (FMCE), Heat and Temperature Conceptual Evaluation (HTCE), Electrical Circuit Conceptual Evaluation (ECCE), Light and Optics Conceptual Evaluation (LOCE) and others which guided our curriculum development and convinced many that standard instruction in physics did not result in substantial conceptual learning. Other evaluations measured mathematical understandings.evaluations also allowed us to look at a progression of student ideas as they learned (``Conceptual Dynamics''), study the behavior of students who did and did not learn conceptually (``Uncommon Knowledge''), study the efficacy of peer groups, and finally identify some of factors that led to

  6. Mobile Learning: A Powerful Tool for Ubiquitous Language Learning

    ERIC Educational Resources Information Center

    Gomes, Nelson; Lopes, Sérgio; Araújo, Sílvia

    2016-01-01

    Mobile devices (smartphones, tablets, e-readers, etc.) have come to be used as tools for mobile learning. Several studies support the integration of such technological devices with learning, particularly with language learning. In this paper, we wish to present an Android app designed for the teaching and learning of Portuguese as a foreign…

  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. Web-Based Learning Design Tool

    ERIC Educational Resources Information Center

    Bruno, F. B.; Silva, T. L. K.; Silva, R. P.; Teixeira, F. G.

    2012-01-01

    Purpose: The purpose of this paper is to propose a web-based tool that enables the development and provision of learning designs and its reuse and re-contextualization as generative learning objects, aimed at developing educational materials. Design/methodology/approach: The use of learning objects can facilitate the process of production and…

  9. Handwriting as a Tool for Learning in ELT

    ERIC Educational Resources Information Center

    Lund, Ragnhild Elisabeth

    2016-01-01

    This article discusses the role that handwriting can have when writing is used as a tool for learning in English language education. Nineteen Norwegian EFL teacher training students were interviewed in focus groups about their own practices and their thoughts about writing-to-learn activities. All the students said that they prefer to write by…

  10. Collaborative Inquiry Learning: Models, Tools, and Challenges

    ERIC Educational Resources Information Center

    Bell, Thorsten; Urhahne, Detlef; Schanze, Sascha; Ploetzner, Rolf

    2010-01-01

    Collaborative inquiry learning is one of the most challenging and exciting ventures for today's schools. It aims at bringing a new and promising culture of teaching and learning into the classroom where students in groups engage in self-regulated learning activities supported by the teacher. It is expected that this way of learning fosters…

  11. 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…

  12. Improving Organizational Learning: Defining Units of Learning from Social Tools

    ERIC Educational Resources Information Center

    Menolli, André Luís Andrade; Reinehr, Sheila; Malucelli, Andreia

    2013-01-01

    New technologies, such as social networks, wikis, blogs and other social tools, enable collaborative work and are important facilitators of the social learning process. Many companies are using these types of tools as substitutes for their intranets, especially software development companies. However, the content generated by these tools in many…

  13. Learning about Tools in Infancy

    ERIC Educational Resources Information Center

    Barrett, Tracy M.; Davis, Evan F.; Needham, Amy

    2007-01-01

    These experiments explored the role of prior experience in 12- to 18-month-old infants' tool-directed actions. In Experiment 1, infants' use of a familiar tool (spoon) to accomplish a novel task (turning on lights inside a box) was examined. Infants tended to grasp the spoon by its handle even when doing so made solving the task impossible (the…

  14. Bots as Language Learning Tools

    ERIC Educational Resources Information Center

    Fryer, Luke; Carpenter, Rollo

    2006-01-01

    Foreign Language Learning (FLL) students commonly have few opportunities to use their target language. Teachers in FLL situations do their best to create opportunities during classes through pair or group work, but a variety of factors ranging from a lack of time to shyness or limited opportunity for quality feedback hamper this. This paper…

  15. Problem-Based Learning Tools

    ERIC Educational Resources Information Center

    Chin, Christine; Chia, Li-Gek

    2008-01-01

    One way of implementing project-based science (PBS) is to use problem-based learning (PBL), in which students formulate their own problems. These problems are often ill-structured, mirroring complex real-life problems where data are often messy and inclusive. In this article, the authors describe how they used PBL in a ninth-grade biology class in…

  16. Facebook: Learning Tool or Distraction?

    ERIC Educational Resources Information Center

    Fewkes, Aaron M.; McCabe, Mike

    2012-01-01

    The article will explore how a selected sample of secondary school students in Ontario have been using Facebook since it has become accessible to them and whether or not this use "supports the learning agenda" of classrooms as school boards have envisioned. The researchers collected both quantitative and qualitative data from 63 Ontario high…

  17. Using Web Tools, Collaborating, and Learning Online.

    ERIC Educational Resources Information Center

    Murphy, Karen L.; Cifuentes, Lauren

    2001-01-01

    Describes a case study of a graduate class that investigated how students learn and collaborate in a Web-based course designed according to the current social-constructivist conception of learning. Discusses independent and collaborative activities; how student learn to use technology; communication; student preferences; learner differences;…

  18. Using Technology-Enabled Active Learning Tools to Introduce Business Ethics Topics in Business Law Courses: A Few Practical Examples

    ERIC Educational Resources Information Center

    Reid, Linda A.; Weber, Curt M.

    2008-01-01

    In this article, the authors echo the assertion of the Association to Advance Collegiate Schools of Business (AACSB) Ethics Education Task Force that business schools must encourage students to develop a deep understanding of the myriad challenges surrounding corporate responsibility and corporate governance; provide them with tools for…

  19. Learning about Tool Categories via Eavesdropping

    ERIC Educational Resources Information Center

    Phillips, Brenda; Seston, Rebecca; Kelemen, Deborah

    2012-01-01

    Prior research has found that toddlers will form enduring artifact categories after direct exposure to an adult using a novel tool. Four studies explored whether 2- (N = 48) and 3-year-olds (N = 32) demonstrate this same capacity when learning by eavesdropping. After surreptitiously observing an adult use 1 of 2 artifacts to operate a bell via a…

  20. Writing in Chemistry: An Effective Learning Tool.

    ERIC Educational Resources Information Center

    Sherwood, Donna W.; Kovac, Jeffrey

    1999-01-01

    Presents some general strategies for using writing in chemistry courses based on experiences in developing a systematic approach to using writing as an effective learning tool in chemistry courses, and testing this approach in high-enrollment general chemistry courses at the University of Tennessee-Knoxville. Contains 18 references. (WRM)

  1. Learning Tools with Hypertext: An Experiment.

    ERIC Educational Resources Information Center

    Viau, Rolland; Larivee, Jacques

    1993-01-01

    Objectives of this study were to create a prototype of an interactive hypermedia textbook and to explore the relationships between learners' performance and use of available learning tools (i.e., textbook glossary and navigation map). The effects of prior knowledge on textbook use and performance were also investigated. (11 references) (EA)

  2. Social Networking Sites as a Learning Tool

    ERIC Educational Resources Information Center

    Sanchez-Casado, Noelia; Cegarra Navarro, Juan Gabriel; Wensley, Anthony; Tomaseti-Solano, Eva

    2016-01-01

    Purpose: Over the past few years, social networking sites (SNSs) have become very useful for firms, allowing companies to manage the customer-brand relationships. In this context, SNSs can be considered as a learning tool because of the brand knowledge that customers develop from these relationships. Because of the fact that knowledge in…

  3. Tools, Resources, and Innovations for Active Learning of Solar and Geospace Environment Content in the Undergraduate Classrooms

    NASA Astrophysics Data System (ADS)

    Knipp, D. J.

    2013-12-01

    An undergraduate course in solar and geospace (helio) physics should link fundamental principles from introductory physics and astronomy courses to concepts that appear unique, or are uniquely named in the heliophysics course. This paper discusses short topics and activities that can be addressed in an approximately 15-min class segment, that introduce students to aspects of solar, solar wind, and geospace storms that are a step beyond, or a special application of, an introductory physics concept. Some of these activities could be assigned as pre- or post- class activities as well. Many of the actives are aligned with images or diagrams in textbook, "Understanding Space Weather and the Physics Behind It," but could be easily adapted to other texts. We also address activities that link to information from space weather forecasting and/or modeling websites.

  4. The fourth dimension of tool use: temporally enduring artefacts aid primates learning to use tools

    PubMed Central

    Fragaszy, D. M.; Biro, D.; Eshchar, Y.; Humle, T.; Izar, P.; Resende, B.; Visalberghi, E.

    2013-01-01

    All investigated cases of habitual tool use in wild chimpanzees and capuchin monkeys include youngsters encountering durable artefacts, most often in a supportive social context. We propose that enduring artefacts associated with tool use, such as previously used tools, partly processed food items and residual material from previous activity, aid non-human primates to learn to use tools, and to develop expertise in their use, thus contributing to traditional technologies in non-humans. Therefore, social contributions to tool use can be considered as situated in the three dimensions of Euclidean space, and in the fourth dimension of time. This notion expands the contribution of social context to learning a skill beyond the immediate presence of a model nearby. We provide examples supporting this hypothesis from wild bearded capuchin monkeys and chimpanzees, and suggest avenues for future research. PMID:24101621

  5. The fourth dimension of tool use: temporally enduring artefacts aid primates learning to use tools.

    PubMed

    Fragaszy, D M; Biro, D; Eshchar, Y; Humle, T; Izar, P; Resende, B; Visalberghi, E

    2013-11-19

    All investigated cases of habitual tool use in wild chimpanzees and capuchin monkeys include youngsters encountering durable artefacts, most often in a supportive social context. We propose that enduring artefacts associated with tool use, such as previously used tools, partly processed food items and residual material from previous activity, aid non-human primates to learn to use tools, and to develop expertise in their use, thus contributing to traditional technologies in non-humans. Therefore, social contributions to tool use can be considered as situated in the three dimensions of Euclidean space, and in the fourth dimension of time. This notion expands the contribution of social context to learning a skill beyond the immediate presence of a model nearby. We provide examples supporting this hypothesis from wild bearded capuchin monkeys and chimpanzees, and suggest avenues for future research. PMID:24101621

  6. WebQuests as Language-Learning Tools

    ERIC Educational Resources Information Center

    Aydin, Selami

    2016-01-01

    This study presents a review of the literature that examines WebQuests as tools for second-language acquisition and foreign language-learning processes to guide teachers in their teaching activities and researchers in further research on the issue. The study first introduces the theoretical background behind WebQuest use in the mentioned…

  7. 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…

  8. 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…

  9. "Development Radar": The Co-Configuration of a Tool in a Learning Network

    ERIC Educational Resources Information Center

    Toiviainen, Hanna; Kerosuo, Hannele; Syrjala, Tuula

    2009-01-01

    Purpose: The paper aims to argue that new tools are needed for operating, developing and learning in work-life networks where academic and practice knowledge are intertwined in multiple levels of and in boundary-crossing across activities. At best, tools for learning are designed in a process of co-configuration, as the analysis of one tool,…

  10. Learning to merge: a new tool for interactive mapping

    NASA Astrophysics Data System (ADS)

    Porter, Reid B.; Lundquist, Sheng; Ruggiero, Christy

    2013-05-01

    The task of turning raw imagery into semantically meaningful maps and overlays is a key area of remote sensing activity. Image analysts, in applications ranging from environmental monitoring to intelligence, use imagery to generate and update maps of terrain, vegetation, road networks, buildings and other relevant features. Often these tasks can be cast as a pixel labeling problem, and several interactive pixel labeling tools have been developed. These tools exploit training data, which is generated by analysts using simple and intuitive paint-program annotation tools, in order to tailor the labeling algorithm for the particular dataset and task. In other cases, the task is best cast as a pixel segmentation problem. Interactive pixel segmentation tools have also been developed, but these tools typically do not learn from training data like the pixel labeling tools do. In this paper we investigate tools for interactive pixel segmentation that also learn from user input. The input has the form of segment merging (or grouping). Merging examples are 1) easily obtained from analysts using vector annotation tools, and 2) more challenging to exploit than traditional labels. We outline the key issues in developing these interactive merging tools, and describe their application to remote sensing.

  11. 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…

  12. MEAT: An Authoring Tool for Generating Adaptable Learning Resources

    ERIC Educational Resources Information Center

    Kuo, Yen-Hung; Huang, Yueh-Min

    2009-01-01

    Mobile learning (m-learning) is a new trend in the e-learning field. The learning services in m-learning environments are supported by fundamental functions, especially the content and assessment services, which need an authoring tool to rapidly generate adaptable learning resources. To fulfill the imperious demand, this study proposes an…

  13. 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)…

  14. Concept Mapping as a Learning Tool in Occupational Therapy Education.

    PubMed

    Grice, Kimatha

    2016-07-01

    This paper describes concept mapping and its use as a teaching and learning tool in an entry level occupational therapy program. In order for students to demonstrate their mastery of the concepts associated with a particular topic or body of knowledge, assignments involving concept maps were developed and used in two courses in an entry level occupational therapy program. Students were then surveyed about their perceptions and attitudes regarding the assignments. Students found the process of creating concept maps valuable to their learning of the content and the majority also enjoyed the process as a learning activity. The use of concept mapping as a way to encourage independent, individualized, and student-centered learning is discussed. PMID:26914229

  15. Digital teaching tools and global learning communities

    PubMed Central

    Williams, Mary; Lockhart, Patti; Martin, Cathie

    2015-01-01

    In 2009, we started a project to support the teaching and learning of university-level plant sciences, called Teaching Tools in Plant Biology. Articles in this series are published by the plant science journal, The Plant Cell (published by the American Society of Plant Biologists). Five years on, we investigated how the published materials are being used through an analysis of the Google Analytics pageviews distribution and through a user survey. Our results suggest that this project has had a broad, global impact in supporting higher education, and also that the materials are used differently by individuals in terms of their role (instructor, independent learner, student) and geographical location. We also report on our ongoing efforts to develop a global learning community that encourages discussion and resource sharing. PMID:25949805

  16. Digital teaching tools and global learning communities.

    PubMed

    Williams, Mary; Lockhart, Patti; Martin, Cathie

    2015-01-01

    In 2009, we started a project to support the teaching and learning of university-level plant sciences, called Teaching Tools in Plant Biology. Articles in this series are published by the plant science journal, The Plant Cell (published by the American Society of Plant Biologists). Five years on, we investigated how the published materials are being used through an analysis of the Google Analytics pageviews distribution and through a user survey. Our results suggest that this project has had a broad, global impact in supporting higher education, and also that the materials are used differently by individuals in terms of their role (instructor, independent learner, student) and geographical location. We also report on our ongoing efforts to develop a global learning community that encourages discussion and resource sharing. PMID:25949805

  17. The Challenges of Blended Learning Using a Media Annotation Tool

    ERIC Educational Resources Information Center

    Douglas, Kathy A.; Lang, Josephine; Colasante, Meg

    2014-01-01

    Blended learning has been evolving as an important approach to learning and teaching in tertiary education. This approach incorporates learning in both online and face-to-face modes and promotes deep learning by incorporating the best of both approaches. An innovation in blended learning is the use of an online media annotation tool (MAT) in…

  18. Optimism in Active Learning

    PubMed Central

    Collet, Timothé; Pietquin, Olivier

    2015-01-01

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

  19. Creative Activity and Learning.

    ERIC Educational Resources Information Center

    Cunningham, Flora E.

    1979-01-01

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

  20. GLUE!: An Architecture for the Integration of External Tools in Virtual Learning Environments

    ERIC Educational Resources Information Center

    Alario-Hoyos, Carlos; Bote-Lorenzo, Miguel L.; Gomez-Sanchez, Eduardo; Asensio-Perez, Juan I.; Vega-Gorgojo, Guillermo; Ruiz-Calleja, Adolfo

    2013-01-01

    The integration of external tools in Virtual Learning Environments (VLEs) aims at enriching the learning activities that educational practitioners may design and enact. This paper presents GLUE!, an architecture that enables the lightweight integration of multiple existing external tools in multiple existing VLEs. GLUE! fosters this integration by…

  1. Learning Languages in Partnership with Information Communication Technology Tools

    ERIC Educational Resources Information Center

    Simeone, Paula

    2007-01-01

    This article focuses on the teaching and learning of languages using multimedia tools to engage students and improve outcomes. Information Communication Tools are an increasingly important part of the learning environment in the Northern Territory schools. Crucial issues being addressed include how they can enhance teaching and learning practices…

  2. Open Source for Knowledge and Learning Management: Strategies beyond Tools

    ERIC Educational Resources Information Center

    Lytras, Miltiadis, Ed.; Naeve, Ambjorn, Ed.

    2007-01-01

    In the last years, knowledge and learning management have made a significant impact on the IT research community. "Open Source for Knowledge and Learning Management: Strategies Beyond Tools" presents learning and knowledge management from a point of view where the basic tools and applications are provided by open source technologies. This book…

  3. Learning Design Rashomon II: Exploring One Lesson through Multiple Tools

    ERIC Educational Resources Information Center

    Prieto, Luis P.; Dimitriadis, Yannis; Craft, Brock; Derntl, Michael; Emin, Valerie; Katsamani, Mary; Laurillard, Diana; Masterman, Elizabeth; Retalis, Symeon; Villasclaras, Eloy

    2013-01-01

    An increasing number of tools are available to support the learning design process at different levels and from different perspectives. However, this variety can make it difficult for researchers and teachers to assess the tool that is best suited to their objectives and contexts as learning designers. Several of the tools are presented elsewhere…

  4. Virtual University--A Higher Education Administration Simulation and Learning Tool.

    ERIC Educational Resources Information Center

    Penrod, James; Perry, Barbara

    This paper describes Virtual University (VU), a simulation of higher education administration that provides graduate students an instructional tool that offers an active learning environment, develops intrinsic motivation to learn, and serves as a practical, concrete learning experience. The first section describes VU, including features available…

  5. An Evolving Learning Management System for New Educational Environments Using 2.0 Tools

    ERIC Educational Resources Information Center

    Conde, Miguel Á.; García-Peñalvo, Francisco J.; Rodríguez-Conde, María J.; Alier, Marc; Casany, María J.; Piguillem, Jordi

    2014-01-01

    The tools used in learning processes are in a continuous state of flux. One of the most significant changes is the application of Information and Communications technologies (ICTs) to educational contexts. This provides new possible ways to carry out learning activities, new learning services, the possibility to use new kinds of contents and…

  6. Building a Tool to Help Teachers Analyse Learners' Interactions in a Networked Learning Environment

    ERIC Educational Resources Information Center

    Petropoulou, O.; Altanis, I.; Retalis, S.; Nicolaou, C. A.; Kannas, C.; Vasiliadou, M.; Pattis, Ireneos

    2010-01-01

    Educators participating in networked learning communities have very little support from integrated tools in evaluating students' learning activities flow and examining learners' online behaviour. There is a need for non-intrusive ways to monitor learners' progress in order better to follow their learning process and appraise the online course…

  7. Introduction: Assessment as a Tool for Learning.

    ERIC Educational Resources Information Center

    Dochy, Filip J. R. C.; McDowell, Liz

    1997-01-01

    This discussion outlines some major developments in the learning society and explores their implications for educational practice. The future of education within powerful learning environments is considered for situations in which learning, instruction, and assessment are fully integrated. (SLD)

  8. Active inference and learning.

    PubMed

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

    2016-09-01

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

  9. Evaluation of Knowla: An Online Assessment and Learning Tool

    ERIC Educational Resources Information Center

    Thompson, Meredith Myra; Braude, Eric John

    2016-01-01

    The assessment of learning in large online courses requires tools that are valid, reliable, easy to administer, and can be automatically scored. We have evaluated an online assessment and learning tool called Knowledge Assembly, or Knowla. Knowla measures a student's knowledge in a particular subject by having the student assemble a set of…

  10. Advice on Tool Use in Open Learning Environments

    ERIC Educational Resources Information Center

    Clarebout, Geraldine; Elen, Jan

    2008-01-01

    Research provides ample evidence that students rarely or often inadequately use instructional interventions in learning environments. This lack of use becomes especially problematic in open learning environments, where students have a large amount of control over tool use. In this contribution it is studied whether advice on the use of tools can…

  11. Evaluating the Usability of Web-Based Learning Tools.

    ERIC Educational Resources Information Center

    Storey, M. -A.; Phillips, B.; Maczewski, M.; Wang, M.

    2002-01-01

    Discusses Web-based learning tools and reports results from a study at the University of Victoria that compared and evaluated two commercially available learning tools. Considers usability issues and discusses navigation, customization, student management, content creation, and students' perceptions. (Author/LRW)

  12. Measurement Learning Trajectories: A Tool for Professional Development

    ERIC Educational Resources Information Center

    McCool, Jenni K.

    2009-01-01

    This study investigated the ways in which a teacher developed conceptions of measurement teaching and learning as she collaborated with a researcher to learn and implement a measurement learning trajectory with two of her students. Teachers need tools that effectively address the content area of measurement and can be used to improve their…

  13. Promoting Learning of Instructional Design via Overlay Design Tools

    ERIC Educational Resources Information Center

    Carle, Andrew Jacob

    2012-01-01

    I begin by introducing Virtual Design Apprenticeship (VDA), a learning model--built on a solid foundation of education principles and theories--that promotes learning of design skills via overlay design tools. In VDA, when an individual needs to learn a new design skill or paradigm she is provided accessible, concrete examples that have been…

  14. Tools for the Improvement of Organizational Learning Processes in Innovation.

    ERIC Educational Resources Information Center

    de Weerd-Nederhof, Petra C.; Pacitti, Bernice J.; da Silva Gomes, Jorge F.; Pearson, Alan W.

    2002-01-01

    From case studies of organizational learning in research and development companies, learning tools or mechanisms were identified: job rotation, innovation process planning, and product innovation project review. Organizational learning involved parallel rather than linear processes of information acquisition, distribution, and interpretation and…

  15. Semantic Web Technologies for the Integration of Learning Tools and Context-Aware Educational Services

    NASA Astrophysics Data System (ADS)

    Jeremić, Zoran; Jovanović, Jelena; Gašević, Dragan

    One of the main software engineers' competencies, solving software problems, is most effectively acquired through an active examination of learning resources and work on real-world examples in small development teams. This obviously indicates a need for an integration of several existing learning tools and systems in a common collaborative learning environment, as well as advanced educational services that provide students with right in time advice about learning resources and possible collaboration partners. In this paper, we present how we developed and applied a common ontological foundation for the integration of different existing learning tools and systems in a common learning environment called DEPTHS (Design Patterns Teaching Help System). In addition, we present a set of educational services that leverages semantic rich representation of learning resources and students' interaction data to recommend resource relevant for students' current learning context.

  16. LinkedIn as a Learning Tool in Business Education

    ERIC Educational Resources Information Center

    Cooper, Brett; Naatus, Mary Kate

    2014-01-01

    This article summarizes the existing research on social media as a learning tool in higher education and adds to the literature on incorporating social media tools into collegiate business education by suggesting specific course content areas of business where LinkedIn exercises and training can be incorporated. LinkedIn as a classroom tool cannot…

  17. Activating the Desire to Learn

    ERIC Educational Resources Information Center

    Sullo, Bob

    2007-01-01

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

  18. Modules as Learning Tools in Linear Algebra

    ERIC Educational Resources Information Center

    Cooley, Laurel; Vidakovic, Draga; Martin, William O.; Dexter, Scott; Suzuki, Jeff; Loch, Sergio

    2014-01-01

    This paper reports on the experience of STEM and mathematics faculty at four different institutions working collaboratively to integrate learning theory with curriculum development in a core undergraduate linear algebra context. The faculty formed a Professional Learning Community (PLC) with a focus on learning theories in mathematics and…

  19. Introducing New Learning Tools into a Standard Classroom: A Multi-Tool Approach to Integrating Fuel-Cell Concepts into Introductory College Chemistry

    ERIC Educational Resources Information Center

    D'Amato, Matthew J.; Lux, Kenneth W.; Walz, Kenneth A.; Kerby, Holly Walter; Anderegg, Barbara

    2007-01-01

    A multi-tool approach incorporating traditional lectures, multimedia learning objects, and a laboratory activity were introduced as the concepts surrounding hydrogen fuel-cell technology in college chemistry courses. The new tools are adaptable, facilitating use in different educational environments and address variety of learning styles to…

  20. 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…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Ferguson, Lynne

    1999-01-01

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

  3. Tool Use of Experienced Learners in Computer-Based Learning Environments: Can Tools Be Beneficial?

    ERIC Educational Resources Information Center

    Juarez Collazo, Norma A.; Corradi, David; Elen, Jan; Clarebout, Geraldine

    2014-01-01

    Research has documented the use of tools in computer-based learning environments as problematic, that is, learners do not use the tools and when they do, they tend to do it suboptimally. This study attempts to disentangle cause and effect of this suboptimal tool use for experienced learners. More specifically, learner variables (metacognitive and…

  4. 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.

  5. The Film as Visual Aided Learning Tool in Classroom Management Course

    ERIC Educational Resources Information Center

    Altinay Gazi, Zehra; Altinay Aksal, Fahriye

    2011-01-01

    This research aims to investigate the impact of the visual aided learning on pre-service teachers' co-construction of subject matter knowledge in teaching practice. The study revealed the examination of film as an active cognizing and learning tool in classroom management course within teacher education programme. Within the framework of action…

  6. An Evaluation of the Webquest as a Computer-Based Learning Tool

    ERIC Educational Resources Information Center

    Hassanien, Ahmed

    2006-01-01

    This paper explores the preparation and use of an internet activity for undergraduate learners in higher education (HE). It evaluates the effectiveness of using webquest as a computer-based learning (CBL) tool to support students to learn in HE. The evaluation undertaken offers insights into learner perceptions concerning the ease of use of the…

  7. GreedEx: A Visualization Tool for Experimentation and Discovery Learning of Greedy Algorithms

    ERIC Educational Resources Information Center

    Velazquez-Iturbide, J. A.; Debdi, O.; Esteban-Sanchez, N.; Pizarro, C.

    2013-01-01

    Several years ago we presented an experimental, discovery-learning approach to the active learning of greedy algorithms. This paper presents GreedEx, a visualization tool developed to support this didactic method. The paper states the design goals of GreedEx, makes explicit the major design decisions adopted, and describes its main characteristics…

  8. Floriculture. Selected Learning Activity Packages.

    ERIC Educational Resources Information Center

    Clemson Univ., SC. Vocational Education Media Center.

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

  9. 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…

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

  11. E-Learning and Accessibility: An Exploration of the Potential Role of Generic Pedagogical Tools

    ERIC Educational Resources Information Center

    Seale, Jane; Cooper, Martyn

    2010-01-01

    This paper reviews a range of accessibility tools and evaluates how successful they have been in helping teachers in higher education and further education develop accessible e-learning materials and activities for disabled learners. It is argued that these accessibility specific tools have had limited success to date, and that there may therefore…

  12. Assessing Learning Dispositions: Is the "Effective Lifelong Learning Inventory" Valid and Reliable as a Measurement Tool?

    ERIC Educational Resources Information Center

    Crick, Ruth Deakin; Yu, Guoxing

    2008-01-01

    Background: The "Effective lifelong learning inventory" (ELLI) has been used as a diagnostic self assessment tool in schools and universities and other learning contexts as a means of raising an individual's awareness of their own learning dispositions and encouraging them to take responsibility for their own learning. The demand for the ELLI, in…

  13. Perceived Usefulness and Ease of Use of the Learning Management System as a Learning Tool

    ERIC Educational Resources Information Center

    Juhary, Jowati

    2014-01-01

    A Learning Management System (LMS) can be a singularly critical platform to report on students' learning progress and to monitor students' learning engagement. At the only defence university in Malaysia, the National Defence University of Malaysia (NDUM) adopts the LMS as a supplementary learning and teaching tool. Nonetheless, the aspiration of…

  14. Technologies as Tools for Transforming Learning Environments.

    ERIC Educational Resources Information Center

    Hopkins, Michael

    1991-01-01

    Describes the Saturn School of Tomorrow, which was developed in the St. Paul (Minnesota) Public Schools to incorporate current technology into instruction for grades four through eight. Topics discussed include building design; Personal Growth Plans; the use of integrated learning systems (ILS) for individualized learning; group interaction;…

  15. Integrating Sustainability as a Learning Tool

    ERIC Educational Resources Information Center

    Shiver, Steven M.; Dale, John R.

    2011-01-01

    Implementation of user interfaces designed to explain sustainable practices and provide opportunities for integration into curriculum include the new Renton Secondary Learning Center near Seattle, Washington. The Renton Secondary Learning Center (RSLC) builds upon a "Continuum of Services" to expand offerings and opportunities for students in…

  16. Concept Mapping Using Cmap Tools to Enhance Meaningful Learning

    NASA Astrophysics Data System (ADS)

    Cañas, Alberto J.; Novak, Joseph D.

    Concept maps are graphical tools that have been used in all facets of education and training for organizing and representing knowledge. When learners build concept maps, meaningful learning is facilitated. Computer-based concept mapping software such as CmapTools have further extended the use of concept mapping and greatly enhanced the potential of the tool, facilitating the implementation of a concept map-centered learning environment. In this chapter, we briefly present concept mapping and its theoretical foundation, and illustrate how it can lead to an improved learning environment when it is combined with CmapTools and the Internet. We present the nationwide “Proyecto Conéctate al Conocimiento” in Panama as an example of how concept mapping, together with technology, can be adopted by hundreds of schools as a means to enhance meaningful learning.

  17. I-LEARN: A Tool for Using Information for Learning

    ERIC Educational Resources Information Center

    Neuman, Delia

    2012-01-01

    Library media specialists understand better than anyone else that students must learn to engage with a wide variety of information types and formats to be efficient and effective learners in the 21st century. The I-LEARN Model--Identify, Locate, Evaluate, Apply, Reflect, kNow--both describes the process of learning with information and provides a…

  18. Learning and Active Aging

    ERIC Educational Resources Information Center

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

    2006-01-01

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

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

    PubMed Central

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

    2008-01-01

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

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

    PubMed

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

    2008-08-01

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

  1. Lessons Learned from Strategy Landscape Tool

    ERIC Educational Resources Information Center

    Grantmakers for Education, 2014

    2014-01-01

    In 2011, Grantmakers for Education (GFE) partnered with the Monitor Institute to develop the K-12 Education Strategy Landscape Tool--an asset mapping tool that used interactive data visualization to provide a clear picture of the who, what, where, and when of education grantmaking. The prototype launched in January of 2012. Over a dozen funders…

  2. World Wide Web Pages--Tools for Teaching and Learning.

    ERIC Educational Resources Information Center

    Beasley, Sarah; Kent, Jean

    Created to help educators incorporate World Wide Web pages into teaching and learning, this collection of Web pages presents resources, materials, and techniques for using the Web. The first page focuses on tools for teaching and learning via the Web, providing pointers to sites containing the following: (1) course materials for both distance and…

  3. Exploring Preservice Teacher Perspectives on Video Games as Learning Tools

    ERIC Educational Resources Information Center

    Ray, Beverly B.; Powell, Angiline; Jacobsen, Brenda

    2014-01-01

    Despite their popularity with learners, many K-12 teachers are reluctant to use video games as learning tools. Addressing issues surrounding this reluctance is important since the educational use of video games is supported by learning theory and an emerging research base. Specifically, this study adopts exploratory research as a means to examine…

  4. The Learning Computer: Low Bandwidth Tool that Bridges Digital Divide

    ERIC Educational Resources Information Center

    Johnson, Russell; Kemp, Elizabeth; Kemp, Ray; Blakey, Peter

    2007-01-01

    This article reports on a project that explores strategies for narrowing the digital divide by providing a practicable e-learning option for the millions living outside the ambit of high performance computing and communication technology. The concept is introduced of a "learning computer," a low bandwidth tool that provides a simplified,…

  5. Emerging Technologies as Cognitive Tools for Authentic Learning

    ERIC Educational Resources Information Center

    Herrington, Jan; Parker, Jenni

    2013-01-01

    Employing emerging technologies in learning is becoming increasingly important as a means to support the development of digital media literacy. Using a theoretical framework of authentic learning and technology as cognitive tools, this paper examined student responses to the infusion of emerging technologies in a large first year teacher education…

  6. Competencies in Organizational E-Learning: Concepts and Tools

    ERIC Educational Resources Information Center

    Sicilia, Miguel-Angel, Ed.

    2007-01-01

    "Competencies in Organizational E-Learning: Concepts and Tools" provides a comprehensive view of the way competencies can be used to drive organizational e-learning, including the main conceptual elements, competency gap analysis, advanced related computing topics, the application of semantic Web technologies, and the integration of competencies…

  7. 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…

  8. Software management tools: Lessons learned from use

    NASA Technical Reports Server (NTRS)

    Reifer, D. J.; Valett, J.; Knight, J.; Wenneson, G.

    1985-01-01

    Experience in inserting software project planning tools into more than 100 projects producing mission critical software are discussed. The problems the software project manager faces are listed along with methods and tools available to handle them. Experience is reported with the Project Manager's Workstation (PMW) and the SoftCost-R cost estimating package. Finally, the results of a survey, which looked at what could be done in the future to overcome the problems experienced and build a set of truly useful tools, are presented.

  9. At the Heart of Education: Portfolios as a Learning Tool.

    ERIC Educational Resources Information Center

    Gordon, Rick; Julius, Thomas

    This chapter consists of a conversation between a third-grade teacher and a teacher educator about the advantages of the portfolio method of assessment. The advantages of portfolios are that they are a powerful learning tool as well as an assessment tool, they can make the separate subjects in a curriculum come together in an integrated way, and…

  10. Learning SQL Programming with Interactive Tools: From Integration to Personalization

    ERIC Educational Resources Information Center

    Brusilovsky, Pete; Sosnovsky, Sergey; Yudelson, Michael V.; Lee, Danielle H.; Zadorozhny, Vladimir; Zhou, Xin

    2010-01-01

    Rich, interactive eLearning tools receive a lot of attention nowadays from both practitioners and researchers. However, broader dissemination of these tools is hindered by the technical difficulties of their integration into existing platforms. This article explores the technical and conceptual problems of using several interactive educational…

  11. Virtual Learning and Instructional Tools: Perfecting the Weekly Roadmap

    ERIC Educational Resources Information Center

    Cicco, Gina

    2015-01-01

    This article will provide details on the importance of providing structure within an online graduate counseling course in the form of a weekly roadmap tool. There are various instructional tools that may be useful in providing students with differing levels of structure, to meet their learning style preferences for structural stimuli (Cicco,…

  12. Using Graphical Tools in a Phased Activity for Enhancing Dialogical Skills: An Example with Digalo

    ERIC Educational Resources Information Center

    Muller Mirza, Nathalie; Tartas, Valerie; Perret-Clermont, Anne-Nelly; de Pietro, Jean-Francois

    2007-01-01

    ICT tools have been developed to facilitate web-based learning through and learning about argumentation. In this paper we will present an example of a learning activity mediated by Digalo--software for knowledge sharing through visually supported discussion--developed in a university setting. Our aim is to examine, in particular, socio-cognitive…

  13. Self-Directed Learning: A Tool for Lifelong Learning

    ERIC Educational Resources Information Center

    Boyer, Stefanie L.; Edmondson, Diane R.; Artis, Andrew B.; Fleming, David

    2014-01-01

    A meta-analytic review of self-directed learning (SDL) research over 30 years, five countries, and across multiple academic disciplines is used to explore its relationships with five key nomologically related constructs for effective workplace learning. The meta-analysis revealed positive relationships between SDL and internal locus of control,…

  14. Sudoku Puzzles as Chemistry Learning Tools

    ERIC Educational Resources Information Center

    Crute, Thomas D.; Myers, Stephanie A.

    2007-01-01

    A sudoku puzzle was designed that incorporated lists of chemistry terms like polyatomic ions, organic functional groups or strong nucleophiles that students need to learn. It was found that students enjoyed solving such puzzles and also such puzzles made the boring tasks of memorizing basic chemical terms an exciting one.

  15. Using Reading Inventory as a Learning Tool

    ERIC Educational Resources Information Center

    Guo, Siao-cing

    2013-01-01

    Standardized testing is widely utilized to determine the levels of children's learning achievement. There has been a constant debate on how accurately standardized tests reflect children's achievement. Many practice teachers struggle with teaching to the test to meet the national criteria. An elementary teacher questioned the accuracy of the…

  16. A Mobile Tool for Learning English Words

    ERIC Educational Resources Information Center

    Cavus, Nadire; Ibrahim, Dogan

    2008-01-01

    Technology is changing very rapidly and nearly all branches of education are affected by these changes. As a result of these rapid changes there has been significant interest and growth in the number of educational institutions using mobile devices to support learning and teaching. There is also an increase use of wireless technologies in…

  17. 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

  18. Comparing E-Learning Tools' Success: The Case of Instructor-Student Interactive vs. Self-Paced Tools

    ERIC Educational Resources Information Center

    Hsieh, Po-An J.; Cho, Vincent

    2011-01-01

    e-Learning tools have profoundly transformed modern pedagogical approaches. Vendors provide different types of systems, such as self-paced (SP) and instructor-student interactive (ISI) e-Learning tools. Although both types of tools represent promising solutions to facilitate the learning process, it is important to theoretically identify a…

  19. Rx for Learning: Information Tools 2000.

    ERIC Educational Resources Information Center

    Spang, Lothar; Marks, Ellen; Adams, Nancy

    1998-01-01

    Describes the Health Sciences Information Tools 2000 university-public school collaborative initiative. Its premier goal is to teach the practical application of information search and evaluation strategies and use of health-related Internet databases. Students cite the most valuable component of the program to be a heightened self-confidence in…

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

    ERIC Educational Resources Information Center

    Clemson Univ., SC. Vocational Education Media Center.

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

  1. Engaged Learning Using the Internet: SURWEB as a Student-Focused Learning Tool.

    ERIC Educational Resources Information Center

    Barker, Bruce O.; Bills, Lynn

    The engaged learning model centers on information and communications technologies as tools to assist teachers in helping students take responsibility for their own learning, become knowledge explorers, and collaborate with others to find information and to seek answers to problems. This paper defines engaged learning, and outlines the following…

  2. Rapid e-Learning Tools Selection Process for Cognitive and Psychomotor Learning Objectives

    ERIC Educational Resources Information Center

    Ku, David Tawei; Huang, Yung-Hsin

    2012-01-01

    This study developed a decision making process for the selection of rapid e-learning tools that could match different learning domains. With the development of the Internet, the speed of information updates has become faster than ever. E-learning has rapidly become the mainstream for corporate training and academic instruction. In order to reduce…

  3. Testing the Effectiveness of Mathematical Games as a Pedagogical Tool for Children's Learning

    ERIC Educational Resources Information Center

    Bragg, Leicha A.

    2012-01-01

    In an effort to engage children in mathematics learning, many primary teachers use mathematical games and activities. Games have been employed for drill and practice, warm-up activities and rewards. The effectiveness of games as a pedagogical tool requires further examination if games are to be employed for the teaching of mathematical concepts.…

  4. Software "Socrative" and Smartphones as Tools for Implementation of Basic Processes of Active Physics Learning in Classroom: An Initial Feasibility Study with Prospective Teachers

    ERIC Educational Resources Information Center

    Méndez Coca, David; Slisko, Josip

    2013-01-01

    Many physics professors have difficulties to know and assess in real time the learning of the students in their courses. Nevertheless, today, with Internet and the new technology devices that the students use every day, like smartphones, such tasks can be carried out relatively easy. The professor pose a few questions in "Socrative," the…

  5. Tool Use and Performance: Relationships between Tool- and Learner-Related Characteristics in a Computer-Based Learning Environment

    ERIC Educational Resources Information Center

    Juarez-Collazo, Norma A.; Elen, Jan; Clarebout, Geraldine

    2013-01-01

    It is still unclear on what and how tool and learner characteristics influence tool use and consequently performance in computer-based learning environments (CBLEs). This study examines the relationships between tool-related characteristics (tool presentation: non-/embedded tool and instructional cues: non-/explained tool functionality) and…

  6. 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/.

  7. Tractor Mechanics. Maintaining and Servicing the Cooling System, Learning Activity Packages 34-40; Maintaining and Servicing Hydraulic Systems, Learning Activity Packages 41-48.

    ERIC Educational Resources Information Center

    Clemson Univ., SC. Vocational Education Media Center.

    This series of learning activity packages focuses on two areas of tractor mechanics: (1) maintaining and servicing the cooling system and (2) maintaining and servicing hydraulic systems. Each of the fifteen illustrated learning activity packages follows a typical format: introduction, directions, objectives, learning activities, tools and…

  8. Examining Science Tools as Mediators of Students' Learning about Circuits.

    ERIC Educational Resources Information Center

    Carter, Glenda; Westbrook, Susan L.; Thompkins, Cheryl D.

    1999-01-01

    Uses a Vygotskian framework to examine students' (n=26) use of tools in a ninth-grade physical science classroom during a unit on electric circuits. Indicates that conceptual progress may be hindered by students' need to first understand the tools in terms of everyday application. Advocates selection of laboratory tools and activities that match…

  9. Student perceptions and effectiveness of an innovative learning tool: Anatomy Glove Learning System.

    PubMed

    Lisk, Kristina; McKee, Pat; Baskwill, Amanda; Agur, Anne M R

    2015-01-01

    A trend in anatomical education is the development of alternative pedagogical approaches to replace or complement experiences in a cadaver laboratory; however, empirical evidence on their effectiveness is often not reported. This study aimed to evaluate the effectiveness of Anatomy Glove Learning System (AGLS), which enables students to learn the relationship between hand structure and function by drawing the structures onto a worn glove with imprinted bones. Massage therapy students (n = 73) were allocated into two groups and drew muscles onto either: (1) the glove using AGLS instructional videos (3D group); or (2) paper with palmar/dorsal views of hand bones during an instructor-guided activity (2D group). A self-confidence measure and knowledge test were completed before, immediately after, and one-week following the learning conditions. Self-confidence of hand anatomy in the 3D group gradually increased (3.2/10, 4.7/10, and 4.8/10), whereas self-confidence in the 2D group began to decline one-week later (3.2/10, 4.4/10, and 3.9/10). Knowledge of hand anatomy improved in both groups immediately after learning, (P < 0.001). Students' perceptions of AGLS were also assessed using a 10-pt Likert scale evaluation questionnaire (10 = high). Students perceived the AGLS videos (mean = 8.3 ± 2.0) and glove (mean = 8.1 ± 1.8) to be helpful in improving their understanding of hand anatomy and the majority of students preferred AGLS as a learning tool (mean = 8.6 ± 2.2). This study provides evidence demonstrating that AGLS and the traditional 2D learning approach are equally effective in promoting students' self-confidence and knowledge of hand anatomy. PMID:24757171

  10. A tool for learning the programming style of Java

    NASA Astrophysics Data System (ADS)

    Arai, Masayuki

    2013-03-01

    We developed a tool for learning the programming style of Java. The tool has the following functions: (1) recommends the use of CamelCase and English words for the names of classes, methods, and variables; (2) recommends setting the correct scope level of variables and the appropriate length of variable names; (3) recommends writing comments in source programs; (4) shows sample source programs according to the programming style of Java.

  11. Developing the School Physical Activity and Nutrition Environment Tool to Measure Qualities of the Obesogenic Context

    ERIC Educational Resources Information Center

    John, Deborah H.; Gunter, Katherine; Jackson, Jennifer A.; Manore, Melinda

    2016-01-01

    Background: Practical tools are needed that reliably measure the complex physical activity (PA) and nutrition environments of elementary schools that influence children's health and learning behaviors for obesity prevention. The School Physical Activity and Nutrition-Environment Tool (SPAN-ET) was developed and beta tested in 6 rural Oregon…

  12. [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…

  13. Footprints as Inquiry-Based Learning Tools.

    ERIC Educational Resources Information Center

    Messina, Paula

    2000-01-01

    Adapts three high-interest activities using biogenic and physical traces in the re-creation of past events that were created to help develop student understanding of the process of science without sacrificing substantive geoscience content. Presents adaptations of human footprints, dinosaur tracks, and sliding rock trails investigations. (Contains…

  14. 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.…

  15. A Tool for Helping Veterinary Students Learn Diagnostic Problem Solving.

    ERIC Educational Resources Information Center

    Danielson, Jared A.; Bender, Holly S.; Mills, Eric M.; Vermeer, Pamela J.; Lockee, Barbara B.

    2003-01-01

    Describes the result of implementing the Problem List Generator, a computer-based tool designed to help clinical pathology veterinary students learn diagnostic problem solving. Findings suggest that student problem solving ability improved, because students identified all relevant data before providing a solution. (MES)

  16. The Use of Computer Tools to Support Meaningful Learning

    ERIC Educational Resources Information Center

    Keengwe, Jared; Onchwari, Grace; Wachira, Patrick

    2008-01-01

    This article attempts to provide a review of literature pertaining to computer technology use in education. The authors discuss the benefits of learning with technology tools when integrated into teaching. The argument that introducing computer technology into schools will neither improve nor change the quality of classroom instruction unless…

  17. The Computer and Language Learning: Productivity Tools in the Classroom.

    ERIC Educational Resources Information Center

    Thrush, Emily A.

    Early programs for computer-assisted language learning were limited in size and power by the capabilities of the first generation of microcomputers. As these capabilities have increased, it has become possible for language teachers to take advantage of tools originally intended for use in the business world, such as word processors, spreadsheets,…

  18. Faculty Usage of Library Tools in a Learning Management System

    ERIC Educational Resources Information Center

    Leeder, Chris; Lonn, Steven

    2014-01-01

    To better understand faculty attitudes and practices regarding usage of library-specific tools and roles in a university learning management system, log data for a period of three semesters was analyzed. Academic departments with highest rates of usage were identified, and faculty users and nonusers within those departments were surveyed regarding…

  19. Integrating Computer-Assisted Translation Tools into Language Learning

    ERIC Educational Resources Information Center

    Fernández-Parra, María

    2016-01-01

    Although Computer-Assisted Translation (CAT) tools play an important role in the curriculum in many university translator training programmes, they are seldom used in the context of learning a language, as a good command of a language is needed before starting to translate. Since many institutions often have translator-training programmes as well…

  20. Gironacel[R]: A Virtual Tool for Learning Quality Management

    ERIC Educational Resources Information Center

    Mendez, Empar; Casadesus, Marti; De Ciurana, Quim

    2006-01-01

    This article describes the Gironacel[R] project--a virtual learning environment produced by the University of Girona. The purpose of this tool is to make it easier for students studying quality management courses within engineering schools to understand what the "quality culture" is and how to implement the ISO 9001:2000 standard in a very…

  1. The Force Concept Inventory: A Tool for Monitoring Student Learning.

    ERIC Educational Resources Information Center

    Savinainen, Antti; Scott, Philip

    2002-01-01

    The Force Concept Inventory (FCI) is a multiple-choice test designed to monitor students' understanding of force and related kinematics. Reviews the development of the FCI, outlines its structure, and reviews findings from its implementation. Makes the case for the FCI as a powerful tool for improving both learning and teaching of mechanics.…

  2. Learning to Identify and Actualize Affordances in a New Tool

    ERIC Educational Resources Information Center

    Haines, Karen J.

    2015-01-01

    Keeping abreast of new technologies and the opportunities they offer is a challenge for inservice teachers (Blake, 2008; Egbert, Akasha, Huff, & Lee, 2011; Hanson-Smith, 2006; Hubbard, 2007; Robb, 2006). An important aspect of teacher learning about the use of technology is the ability to identify the affordances of new tools and how they can…

  3. Authoring Tools and Learning Systems: A Historical Perspective.

    ERIC Educational Resources Information Center

    Dabbagh, Nada

    Authoring tools have evolved over the last decade based on technological and pedagogical innovations, from authoring bounded, program-controlled learning systems such as Computer-Based Instruction (CBI) to authoring unbounded, learner-centered environments such as Web-Based Instruction (WBI). This paper discusses the current state of authoring…

  4. Using Children's Picture Books as Tools to Facilitate Undergraduates' Learning

    ERIC Educational Resources Information Center

    Meyerson, Peter M.

    2006-01-01

    The purpose of this article is to explore the use of children's picture book literature as a tool to teach undergraduate students. The research takes place in the context of an undergraduate educational psychology course that focuses on theories of learning and development. Students' written comments and scaled responses indicate that they view…

  5. Student Engagement in Pharmacology Courses Using Online Learning Tools

    PubMed Central

    Karaksha, Abdullah; Grant, Gary; Anoopkumar-Dukie, Shailendra; Nirthanan, S. Niru

    2013-01-01

    Objective. To assess factors influencing student engagement with e-tools used as a learning supplement to the standard curriculum in pharmacology courses. Design. A suite of 148 e-tools (interactive online teaching materials encompassing the basic mechanisms of action for different drug classes) were designed and implemented across 2 semesters for third-year pharmacy students. Assessment. Student engagement and use of this new teaching strategy were assessed using a survey instrument and usage statistics for the material. Use of e-tools during semester 1 was low, a finding attributable to a majority (75%) of students either being unaware of or forgetting about the embedded e-tools and a few (20%) lacking interest in accessing additional learning materials. In contrast to semester 1, e-tool use significantly increased in semester 2 with the use of frequent reminders and announcements (p<0.001). Conclusion. The provision of online teaching and learning resources were only effective in increasing student engagement after the implementation of a “marketing strategy” that included e-mail reminders and motivation. PMID:23966728

  6. Development of a lightning activity nowcasting tool

    NASA Astrophysics Data System (ADS)

    Karagiannidis, Athanassios; Lagouvardos, Kostas; Kotroni, Vassiliki

    2015-04-01

    Electrical phenomena inside thunderstorm clouds are a significant threat to numerous activities. Summertime convective activity is usually associated to local thermal instability, which is hard to predict using numerical weather prediction models. Despite their relatively small areal extend, these thunderstorms can be violent, resulting to infrastructure damage and loss of life. In the frame of TALOS project the National Observatory of Athens has developed a lightning activity nowcasting tool. This tool uses as sole inputs: (i) real time infrared Meteosat Second Generation (MSG) imagery and (ii) real time flashes provided by the VLF lightning detection system ZEUS, which is operated by the National Observatory of Athens. The MSG SEVIRI 10.8 and 6.2μm channels data are utilized to produce 3 Interest Fields (IFs). These fields are the TB10.8 brightness temperature (indicative of the cloud top glaciation), the TB6.2-TB10.8 difference (indicative of the cloud depth) and the TB10.8 15 minute trend, which will be referenced as "TB10.8trend" (indicative of the cloud growth rate). The latter is defined as the difference between two successive 15 minutes images of the TB10.8. When a predefined threshold value is surpassed, the delimited area is considered to be favorable for lightning activity. A statistical procedure is employed to identify the optimum threshold values for the three IFs, based on the performance of each one. The assessment of their efficiency showed that these three IFs can be used independently as predictors of lightning activity. However, in an effort to improve the tool's efficiency a combined estimation is performed. When all three IFs agree that lightning activity is expected over an area, then a Warning Level 3 (WL3) is issued. When 2 or 1 IFs indicate upcoming activity then a WL2 or WL1 is issued. The assessment of the efficiency of the combined IF tool showed that the combined estimation is more skillful than the individual IFs estimations. In a

  7. Open Space Learning Activities

    ERIC Educational Resources Information Center

    Knapp, Clifford E.

    1976-01-01

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

  8. Design of Teacher Assistance Tools in an Exploratory Learning Environment for Algebraic Generalization

    ERIC Educational Resources Information Center

    Gutierrez-Santos, S.; Geraniou, E.; Pearce-Lazard, D.; Poulovassilis, A.

    2012-01-01

    The MiGen project is designing and developing an intelligent exploratory environment to support 11-14-year-old students in their learning of algebraic generalization. Deployed within the classroom, the system also provides tools to assist teachers in monitoring students' activities and progress. This paper describes the design of these Teacher…

  9. The Use of Economic Impact Studies as a Service Learning Tool in Undergraduate Business Programs

    ERIC Educational Resources Information Center

    Misner, John M.

    2004-01-01

    This paper examines the use of community based economic impact studies as service learning tools for undergraduate business programs. Economic impact studies are used to measure the economic benefits of a variety of activities such as community redevelopment, tourism, and expansions of existing facilities for both private and public producers.…

  10. Comparing Educational Tools Using Activity Theory: Clickers and Flashcards

    NASA Astrophysics Data System (ADS)

    Price, Edward; De Leone, Charles; Lasry, Nathaniel

    2010-10-01

    Physics educators and researchers have recently begun to distinguish between pedagogical approaches and the educational technologies that are used to implement them. For instance, peer instruction has been shown to be equally effective, in terms of student learning outcomes, when implemented with clickers or flashcards. Therefore, technological tools (clickers and flashcards) can be viewed as means to mediate pedagogical techniques (peer instruction or traditional instruction). In this paper, we use activity theory to examine peer instruction, with particular attention to the role of tools. This perspective helps clarify clickers' and flashcards' differences, similarities, impacts in the classroom, and utility to education researchers. Our analysis can suggest improvements and new uses. Finally, we propose activity theory as a useful approach in understanding and improving the use of technology in the physics classroom.

  11. 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…

  12. 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…

  13. Active Learning in Introductory Climatology.

    ERIC Educational Resources Information Center

    Dewey, Kenneth F.; Meyer, Steven J.

    2000-01-01

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

  14. 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…

  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. Role of Graphics Tools in the Learning Design Process

    ERIC Educational Resources Information Center

    Laisney, Patrice; Brandt-Pomares, Pascale

    2015-01-01

    This paper discusses the design activities of students in secondary school in France. Graphics tools are now part of the capacity of design professionals. It is therefore apt to reflect on their integration into the technological education. Has the use of intermediate graphical tools changed students' performance, and if so in what direction,…

  18. The Systems SOAP Note: A Systems Learning Tool

    PubMed Central

    Young, John Q; Leary, Mark; Dilley, James; Mangurian, Christina

    2014-01-01

    Objective Systems-based practice (SBP) is the only Accreditation Council for Graduate Medical Education (ACGME) competency concerned with public health and is relatively neglected in residency curricula. A tool was developed and pilot-tested to improve SBP learning on inpatient psychiatry rotations. Methods A four-step approach was used: (1) literature review, (2) expert consultation, (3) tool development, and (4) pilot testing on four cases and evaluation for completion time and preliminary efficacy. Results Out of 51 SBP articles, six (12%) focused on psychiatric residency programs, and none had a practical SBP learning tool. The “systems SOAP (subjective, objective, assessment, plan) note” (S-SOAP) was structured after a clinical SOAP note and was easy to use (mean completion time=60 min), and residents self-reported more insight into systems issues. Conclusions The S-SOAP tool was effectively integrated into clinical experience and provided insight into systemic complexities. Future research should assess SBP knowledge acquisition after the use of such tools. PMID:24838822

  19. Complexities of learning with computer-based tools: A case of inquiry about sound and music in elementary school

    NASA Astrophysics Data System (ADS)

    Magnusson, Shirley J.

    1996-12-01

    Computer-based technology is increasingly becoming available for students at all grade levels in schools, and its promise and power as a learning tool is being extolled by many. From a constructive perspective, if individuals actively construct meaning from their experiences, then simply having particular tools to work with via a computer doesn't ensure that desired learning will result. Thus, it is important to examine how students construct meaning while using such tools. This study examined what fourth grade students learned from the use of two computer-based tools intended to help them understand sound and music: software that emulated an oscilloscope and allowed students to view sound waves from audio input; and software that turned the computer into an electronic keyboard, which provided students with standard pitches for comparison purposes. Principles of selective attention and pior knowledge and experiences—foundational ideas of a constructivist epistemology—were useful in understanding learning outcomes from inquiry with these tools. Our findings provide critical information for future instruction with the goal of supporting learning about sound and music from such tools. They also indicate the need for more studies examining learning from computer-based tools in specific contexts, to advance our understanding of how teachers can mediate student activity with computer-based tools to support the development of conceptual understanding.

  20. History and Evolution of Active Learning Spaces

    ERIC Educational Resources Information Center

    Beichner, Robert J.

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Gibbes, Marina; Carson, Lorna

    2014-01-01

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

  2. Learning Designer[TM]: A Theory-Based SCORM-Compliant Content Development Tool

    ERIC Educational Resources Information Center

    Kang, Myunghee; Lim, Doo H.; Kim, Minkyung

    2004-01-01

    This paper introduces a recently developed e-learning design and development tool called Learning Designer[TM] (version 1.0). Learning Designer assists learning designers and developers to build e-learning courses with Sharable Content Object Reference Model (SCORM) compliant learning objects using decision-making aids and recommended templates…

  3. Xtranormal Learning for Millennials: An Innovative Tool for Group Projects

    ERIC Educational Resources Information Center

    Stratton, Micheal T.; Julien, Mark

    2014-01-01

    Encouraging students to actively engage with course material is an ongoing challenge for many management educators. One common tactic is to use various technologies that allow tech-savvy Millennial Generation students to take a more active role in their learning. In this article, we describe an innovative group project that challenges students to…

  4. 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…

  5. Student Active Learning Methods in Physical Chemistry

    NASA Astrophysics Data System (ADS)

    Hinde, Robert J.; Kovac, Jeffrey

    2001-01-01

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

  6. Experiential Learning through a Physical Activity Program for Children with Disabilities

    ERIC Educational Resources Information Center

    Richards, K. Andrew R.; Eberline, Andrew D.; Padaruth, Sookhenlall; Templin, Thomas J.

    2015-01-01

    Service-learning has become a popular pedagogical tool to promote academic and civic learning. One form of service-learning provides physical activity for underrepresented community groups, including children with disabilities. Using experiential learning theory, the purpose of this descriptive case study was to evaluate college students'…

  7. 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…

  8. Applying computer simulation models as learning tools in fishery management

    USGS Publications Warehouse

    Johnson, B.L.

    1995-01-01

    Computer models can be powerful tools for addressing many problems in fishery management, but uncertainty about how to apply models and how they should perform can lead to a cautious approach to modeling. Within this approach, we expect models to make quantitative predictions but only after all model inputs have been estimated from empirical data and after the model has been tested for agreement with an independent data set. I review the limitations to this approach and show how models can be more useful as tools for organizing data and concepts, learning about the system to be managed, and exploring management options. Fishery management requires deciding what actions to pursue to meet management objectives. Models do not make decisions for us but can provide valuable input to the decision-making process. When empirical data are lacking, preliminary modeling with parameters derived from other sources can help determine priorities for data collection. When evaluating models for management applications, we should attempt to define the conditions under which the model is a useful, analytical tool (its domain of applicability) and should focus on the decisions made using modeling results, rather than on quantitative model predictions. I describe an example of modeling used as a learning tool for the yellow perch Perca flavescens fishery in Green Bay, Lake Michigan.

  9. Improving Students' Understanding of Quantum Measurement. II. Development of Research-Based Learning Tools

    ERIC Educational Resources Information Center

    Zhu, Guangtian; Singh, Chandralekha

    2012-01-01

    We describe the development and implementation of research-based learning tools such as the Quantum Interactive Learning Tutorials and peer-instruction tools to reduce students' common difficulties with issues related to measurement in quantum mechanics. A preliminary evaluation shows that these learning tools are effective in improving students'…

  10. Development of an innovative tool to assess hospital learning environments.

    PubMed

    Chan, D

    2001-11-01

    Nursing as a profession has evolved in response to societal needs for well-prepared practitioners who provide quality care to the needed in episodes of illness, and promote health among all age groups. Clinical practice enables the student to develop competencies in the application of knowledge, skills, and attitudes to clinical field situations. The clinical learning environment is a multidimensional entity with a complex social context. Previous research on clinical learning environment was examined, yet minimal studies have been conducted on hospital learning environments from the psychosocial educational perspective. With the mission to maximize nursing students' clinical learning experiences, the author developed and validated the Clinical Learning Environment Inventory (CLEI) based on the theoretical framework in psychosocial education. It is envisaged that this tool will assist the nurse professional to facilitate nursing students to achieve a productive clinical practice. This paper highlights the need and details the conceptual framework in the development of the CLEI. Although it is not presented as a research based paper, some statistical data are included to verify the reliability and validity of the newly-developed instrument. PMID:11884175

  11. 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…

  12. Visual Literacy Skills of Students in College-Level Biology: Learning Outcomes Following Digital or Hand-Drawing Activities

    ERIC Educational Resources Information Center

    Bell, Justine C.

    2014-01-01

    To test the claim that digital learning tools enhance the acquisition of visual literacy in this generation of biology students, a learning intervention was carried out with 33 students enrolled in an introductory college biology course. This study compared learning outcomes following two types of learning tools: a traditional drawing activity, or…

  13. GIS learning tool for world's largest earthquakes and their causes

    NASA Astrophysics Data System (ADS)

    Chatterjee, Moumita

    The objective of this thesis is to increase awareness about earthquakes among people, especially young students by showing the five largest and two most predictable earthquake locations in the world and their plate tectonic settings. This is a geographic based interactive tool which could be used for learning about the cause of great earthquakes in the past and the safest places on the earth in order to avoid direct effect of earthquakes. This approach provides an effective way of learning for the students as it is very user friendly and more aligned to the interests of the younger generation. In this tool the user can click on the various points located on the world map which will open a picture and link to the webpage for that point, showing detailed information of the earthquake history of that place including magnitude of quake, year of past quakes and the plate tectonic settings that made this place earthquake prone. Apart from knowing the earthquake related information students will also be able to customize the tool to suit their needs or interests. Students will be able to add/remove layers, measure distance between any two points on the map, select any place on the map and know more information for that place, create a layer from this set to do a detail analysis, run a query, change display settings, etc. At the end of this tool the user has to go through the earthquake safely guidelines in order to be safe during an earthquake. This tool uses Java as programming language and uses Map Objects Java Edition (MOJO) provided by ESRI. This tool is developed for educational purpose and hence its interface has been kept simple and easy to use so that students can gain maximum knowledge through it instead of having a hard time to install it. There are lots of details to explore which can help more about what a GIS based tool is capable of. Only thing needed to run this tool is latest JAVA edition installed in their machine. This approach makes study more fun and

  14. 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.

  15. 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…

  16. Open Educational Resources in Support of Science Learning: Tools for Inquiry and Observation

    ERIC Educational Resources Information Center

    Scanlon, Eileen

    2012-01-01

    This article focuses on the potential of free tools, particularly inquiry tools for influencing participation in twenty-first-century learning in science, as well as influencing the development of communities around tools. Two examples are presented: one on the development of an open source tool for structured inquiry learning that can bridge the…

  17. The anatomy of E-Learning tools: Does software usability influence learning outcomes?

    PubMed

    Van Nuland, Sonya E; Rogers, Kem A

    2016-07-01

    Reductions in laboratory hours have increased the popularity of commercial anatomy e-learning tools. It is critical to understand how the functionality of such tools can influence the mental effort required during the learning process, also known as cognitive load. Using dual-task methodology, two anatomical e-learning tools were examined to determine the effect of their design on cognitive load during two joint learning exercises. A.D.A.M. Interactive Anatomy is a simplistic, two-dimensional tool that presents like a textbook, whereas Netter's 3D Interactive Anatomy has a more complex three-dimensional usability that allows structures to be rotated. It was hypothesized that longer reaction times on an observation task would be associated with the more complex anatomical software (Netter's 3D Interactive Anatomy), indicating a higher cognitive load imposed by the anatomy software, which would result in lower post-test scores. Undergraduate anatomy students from Western University, Canada (n = 70) were assessed using a baseline knowledge test, Stroop observation task response times (a measure of cognitive load), mental rotation test scores, and an anatomy post-test. Results showed that reaction times and post-test outcomes were similar for both tools, whereas mental rotation test scores were positively correlated with post-test values when students used Netter's 3D Interactive Anatomy (P = 0.007), but not when they used A.D.A.M. Interactive Anatomy. This suggests that a simple e-learning tool, such as A.D.A.M. Interactive Anatomy, is as effective as more complicated tools, such as Netter's 3D Interactive Anatomy, and does not academically disadvantage those with poor spatial ability. Anat Sci Educ 9: 378-390. © 2015 American Association of Anatomists. PMID:26671838

  18. Lessons learned in deploying software estimation technology and tools

    NASA Technical Reports Server (NTRS)

    Panlilio-Yap, Nikki; Ho, Danny

    1994-01-01

    Developing a software product involves estimating various project parameters. This is typically done in the planning stages of the project when there is much uncertainty and very little information. Coming up with accurate estimates of effort, cost, schedule, and reliability is a critical problem faced by all software project managers. The use of estimation models and commercially available tools in conjunction with the best bottom-up estimates of software-development experts enhances the ability of a product development group to derive reasonable estimates of important project parameters. This paper describes the experience of the IBM Software Solutions (SWS) Toronto Laboratory in selecting software estimation models and tools and deploying their use to the laboratory's product development groups. It introduces the SLIM and COSTAR products, the software estimation tools selected for deployment to the product areas, and discusses the rationale for their selection. The paper also describes the mechanisms used for technology injection and tool deployment, and concludes with a discussion of important lessons learned in the technology and tool insertion process.

  19. Infants learn enduring functions of novel tools from action demonstrations

    PubMed Central

    Hernik, Mikołaj; Csibra, Gergely

    2015-01-01

    According to recent theoretical proposals, one function of infant goal attribution is to support early social learning of artifact functions from instrumental actions, and one function of infant sensitivity to communication is to support early acquisition of generic knowledge about enduring, kind-relevant properties of the referents. The present study tested two hypotheses, derived from these proposals, about the conditions that facilitate the acquisition of enduring functions for novel tools in human infancy. Using a violation-of-expectation paradigm, we show that 13.5-months-old infants encode arbitrary end-states of action-sequences in relation to the novel tools employed to bring them about. These mappings are not formed if the same end states of action sequences cannot be interpreted as action goals. Moreover, the tool-goal mappings acquired from infant-directed communicative demonstrations are more resilient to counter-evidence than those acquired from non-infant-directed presentations, and thus show similarities to generic rather than episodic representations. These findings suggest that the acquisition of tool functions in infancy is guided by both teleological action interpretation mechanisms and the expectation that communicative demonstrations reveal enduring dispositional properties of tools. PMID:25462040

  20. Developing an audit tool for health promotion learning opportunities in clinical placements.

    PubMed

    Burke, L M; Smith, P

    2000-08-01

    Education audit has proved to be an effective way of reviewing current activities and learning opportunities available to health-care students during clinical placements. Despite the importance attributed to education audit in highlighting good practice, identifying where there is a need for change as well as providing information for future planning, there is no evidence in the literature to support its specific application to health-promotion learning opportunities. This paper describes a two-part study in which an education audit tool for use in evaluating health-promotion learning opportunities for students in clinical placements was successfully developed. This tool can be utilized by multiple stakeholders in a variety of clinical settings. Following a discussion of the background literature, the methodology (which involved the development of a series of dynamic relationships between researchers, commissioners and participants) is described. The aim of this article is to discuss the lessons learned from the process of developing the tool, including the problems that were encountered and how they were addressed. The authors conclude that their experiences in developing this tool can be usefully transferred to other educational and clinical settings. PMID:10959136

  1. Development of a virtual tool for learning basic organisation and planning in rural engineering projects

    NASA Astrophysics Data System (ADS)

    Redel-Macías, María Dolores; Castillo, Carlos; Aguilar Porro, Cristina; Polo, María; Taguas, Encarnación V.

    2014-09-01

    This paper presents a virtual lab for the contents of an Engineering project, for designing an agro-industrial building, which is also useful for a range of different transversal courses in Engineering sciences. The aims of this tool are to analyse the most important contents of a project-document (calculation, regulations, drawings and budgets), as well as their relationship with the activities which make up the work and the schedule. The design criteria we considered were: its online applications and their compatibility with Moodle; the inclusion of different learning approaches, such as exploratory learning and inquiry-based learning; its interactivity, and the use of multimedia elements for visualisation and direct analysis on material common to Engineering subjects. The students' perceptions of the improvements brought by the virtual lab were analysed statistically through a series of questions over two academic years. The results of the questionnaires suggested that most of those who had used the e-learning tool valued positively its overall suitability for reaching the objectives in their subject as well as the way it improved the working methodology. The practical knowledge acquired by the students was also highly valued. In addition, the lack of constraints commonly related to field trips (expenses, time and complexity) illustrates the utility of self-access learning tools in key transversal disciplines such as Engineering projects.

  2. Active Learning in the Middle Grades

    ERIC Educational Resources Information Center

    Edwards, Susan

    2015-01-01

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

  3. 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,…

  4. 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…

  5. Active Learning: The Way Children Construct Knowledge.

    ERIC Educational Resources Information Center

    Hohmann, Mary; Weikart, David P.

    2002-01-01

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

  6. Reinforcement learning or active inference?

    PubMed

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

    2009-01-01

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

  7. 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

  8. 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…

  9. Toward Understanding the Role of Technological Tools in Statistical Learning.

    ERIC Educational Resources Information Center

    Ben-Zvi, Dani

    2000-01-01

    Begins with some context setting on new views of statistics and statistical education reflected in the introduction of exploratory data analysis (EDA) into the statistics curriculum. Introduces a detailed example of an EDA learning activity in the middle school that makes use of the power of the spreadsheet to mediate students' construction of…

  10. Wiki Technology: A Virtual, Cooperative Learning Tool Used to Enhance Student Learning

    ERIC Educational Resources Information Center

    Barrera, Alessandra L.

    2015-01-01

    This study demonstrates the use of wiki technology (an editable webpage environment) to provide a virtual, asynchronous collaborative-learning environment for students for the purpose of working on course-content-focused study-guide questions. To analyze the effectiveness of this course tool, students' responses to various qualitative and…

  11. EFL Learners' Attitudes towards Using Computers as a Learning Tool in Language Learning

    ERIC Educational Resources Information Center

    Kitchakarn, Orachorn

    2015-01-01

    The study was conducted to investigate attitudes toward using computers as a learning tool among undergraduate students in a private university. In this regards, some variables which might be potential antecedents of attitudes toward computer including gender, experience of using computers and perceived abilities in using programs were examined.…

  12. Using a blog as an integrated eLearning tool and platform.

    PubMed

    Goh, Poh Sun

    2016-06-01

    Technology enhanced learning or eLearning allows educators to expand access to educational content, promotes engagement with students and makes it easier for students to access educational material at a time, place and pace which suits them. The challenge for educators beginning their eLearning journey is to decide where to start, which includes the choice of an eLearning tool and platform. This article will share one educator's decision making process, and experience using blogs as a flexible and versatile integrated eLearning tool and platform. Apart from being a cost effective/free tool and platform, blogs offer the possibility of creating a hyperlinked indexed content repository, for both created and curated educational material; as well as a distribution and engagement tool and platform. Incorporating pedagogically sound activities and educational practices into a blog promote a structured templated teaching process, which can be reproduced. Moving from undergraduate to postgraduate training, educational blogs supported by a comprehensive online case-based repository offer the possibility of training beyond competency towards proficiency and expert level performance through a process of deliberate practice. By documenting educational content and the student engagement and learning process, as well as feedback and personal reflection of educational sessions, blogs can also form the basis for a teaching portfolio, and provide evidence and data of scholarly teaching and educational scholarship. Looking into the future, having a collection of readily accessible indexed hyperlinked teaching material offers the potential to do on the spot teaching with illustrative material called up onto smart surfaces, and displayed on holographic interfaces. PMID:26558420

  13. Development of Active Learning with Simulations and Games

    ERIC Educational Resources Information Center

    Zapalska, Alina; Brozik, Dallas; Rudd, Denis

    2012-01-01

    Educational games and simulations are excellent active learning tools that offer students hands-on experience. Little research is available on developing games and simulations and how teachers can be assisted in making their own games and simulations. In this context, the paper presents a multi-step process of how to develop games and simulations…

  14. The Secrets of the Iceman. Technology Learning Activity.

    ERIC Educational Resources Information Center

    Deal, Walter F., III

    1993-01-01

    This learning activity asks students to use critical thinking skills to imagine life in the late stone age, including the tools and technology that would have existed. Presents the context, the challenge, objectives, resources, material and equipment needs, and evaluation methods. (SK)

  15. Professors' and students' perceptions and experiences of computational simulations as learning tools

    NASA Astrophysics Data System (ADS)

    Magana de Leon, Alejandra De Jesus

    Computational simulations are becoming a critical component of scientific and engineering research, and now are becoming an important component for learning. This dissertation provides findings from a multifaceted research study exploring the ways computational simulations have been perceived and experienced as learning tools by instructors and students. Three studies were designed with an increasing focus on the aspects of learning and instructing with computational simulation tools. Study One used a student survey with undergraduate and graduate students whose instructors enhanced their teaching using online computational tools. Results of this survey were used to identify students' perceptions and experiences with these simulations as learning tools. The results provided both an evaluation of the instructional design and an indicator of which instructors were selected in Study Two. Study Two used a phenomenographic research design resulting in a two dimensional outcome space with six qualitatively different ways instructors perceived their learning outcomes associated with using simulation tools as part of students' learning experiences. Results from this work provide a framework for identifying major learning objectives to promote learning with computational simulation tools. Study Three used a grounded theory methodology to expand on instructors' learning objectives to include their perceptions of formative assessment and pedagogy. These perceptions were compared and contrasted with students' perceptions associated with learning with computational tools. The study is organized around three phases and analyzed as a collection of case studies focused on the instructors and their students' perceptions and experiences of computational simulations as learning tools. This third study resulted in a model for using computational simulations as learning tools. This model indicates the potential of integrating the computational simulation tools into formal learning

  16. Using MITSI as a KBS Tool for Learning.

    ERIC Educational Resources Information Center

    Cumming, Geoff; Abbott, Elizabeth

    Students aged 10 to 17 years in a primary school and a secondary school in an industrial suburb of Melbourne, Australia, were observed as they worked at activities in both curriculum and non-curriculum areas using MITSI, a computer program, as a KBS (knowledge-based system) tool. Evaluations of the students' general abilities, computer abilities,…

  17. Tools For Interactive Learning And Self-Management Of Diabetes

    NASA Astrophysics Data System (ADS)

    Capelo, Rita; Baptista, Carla; Figueiredo, Júlia; Carrilho, Francisco; Furtado, Pedro

    2015-05-01

    Diabetes is a widespread disease and its control is dependent upon the patient. Although there is no permanent cure for diabetes, there are several available treatments which, when followed regularly, allow the patient to have a good quality of life. Patient education, especially about eating habits, is key to keep glucose levels stable both in the short and in the long term. This should include nutritional counselling, physical exercise, and the self monitoring of glucose levels. The University of Coimbra and the Serviço de Endocrinologia, Diabetes e Metabolismo of Centro Hospitalar e Universitário de Coimbra started a collaboration to develop interactive tools for the learning and improvement of carbohydrate counting by patients. The approach presented in this paper is an interactive multimedia tool, available to patients through either the web or a smartphone. It helps them to learn how to maintain a healthy diet and how to monitor their insulin levels correctly by measuring the carbo-hidrate “equivalents” in meals. This application will create a more dynamic and interactive way of educating patients, improving solutions currently used in the Serviço de Endocrinologia, Diabetes e Metabolismo of the Centro Hospitalar e Universitário de Coimbra.

  18. Leading for Learning: Reflective Tools for School and District Leaders. CTP Research Report.

    ERIC Educational Resources Information Center

    Knapp, Michael S.; Copland, Michael A.; Talbert, Joan E.

    The framework of reflective ideas and tools presented here, and in the companion, "Leading for Learning Sourcebook: Concepts and Examples," supports leaders' efforts to improve student learning in schools and districts. Overall, the framework sees to enable powerful, equitable learning for all students. Its ideas and tools highlight five areas of…

  19. Integration of Web 2.0 Tools in Learning a Programming Course

    ERIC Educational Resources Information Center

    Majid, Nazatul Aini Abd

    2014-01-01

    Web 2.0 tools are expected to assist students to acquire knowledge effectively in their university environment. However, the lack of effort from lecturers in planning the learning process can make it difficult for the students to optimize their learning experiences. The aim of this paper is to integrate Web 2.0 tools with learning strategy in…

  20. Factors Influencing Beliefs for Adoption of a Learning Analytics Tool: An Empirical Study

    ERIC Educational Resources Information Center

    Ali, Liaqat; Asadi, Mohsen; Gasevic, Dragan; Jovanovic, Jelena; Hatala, Marek

    2013-01-01

    Present research and development offer various learning analytics tools providing insights into different aspects of learning processes. Adoption of a specific tool for practice is based on how its learning analytics are perceived by educators to support their pedagogical and organizational goals. In this paper, we propose and empirically validate…

  1. Developing an Intelligent Diagnosis and Assessment E-Learning Tool for Introductory Programming

    ERIC Educational Resources Information Center

    Huang, Chenn-Jung; Chen, Chun-Hua; Luo, Yun-Cheng; Chen, Hong-Xin; Chuang, Yi-Ta

    2008-01-01

    Recently, a lot of open source e-learning platforms have been offered for free in the Internet. We thus incorporate the intelligent diagnosis and assessment tool into an open software e-learning platform developed for programming language courses, wherein the proposed learning diagnosis assessment tools based on text mining and machine learning…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. Integrated Authoring Tool for Mobile Augmented Reality-Based E-Learning Applications

    ERIC Educational Resources Information Center

    Lobo, Marcos Fermin; Álvarez García, Víctor Manuel; del Puerto Paule Ruiz, María

    2013-01-01

    Learning management systems are increasingly being used to complement classroom teaching and learning and in some instances even replace traditional classroom settings with online educational tools. Mobile augmented reality is an innovative trend in e-learning that is creating new opportunities for teaching and learning. This article proposes a…

  7. Identifying the Learning Styles and Instructional Tool Preferences of Beginning Food Science and Human Nutrition Majors

    ERIC Educational Resources Information Center

    Bohn, D. M.; Rasmussen, C. N.; Schmidt, S. J.

    2004-01-01

    Learning styles vary among individuals, and understanding which instructional tools certain learning styles prefer can be utilized to enhance student learning. Students in the introductory Food Science and Human Nutrition course (FSHN 101), taught at the Univ. of Illinois at Urbana-Champaign, were asked to complete Gregorc's Learning Style…

  8. Introducing an Avatar Acceptance Model: Student Intention to Use 3D Immersive Learning Tools in an Online Learning Classroom

    ERIC Educational Resources Information Center

    Kemp, Jeremy William

    2011-01-01

    This quantitative survey study examines the willingness of online students to adopt an immersive virtual environment as a classroom tool and compares this with their feelings about more traditional learning modes including our ANGEL learning management system and the Elluminate live Web conferencing tool. I surveyed 1,108 graduate students in…

  9. 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…

  10. Collaborative Tools' Quality in Web-Based Learning Systems — A Model of User Perceptions

    NASA Astrophysics Data System (ADS)

    Davoli, Paolo; Monari, Matteo

    The importance of collaborative tools is increasing in e-learning practice, both in educational institutions and enterprises. E-learning is nowadays much more than file downloading: both in distance and blended learning, group interactions are showing their didactic relevance. Specific contexts and needs are to be taken into account when evaluating didactic collaborative tools, since they present peculiar aspects. For instance, e-learning platforms are not pure groupware, but didactic systems hosting both groupware facilities and single-user features.

  11. 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…

  12. 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)

  13. GIS learning tool for USA's tallest skyscrapers and their construction

    NASA Astrophysics Data System (ADS)

    Rajah Nagarajasetty, Kanaka Nethra

    Urban development in the twenty-first century takes many forms, but for many none quite so interesting as the skyscraper. With swelling cities and growing concerns about the environment, vertical living has become the preferred way of life for millions of people around the world. But just how these tall buildings are designed, constructed and operated remains a mystery to many--even to those who live in them. The motivation behind this application is to build an interactive and one-stop Geographic Information systems (GIS) learning tool that will help users learn about structural facts and geography of tallest skyscrapers around the metro cities of USA. For purpose of this application development, any building more than 700ft (213m) is considered as one of the tallest skyscrapers. The points displayed on USA map are the metro cities hosting these skyscrapers. When users click on cities, a brief description about the city along with a link to the top three skyscrapers is displayed. The links of the skyscrapers opens a HTML page that has a photo gallery, embedded video, facts, structural information etc., in a web browser. Map Objects Java Objects (MOJO), a set of Java API's provided by ESRI, is used to display a map of the United States of America and skyscrapers locations in the form of points. Along with MOJO, other technical languages used to develop this application are HTML5, CSS3, JavaScript and Java Swing.

  14. Virtual Labs in proteomics: new E-learning tools.

    PubMed

    Ray, Sandipan; Koshy, Nicole Rachel; Reddy, Panga Jaipal; Srivastava, Sanjeeva

    2012-05-17

    Web-based educational resources have gained enormous popularity recently and are increasingly becoming a part of modern educational systems. Virtual Labs are E-learning platforms where learners can gain the experience of practical experimentation without any direct physical involvement on real bench work. They use computerized simulations, models, videos, animations and other instructional technologies to create interactive content. Proteomics being one of the most rapidly growing fields of the biological sciences is now an important part of college and university curriculums. Consequently, many E-learning programs have started incorporating the theoretical and practical aspects of different proteomic techniques as an element of their course work in the form of Video Lectures and Virtual Labs. To this end, recently we have developed a Virtual Proteomics Lab at the Indian Institute of Technology Bombay, which demonstrates different proteomics techniques, including basic and advanced gel and MS-based protein separation and identification techniques, bioinformatics tools and molecular docking methods, and their applications in different biological samples. This Tutorial will discuss the prominent Virtual Labs featuring proteomics content, including the Virtual Proteomics Lab of IIT-Bombay, and E-resources available for proteomics study that are striving to make proteomic techniques and concepts available and accessible to the student and research community. This Tutorial is part of the International Proteomics Tutorial Programme (IPTP 14). Details can be found at: http://www.proteomicstutorials.org/. PMID:22484059

  15. 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…

  16. Toward a powerful problem-based training tool for harnessing lessons learned

    SciTech Connect

    May, W. E.; Richards, R. E.

    2006-07-01

    One of the purposes of this paper is to describe a training method and supporting technologies (tool) to increase personnel awareness of error precursors. This model-centered method may be an effective 'part task training' to precede more expensive fall-blown multimedia scenarios (behavioral simulations). The training is designed to efficiently increase positive transfer from lessons learned case studies. The tool enables developers to take actual instances and inexpensively frame them within an interactive computer learning environment. The learning is engaging and helps model the kind of causal thinking needed to prevent future occurrences. This method and tool could help workers 'see' the problems and feel the need to take action when they are in real settings. Another purpose of this paper is to present the results of research into the process of designing and developing this training software. The benefits for attendees are insights that may enable more rapid proto-typing of software for training the workforce. The authors will present the models, methodologies, and patterns in the participants' design activities. Results show that participants used a cyclical, spiral process that revisited design topics until they were clarified. (authors)

  17. Organic Chemistry Online: Building Collaborative Learning Communities through Electronic Communication Tools

    NASA Astrophysics Data System (ADS)

    Glaser, Rainer E.; Poole, Melissa J.

    1999-05-01

    How do we make the undergraduate "large lecture" class seem like a small learning community? How can we utilize the new computer-mediated communication tools on the Internet to enhance communication and engage students in active learning? In this article, we report on the use of group research projects in an undergraduate course in organic chemistry to build small learning communities. Students engaged in group research projects via online resources and developed reports that were published online. They also worked together in groups to review the online reports of their peers. This work was facilitated by use of electronic media, including the course Web site, email, and an electronic discussion list. The resulting projects far exceeded our expectations. Students reported that the process of collaborative group work was beneficial for studying as well as for project work. Future plans include refinement of the research project assignment, development of an automated Web tool for reporting and calculating peer review scores, and refinement of the course evaluation tools.

  18. Machine Shop I. Learning Activity Packets (LAPs). Section B--Basic and Related Technology.

    ERIC Educational Resources Information Center

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

    This document contains eight learning activity packets (LAPs) for the "basic and related technology" instructional area of a Machine Shop I course. The eight LAPs cover the following topics: basic mathematics, blueprints, rules, micrometer measuring tools, Vernier measuring tools, dial indicators, gaging and inspection tools, and materials and…

  19. Motion sensors in mathematics teaching: learning tools for understanding general math concepts?

    NASA Astrophysics Data System (ADS)

    Urban-Woldron, Hildegard

    2015-05-01

    Incorporating technology tools into the mathematics classroom adds a new dimension to the teaching of mathematics concepts and establishes a whole new approach to mathematics learning. In particular, gathering data in a hands-on and real-time method helps classrooms coming alive. The focus of this paper is on bringing forward important mathematics concepts such as functions and rate of change with the motion detector. Findings from the author's studies suggest that the motion detector can be introduced from a very early age and used to enliven classes at any level. Using real-world data to present the main functions invites an experimental approach to mathematics and encourages students to engage actively in their learning. By emphasizing learning experiences with computer-based motion detectors and aiming to involve students in mathematical representations of real-world phenomena, six learning activities, which were developed in previous research studies, will be presented. Students use motion sensors to collect physical data that are graphed in real time and then manipulate and analyse them. Because data are presented in an immediately understandable graphical form, students are allowed to take an active role in their learning by constructing mathematical knowledge from observation of the physical world. By utilizing a predict-observe-explain format, students learn about slope, determining slope and distance vs. time graphs through motion-filled activities. Furthermore, exploring the meaning of slope, viewed as the rate of change, students acquire competencies for reading, understanding and interpreting kinematics graphs involving a multitude of mathematical representations. Consequently, the students are empowered to efficiently move among tabular, graphical and symbolic representation to analyse patterns and discover the relationships between different representations of motion. In fact, there is a need for further research to explore how mathematics teachers

  20. Active controls: A look at analytical methods and associated tools

    NASA Technical Reports Server (NTRS)

    Newsom, J. R.; Adams, W. M., Jr.; Mukhopadhyay, V.; Tiffany, S. H.; Abel, I.

    1984-01-01

    A review of analytical methods and associated tools for active controls analysis and design problems is presented. Approaches employed to develop mathematical models suitable for control system analysis and/or design are discussed. Significant efforts have been expended to develop tools to generate the models from the standpoint of control system designers' needs and develop the tools necessary to analyze and design active control systems. Representative examples of these tools are discussed. Examples where results from the methods and tools have been compared with experimental data are also presented. Finally, a perspective on future trends in analysis and design methods is presented.

  1. Novel Tools for Climate Change Learning and Responding in Earth Science Education

    NASA Astrophysics Data System (ADS)

    Sparrow, Elena; Brunacini, Jessica; Pfirman, Stephanie

    2015-04-01

    Several innovative, polar focused activities and tools including a polar hub website (http://thepolarhub.org) have been developed for use in formal and informal earth science or STEM education by the Polar Learning and Responding (PoLAR) Climate Change Education Partnership (consisting of climate scientists, experts in the learning sciences and education practitioners). In seeking to inform understanding of and response to climate change, these tools and activities range from increasing awareness to informing decisions about climate change, from being used in classrooms (by undergraduate students as well as by pre-college students or by teachers taking online climate graduate courses) to being used in the public arena (by stakeholders, community members and the general public), and from using low technology (card games such as EcoChains- Arctic Crisis, a food web game or SMARTIC - Strategic Management of Resources in Times of Change, an Arctic marine spatial planning game) to high technology (Greenify Network - a mobile real world action game that fosters sustainability and allows players to meaningfully address climate change in their daily lives, or the Polar Explorer Data Visualization Tablet App that allows individuals to explore data collected by scientists and presented for the everyday user through interactive maps and visualizations, to ask questions and go on an individualized tour of polar regions and their connections to the rest of the world). Games are useful tools in integrative and applied learning, in gaining practical and intellectual skills, and in systems thinking. Also, as part of the PoLAR Partnership, a Signs of the Land Climate Change Camp was collaboratively developed and conducted, that can be used as a model for engaging and representing indigenous communities in the co-production of climate change knowledge, communication tools and solutions building. Future camps are planned with Alaska Native Elders, educators including classroom

  2. Implementing Experiential Learning Activities in a Large Enrollment Introductory Food Science and Human Nutrition Course

    ERIC Educational Resources Information Center

    Bohn, Dawn M.; Schmidt, Shelly J.

    2008-01-01

    Experiential learning activities are often viewed as impractical, and potentially unfeasible, instructional tools to employ in a large enrollment course. Research has shown, though, that the metacognitive skills that students utilize while participating in experiential learning activities enable them to assess their true level of understanding and…

  3. Can Reading Questions Foster Active Learning? A Study of Six College Courses

    ERIC Educational Resources Information Center

    Koontz, T. M.; Plank, K. M.

    2011-01-01

    Many instructors strive to encourage student reading outside of class and active learning in class. One pedagogical tool, structured reading questions, can help do both. Using examples from question sets across six courses, the authors illustrate how reading questions can help students achieve the six active-learning principles described by…

  4. Explorers of the Universe: Metacognitive Tools for Learning Science Concepts

    NASA Technical Reports Server (NTRS)

    Alvarez, Marino C.

    1998-01-01

    Much of school learning consists of rote memorization of facts with little emphasis on meaningful interpretations. Knowledge construction is reduced to factual knowledge production with little regard for critical thinking, problem solving, or clarifying misconceptions. An important role of a middle and secondary teacher when teaching science is to aid students' ability to reflect upon what they know about a given topic and make available strategies that will enhance their understanding of text and science experiments. Developing metacognition, the ability to monitor one's own knowledge about a topic of study and to activate appropriate strategies, enhances students' learning when faced with reading, writing and problem solving situations. Two instructional strategies that can involve students in developing metacognitive awareness are hierarchical concept mapping, and Vee diagrams. Concept maps enable students to organize their ideas and reveal visually these ideas to others. A Vee diagram is a structured visual means of relating the methodological aspects of an activity to its underlying conceptual aspect in ways that aid learners in meaningful understanding of scientific investigations.

  5. Narratives and Activity Theory as Reflective Tools in Action Research

    ERIC Educational Resources Information Center

    Stuart, Kaz

    2012-01-01

    Narratives and activity theory are useful as socially constructed data collection tools that allow a researcher access to the social, cultural and historical meanings that research participants place on events in their lives. This case study shows how these tools were used to promote reflection within a cultural-historical activity theoretically…

  6. Extravehicular Activity (EVA) Microbial Swab Tool

    NASA Technical Reports Server (NTRS)

    Rucker, Michelle

    2015-01-01

    When we send humans to search for life on Mars, we'll need to know what we brought with us versus what may already be there. To ensure our crewed spacecraft meet planetary protection requirements--and to protect our science from human contamination--we'll need to know whether micro-organisms are leaking/venting from our ships and spacesuits. This is easily done by swabbing external vents and surfaces for analysis, but there was no US EVA tool for that job. NASA engineers developed an EVA-compatible swab tool that can be used to collect data on current hardware, which will influence eventual Mars life support and EVA hardware designs.

  7. Supporting Self-Improvement in Teaching, Literacy, Language and Numeracy. Tools for Staff Development. Module 4: Teaching and Learning Approaches

    ERIC Educational Resources Information Center

    Basic Skills Agency, 2007

    2007-01-01

    This module provides teachers with practical tools to improve the quality of teaching and learning activities and enable learners to achieve their objectives in literacy, language and numeracy. Unit 1 explores approaches that are particularly appropriate to adult learners, developing thinking skills and involving them in decision making and…

  8. Student Tools Supported by Collaboratively Authored Tasks: The Case of Work Learning Unit

    ERIC Educational Resources Information Center

    Akpinar, Yavuz; Bal, Volkan

    2006-01-01

    This research aims to devise a set of computer-based tools to meet the diverse needs of learners for comprehending a science learning unit, namely work. A model of computer-based tools on the learning unit for developing procedural knowledge for solving work problems was developed together with a set of teacher customization and collaboration…

  9. A Methodology for Integrating Computer-Based Learning Tools in Science Curricula

    ERIC Educational Resources Information Center

    Papadouris, Nicos; Constantinou, Constantinos P.

    2009-01-01

    This paper demonstrates a methodology for effectively integrating computer-based learning tools in science teaching and learning. This methodology provides a means of systematic analysis to identify the capabilities of particular software tools and to formulate a series of competencies relevant to physical science that could be developed by means…

  10. A Case Study of Using a Social Annotation Tool to Support Collaboratively Learning

    ERIC Educational Resources Information Center

    Gao, Fei

    2013-01-01

    The purpose of the study was to understand student interaction and learning supported by a collaboratively social annotation tool--Diigo. The researcher examined through a case study how students participated and interacted when learning an online text with the social annotation tool--Diigo, and how they perceived their experience. The findings…

  11. Discovering the Motivations of Students When Using an Online Learning Tool

    ERIC Educational Resources Information Center

    Saadé, Raafat George; Al Sharhan, Jamal

    2015-01-01

    In an educational setting, the use of online learning tools impacts student performance. Motivation and beliefs play an important role in predicting student decisions to use these learning tools. However, IT-personality entailing playfulness on the web, perceived personal innovativeness, and enjoyment may have an impact on motivations. In this…

  12. Understanding the Effects of Databases as Cognitive Tools in a Problem-Based Multimedia Learning Environment

    ERIC Educational Resources Information Center

    Li, Rui; Liu, Min

    2007-01-01

    The purpose of this study is to examine the potential of using computer databases as cognitive tools to share learners' cognitive load and facilitate learning in a multimedia problem-based learning (PBL) environment designed for sixth graders. Two research questions were: (a) can the computer database tool share sixth-graders' cognitive load? and…

  13. The Comprehensive Evaluation of Electronic Learning Tools and Educational Software (CEELTES)

    ERIC Educational Resources Information Center

    Karolcík, Štefan; Cipková, Elena; Hrušecký, Roman; Veselský, Milan

    2015-01-01

    Despite the fact that digital technologies are more and more used in the learning and education process, there is still lack of professional evaluation tools capable of assessing the quality of used digital teaching aids in a comprehensive and objective manner. Construction of the Comprehensive Evaluation of Electronic Learning Tools and…

  14. Challenges of Blended E-Learning Tools in Mathematics: Students' Perspectives University of Uyo

    ERIC Educational Resources Information Center

    Umoh, Joseph B.; Akpan, Ekemini T.

    2014-01-01

    An in-depth knowledge of pedagogical approaches can help improve the formulation of effective and efficient pedagogy, tools and technology to support and enhance the teaching and learning of Mathematics in higher institutions. This study investigated students' perceptions of the challenges of blended e-learning tools in the teaching and learning…

  15. The Right Tools for the Job--Technology Options for Adult Online Learning and Collaboration

    ERIC Educational Resources Information Center

    Regional Educational Laboratory, 2014

    2014-01-01

    Many options exist for using technology as a tool for adult learning, and each day, it becomes easier to share information online than it ever has been. Online learning technology has grown from one-sided communications to numerous options for audience engagement and interactivity. This guide introduces a variety of tools, online platforms, and…

  16. Advancing Research in Second Language Writing through Computational Tools and Machine Learning Techniques: A Research Agenda

    ERIC Educational Resources Information Center

    Crossley, Scott A.

    2013-01-01

    This paper provides an agenda for replication studies focusing on second language (L2) writing and the use of natural language processing (NLP) tools and machine learning algorithms. Specifically, it introduces a range of the available NLP tools and machine learning algorithms and demonstrates how these could be used to replicate seminal studies…

  17. A Usability Study of Users' Perceptions toward a Multimedia Computer-Assisted Learning Tool for Neuroanatomy

    ERIC Educational Resources Information Center

    Gould, Douglas J.; Terrell, Mark A.; Fleming, Jo

    2008-01-01

    This usability study evaluated users' perceptions of a multimedia prototype for a new e-learning tool: Anatomy of the Central Nervous System: A Multimedia Course. Usability testing is a collection of formative evaluation methods that inform the developmental design of e-learning tools to maximize user acceptance, satisfaction, and adoption.…

  18. Experimental investigation of active machine tool vibration control

    NASA Astrophysics Data System (ADS)

    Rojas, J.; Liang, Chen; Geng, Zheng J.

    1996-05-01

    The successful vibration reduction of machine tools during machining process can improve productivity, increase quality, and reduce tool wear. This paper will present our initial investigation in the application of smart material technologies in machine tool vibration control using magnetostrictive actuators and electrorheological elastomer dampers on an industrial Sheldon horizontal lathe. The dynamics of the machining process are first studied, which reveals the complexity in the machine tool vibration response and the challenge to the active control techniques. The active control experiment shows encouraging results. The use of electrorheological elastomer damping device for active/passive vibration control provides significant vibration reduction in the high frequency range and great improvement in the workpiece surface finishing. The research presented in this paper demonstrates that the combination of active and active/passive vibration control techniques is very promising for successful machine tool vibration control.

  19. 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…

  20. 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.…

  1. 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…

  2. Incorporating Active Learning into a Traditional Curriculum.

    ERIC Educational Resources Information Center

    Carroll, Robert G.; Huang, Alice H.

    1997-01-01

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

  3. 61 Cooperative Learning Activities in ESL.

    ERIC Educational Resources Information Center

    Hirsch, Charles; Supple, Deborah Beres

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

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

    ERIC Educational Resources Information Center

    Michael, Joel

    2006-01-01

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

  5. Effective, Active Learning Strategies for the Oceanography Classroom

    NASA Astrophysics Data System (ADS)

    Dmochowski, J. E.; Marinov, I.

    2014-12-01

    A decline in enrollment in STEM fields at the university level has prompted extensive research on alternative ways of teaching and learning science. Inquiry-based learning as well as the related "flipped" or "active" lectures, and similar teaching methods and philosophies have been proposed as more effective ways to disseminate knowledge in science classes than the traditional lecture. We will provide a synopsis of our experiences in implementing some of these practices into our Introductory Oceanography, Global Climate Change, and Ocean Atmosphere Dynamics undergraduate courses at the University of Pennsylvania, with both smaller and larger enrollments. By implementing tools such as at-home modules; computer labs; incorporation of current research; pre- and post-lecture quizzes; reflective, qualitative writing assignments; peer review; and a variety of in-class learning strategies, we aim to increase the science literacy of the student population and help students gain a more comprehensive knowledge of the topic, enhance their critical thinking skills, and correct misconceptions. While implementing these teaching techniques with college students is not without complications, we argue that a blended class that flexibly and creatively accounts for class size and science level improves the learning experience and the acquired knowledge. We will present examples of student assignments and activities as well as describe the lessons we have learned, and propose ideas for moving forward to best utilize innovative teaching tools in order to increase science literacy in oceanography and other climate-related courses.

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

    ERIC Educational Resources Information Center

    Annette, John

    2009-01-01

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

  7. Promoting the Use of Online Social Technology as a Case-Based Learning Tool

    ERIC Educational Resources Information Center

    Ractham, Peter; Chen, Charlie

    2013-01-01

    Social technology is proliferating and influencing different aspects of society. However, very few studies have examined the use of such a technology for a case-based learning pedagogy. This preliminary study investigates the use of social technology as a case-based learning tool to improve the effectiveness of case-based learning in the…

  8. Speech-Enabled Tools for Augmented Interaction in E-Learning Applications

    ERIC Educational Resources Information Center

    Selouani, Sid-Ahmed A.; Lê, Tang-Hô; Benahmed, Yacine; O'Shaughnessy, Douglas

    2008-01-01

    This article presents systems that use speech technology, to emulate the one-on-one interaction a student can get from a virtual instructor. A web-based learning tool, the Learn IN Context (LINC+) system, designed and used in a real mixed-mode learning context for a computer (C++ language) programming course taught at the Université de Moncton…

  9. Exploring the Use of Web-Based Learning Tools in Secondary School Classrooms

    ERIC Educational Resources Information Center

    Kay, Robin

    2014-01-01

    This study explored the impact of Web-Based Learning Tools (WBLTs), also known as learning objects, in secondary school mathematics and science classrooms. Surveys, open-ended questions, and student performance data were collected from a sample of 8 teachers and 333 students. Teachers rated the learning benefits, quality, and engagement value of…

  10. Exploring the Impact of Web-Based Learning Tools in Middle School Mathematics and Science Classrooms

    ERIC Educational Resources Information Center

    Kay, Robin

    2011-01-01

    This study examines the impact of Web-Based Learning Tools (WBLTs), also known as learning objects, in middle school mathematics and science classrooms. Survey, qualitative, and student performance data were collected from a sample of 18 teachers and 443 students. Teachers were very positive about the learning benefits, quality of WBLTs, and…

  11. Rich Media e-Compendiums: A New Tool for Enhanced Learning in Higher Education

    ERIC Educational Resources Information Center

    Foss, Brynjar; Oftedal, Bjorg F.; Lokken, Atle

    2013-01-01

    Electronically supported learning has increasingly been introduced and accepted into the academic community over recent decades, and a variety of new digital learning tools have been developed to serve students both for distance education and on-campus blended learning. To serve our distance education nursing students, we recently developed unique…

  12. Culture as a Tool: Facilitating Knowledge Construction in the Context of a Learning Community

    ERIC Educational Resources Information Center

    Chang, Bo

    2010-01-01

    Knowledge construction is regarded as an effective learning model in practice. When more and more learning communities are organized to promote knowledge construction, it is necessary to know how to use different tools to support knowledge construction in the learning community context. In the literature, few researchers discuss how to construct…

  13. Spatial Visualization Learning in Engineering: Traditional Methods vs. a Web-Based Tool

    ERIC Educational Resources Information Center

    Pedrosa, Carlos Melgosa; Barbero, Basilio Ramos; Miguel, Arturo Román

    2014-01-01

    This study compares an interactive learning manager for graphic engineering to develop spatial vision (ILMAGE_SV) to traditional methods. ILMAGE_SV is an asynchronous web-based learning tool that allows the manipulation of objects with a 3D viewer, self-evaluation, and continuous assessment. In addition, student learning may be monitored, which…

  14. Queering College Writing: Writing Students' Learning of LGB Issues Using the Internet as an Instructional Tool

    ERIC Educational Resources Information Center

    Burnes, Theodore R.

    2007-01-01

    How do writing teachers use technology to help students learn about lesbian, gay, and bisexual (LGB) issues? What is the nature of writing students' learning about LGB sexual orientations and academic writing when the Internet is used as a learning tool? Participants completed a questionnaire in which they reflected on a writing assignment…

  15. Mobile Learning in Higher Education: An Empirical Assessment of a New Educational Tool

    ERIC Educational Resources Information Center

    McConatha, Douglas; Praul, Matt; Lynch, Michael J.

    2008-01-01

    Mobile Learning, or M-learning as it is often called, is a relatively new tool in the pedagogical arsenal to assist students and teachers as they navigate the options available in the expanding distance learning world. This article assesses some of the possible methods, challenges and future potential of using this approach in a college classroom…

  16. Structuring and Regulating Collaborative Learning in Higher Education with Wireless Networks and Mobile Tools

    ERIC Educational Resources Information Center

    Jarvela, Sanna; Naykki, Piia; Laru, Jari; Luokkanen, Tiina

    2007-01-01

    In our recent research we have explored possibilities to scaffold collaborative learning in higher education with wireless networks and mobile tools. The pedagogical ideas are grounded on concepts of collaborative learning, including the socially shared origin of cognition, as well as self-regulated learning theory. This paper presents our three…

  17. 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)

  18. An Active Learning Project for Forage Courses.

    ERIC Educational Resources Information Center

    Hall, M. H.

    1989-01-01

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

  19. Utilization of debate as an educational tool to learn health economics for dental students in Malaysia.

    PubMed

    Khan, Saad A; Omar, Hanan; Babar, Muneer Gohar; Toh, Chooi G

    2012-12-01

    Health economics, a special branch of science applying economic principles to the health delivery system, is a relatively young subdiscipline. The literature is scanty about teaching health economics in the medical and dental fields. Delivery methods of this topic vary from one university to another, with lectures, seminars, and independent learning reported as teaching/learning tools used for the topic. Ideally, debates should foster the development of logical reasoning and communication skills. Health economics in dentistry is taught under the community oral health module that constitutes part of an outcome-based dental curriculum in a private dental school in Kuala Lumpur, Malaysia. For this study, the students were divided into two groups: active participants (active debaters) and supporting participants (nonactive debaters). The debate style chosen for this activity was parliamentary style. Active and nonactive debaters' perceptions were evaluated before and after the activity through a structured questionnaire using a five-point rating scale addressing the topic and perceptions about debate as an educational tool. Cronbach's alpha coefficient was used as a measure of internal consistency for the questionnaire items. Among a total of eighty-two third-year dental students of two successive cohorts (thirty-eight students and forty-four students), seventy-three completed the questionnaire, yielding a response rate of 89 percent. Students' responses to the questionnaire were analyzed with the Kruskal-Wallis analysis of variance test. Results revealed that the students felt that their interest in debate, knowledge of the topic, and reinforcement of the previous knowledge had improved following participation in the debate. Within the limitations of this study, it can be concluded that debate was a useful tool in teaching health economics to dental students. PMID:23225687

  20. 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

  1. Active Tools for Better Knowledge Dissemination.

    ERIC Educational Resources Information Center

    Mikulecky, Peter; Mikulecka, Jaroslava

    1999-01-01

    Suggests that a solution to the inadequacy and passivity problems with push and pull technologies could be in a combination of both, with an active component, adding more intelligence to the whole process of information and knowledge dissemination and supply. Describes basic principles of activity components in intelligent systems, and some…

  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. Evaluating the Usability of a Professional Modeling Tool Repurposed for Middle School Learning

    NASA Astrophysics Data System (ADS)

    Peters, Vanessa L.; Songer, Nancy Butler

    2012-10-01

    This paper reports the results of a three-stage usability test of a modeling tool designed to support learners' deep understanding of the impacts of climate change on ecosystems. The design process involved repurposing an existing modeling technology used by professional scientists into a learning tool specifically designed for middle school students. To evaluate usability, we analyzed students' task performance and task completion time as they worked on an activity with the repurposed modeling technology. In stage 1, we conducted remote testing of an early modeling prototype with urban middle school students (n = 84). In stages 2 and 3, we used screencasting software to record students' mouse and keyboard movements during collaborative think-alouds (n = 22) and conducted a qualitative analysis of their peer discussions. Taken together, the study findings revealed two kinds of usability issues that interfered with students' productive use of the tool: issues related to the use of data and information, and issues related to the use of the modeling technology. The study findings resulted in design improvements that led to stronger usability outcomes and higher task performance among students. In this paper, we describe our methods for usability testing, our research findings, and our design solutions for supporting students' use of the modeling technology and use of data. The paper concludes with implications for the design and study of modeling technologies for science learning.

  4. Getting The Picture: Our Changing Climate- A new learning tool for climate science

    NASA Astrophysics Data System (ADS)

    Yager, K.; Balog, J. D.

    2014-12-01

    Earth Vision Trust (EVT), founded by James Balog- photographer and scientist, has developed a free, online, multimedia climate science education tool for students and educators. Getting The Picture (GTP) creates a new learning experience, drawing upon powerful archives of Extreme Ice Survey's unique photographs and time-lapse videos of changing glaciers around the world. GTP combines the latest in climate science through interactive tools that make the basic scientific tenets of climate science accessible and easy to understand. The aim is to use a multidisciplinary approach to encourage critical thinking about the way our planet is changing due to anthropogenic activities, and to inspire students to find their own voice regarding our changing climate The essence of this resource is storytelling through the use of inspiring images, field expedition notes and dynamic multimedia tools. EVT presents climate education in a new light, illustrating the complex interaction between humans and nature through their Art + Science approach. The overarching goal is to educate and empower young people to take personal action. GTP is aligned with national educational and science standards (NGSS, CCSS, Climate Literacy) so it may be used in conventional classrooms as well as education centers, museum kiosks or anywhere with Internet access. Getting The Picture extends far beyond traditional learning to provide an engaging experience for students, educators and all those who wish to explore the latest in climate science.

  5. Going the Distance: Active Learning.

    ERIC Educational Resources Information Center

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

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

  6. Learning Activism, Acting with Phronesis

    ERIC Educational Resources Information Center

    Lee, Yew-Jin

    2015-01-01

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

  7. Investigating Analytic Tools for e-Book Design in Early Literacy Learning

    ERIC Educational Resources Information Center

    Roskos, Kathleen; Brueck, Jeremy; Widman, Sarah

    2009-01-01

    Toward the goal of better e-book design to support early literacy learning, this study investigates analytic tools for examining design qualities of e-books for young children. Three research-based analytic tools related to e-book design were applied to a mixed genre collection of 50 e-books from popular online sites. Tool performance varied…

  8. Social Networking Tools and Teacher Education Learning Communities: A Case Study

    ERIC Educational Resources Information Center

    Poulin, Michael T.

    2014-01-01

    Social networking tools have become an integral part of a pre-service teacher's educational experience. As a result, the educational value of social networking tools in teacher preparation programs must be examined. The specific problem addressed in this study is that the role of social networking tools in teacher education learning communities…

  9. Using Web-Based Pedagogical Tools as Scaffolds for Self-Regulated Learning

    ERIC Educational Resources Information Center

    Dabbagh, Nada; Kitsantas, Anastasia

    2005-01-01

    The purpose of the present study was to confirm previous research findings that different categories of Web-based pedagogical tools (WBPT) (e.g., collaborative and communication tools, content creation and delivery tools) supported different self-regulated learning (SRL) processes (e.g., goal setting, self monitoring), and to further examine which…

  10. The Evolution of Authoring Tools and Hypermedia Learning Systems: Current and Future Implications.

    ERIC Educational Resources Information Center

    Dabbagh, Nada

    2002-01-01

    Discusses the evolution of authoring tools and hypermedia learning systems based on technological and pedagogical innovations. Highlights include instructional products; computer-based instruction and Web-based instruction; classes of authoring tools; Web-based course management tools; scalability and usability; object oriented designs; learners…

  11. Modeling in the Classroom: An Evolving Learning Tool

    NASA Astrophysics Data System (ADS)

    Few, A. A.; Marlino, M. R.; Low, R.

    2006-12-01

    Among the early programs (early 1990s) focused on teaching Earth System Science were the Global Change Instruction Program (GCIP) funded by NSF through UCAR and the Earth System Science Education Program (ESSE) funded by NASA through USRA. These two programs introduced modeling as a learning tool from the beginning, and they provided workshops, demonstrations and lectures for their participating universities. These programs were aimed at university-level education. Recently, classroom modeling is experiencing a revival of interest. Drs John Snow and Arthur Few conducted two workshops on modeling at the ESSE21 meeting in Fairbanks, Alaska, in August 2005. The Digital Library for Earth System Education (DLESE) at http://www.dlese.org provides web access to STELLA models and tutorials, and UCAR's Education and Outreach (EO) program holds workshops that include training in modeling. An important innovation to the STELLA modeling software by isee systems, http://www.iseesystems.com, called "isee Player" is available as a free download. The Player allows users to view and run STELLA models, change model parameters, share models with colleagues and students, and make working models available on the web. This is important because the expert can create models, and the user can learn how the modeled system works. Another aspect of this innovation is that the educational benefits of modeling concepts can be extended throughout most of the curriculum. The procedure for building a working computer model of an Earth Science System follows this general format: (1) carefully define the question(s) for which you seek the answer(s); (2) identify the interacting system components and inputs contributing to the system's behavior; (3) collect the information and data that will be required to complete the conceptual model; (4) construct a system diagram (graphic) of the system that displays all of system's central questions, components, relationships and required inputs. At this stage

  12. Action Learning--An Experiential Tool for Solving Organizational Issues

    ERIC Educational Resources Information Center

    Kinsey, Sharon B.

    2011-01-01

    Action Learning can be effectively used in both large and small businesses and organizations by employees, stakeholders, or volunteers through this "learning by doing" approach to evaluate an issue or issues of importance to the organization. First developed in the 1940s, Action Learning has increasingly been used as a method to explore questions…

  13. Methodologies, Tools and New Developments for E-Learning

    ERIC Educational Resources Information Center

    Pontes, Elvis, Ed.; Silva, Anderson, Ed.; Guelfi, Adilson, Ed.; Kofuji, Sergio Takeo, Ed.

    2012-01-01

    With the resources provided by communication technologies, E-learning has been employed in multiple universities, as well as in wide range of training centers and schools. This book presents a structured collection of chapters, dealing with the subject and stressing the importance of E-learning. It shows the evolution of E-learning, with…

  14. Using Weblogs as a Tool for Reflective Learning

    ERIC Educational Resources Information Center

    Hussain, Raja Maznah Raja; Sze-Yeng, Foo

    2008-01-01

    This study explores the phenomenon of reflective learning through weblogging among pre-service teachers enrolled in an undergraduate technology course. Teacher trainees used weblogs to record their experiences in learning to use technology in teaching and learning. Although weblogging has emerged as a new form of mainstream communication among…

  15. An Evaluation Report of Multimedia Environments as Cognitive Learning Tools.

    ERIC Educational Resources Information Center

    Seel, Norbert M.; Schrenk, Katharina

    2003-01-01

    Evaluated a multimedia learning environment developed and evaluated in the context of a research project on the learning dependent progression of mental models in economics. More than 400 students have used the environment in various settings. Reports on five replication studies of the learning environment. (SLD)

  16. The Learning Log as an Integrated Instructional Assessment Tool.

    ERIC Educational Resources Information Center

    Topaz, Beverley

    1997-01-01

    Use of student learning logs is recommended as a means for both students and teacher to assess second-language learning. The approach encourages learners to analyze their learning difficulties and plan for overcoming them. Incorporated into portfolios, logs can be used to analyze progress. Sample log sheet and chart used as a framework for…

  17. E-Learning--Organizational Infrastructure and Tools for Specific Areas

    ERIC Educational Resources Information Center

    Pontes, Elvis, Ed.; Silva, Anderson, Ed.; Guelfi, Adilson, Ed.; Kofuji, Sergio Takeo, Ed.

    2012-01-01

    Chapters in this book include: (1) Factors that Influence Academic Teacher's Acceptance of E-Learning Technology in Blended Learning Environment (Snjezana Babic); (2) Towards Economical E-Learning Educational Environments for Physically Challenged Students (Amir Zeid, Sarah S. Sakit, Noor A. Al-AbdulRazzaq, Mariam M. Al-Tattan, Fatima S. Sakit,…

  18. Got Tools? The Blended Learning Analysis and Design Expediter

    ERIC Educational Resources Information Center

    Elsenheimer, Jim

    2006-01-01

    Blended learning is an approach to instructional design that seeks to maximize learning potential by applying the most effective form of instruction for a given program element. The term "blended learning" should not refer to just the mixing of training delivery methods (as it is often defined) but to the orchestrated application and integration…

  19. Technology and Bloom's Taxonomy: Tools to facilitate higher-level learning in chemistry

    NASA Astrophysics Data System (ADS)

    Morgan, Matthew Earle

    This research project ties together chemistry data acquisition technology, introductory chemistry laboratory experiments. and Bloom's Taxonomy of Educational Objectives into a unified learning model. The goal is to provide faculty and introductory chemistry students with the tools and exercises to experience higher levels of learning, as defined by Bloom's taxonomy. The tools developed as part of this project include data acquisition hardware and software, communications software, and computer simulations that enable higher-level learning situations. A series of five experiments using a discovery-based teaching model are developed as part of the learning model. The experiments bring together the hardware tools, software tools, and learning model to place students in situations that require students to use critical thinking skills and experience higher-level learning. Content-related application problems are also included in the experiments. The experiments are divided into three chemistry units of instruction that build on each other, but can also be used independently. Instructor training is an important part of this project. The successful integration of technology into educational situations cannot be accomplished without the support and understanding of faculty, staff, and teaching assistants. This aspect of the project focuses on shifting teaching and learning paradigms to encourage appropriate technology use and allow technology to become a major aspect of the high-level learning environment. Finally, students were surveyed in an attempt to measure the effectiveness of the learning model. Students were evaluated on chemistry concept retention, as well as their perception of learning. They were also asked how well they enjoyed this form of learning. Along with the tools themselves, this project provides templates that can launch future work in this area. The learning model, data acquisition tools, and experiment writing templates are developed here to provide

  20. Eating tools in hand activate the brain systems for eating action: a transcranial magnetic stimulation study.

    PubMed

    Yamaguchi, Kaori; Nakamura, Kimihiro; Oga, Tatsuhide; Nakajima, Yasoichi

    2014-07-01

    There is increasing neuroimaging evidence suggesting that visually presented tools automatically activate the human sensorimotor system coding learned motor actions relevant to the visual stimuli. Such crossmodal activation may reflect a general functional property of the human motor memory and thus can be operating in other, non-limb effector organs, such as the orofacial system involved in eating. In the present study, we predicted that somatosensory signals produced by eating tools in hand covertly activate the neuromuscular systems involved in eating action. In Experiments 1 and 2, we measured motor evoked response (MEP) of the masseter muscle in normal humans to examine the possible impact of tools in hand (chopsticks and scissors) on the neuromuscular systems during the observation of food stimuli. We found that eating tools (chopsticks) enhanced the masseter MEPs more greatly than other tools (scissors) during the visual recognition of food, although this covert change in motor excitability was not detectable at the behavioral level. In Experiment 3, we further observed that chopsticks overall increased MEPs more greatly than scissors and this tool-driven increase of MEPs was greater when participants viewed food stimuli than when they viewed non-food stimuli. A joint analysis of the three experiments confirmed a significant impact of eating tools on the masseter MEPs during food recognition. Taken together, these results suggest that eating tools in hand exert a category-specific impact on the neuromuscular system for eating. PMID:24835403

  1. Tools of Oceanography. Ocean Related Curriculum Activities.

    ERIC Educational Resources Information Center

    Sands, Florence

    The ocean affects all of our lives. Therefore, awareness of and information about the interconnections between humans and oceans are prerequisites to making sound decisions for the future. Project ORCA (Ocean Related Curriculum Activities) has developed interdisciplinary curriculum materials designed to meet the needs of students and teachers…

  2. Actively learning object names across ambiguous situations.

    PubMed

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

    2013-01-01

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

  3. Academic perceptions amongst educators towards eLearning tools in dental education.

    PubMed

    Handal, Boris; Groenlund, Catherine; Gerzina, Tania

    2011-04-01

    This paper reports an explorative study about academic educators' perceptions towards learning management systems (LMS) and eLearning tools as used in dental education. Fifty-five educators participated in an online survey which explored their views on eLearning tools within the context of their own professional training background and teaching needs. In general, educators felt that the eLearning LMS (also known as WebCT/Blackboard) was a tool that suited their teaching and learning needs in terms of flexibility, interactivity and accessibility despite a significant level of self-reported lack of competence in the technology. The paper describes current eLearning professional development initiatives in light of these findings. PMID:21554275

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

  5. 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.

  6. Workshop Physics and Related Curricula: A 25-Year History of Collaborative Learning Enhanced by Computer Tools for Observation and Analysis

    NASA Astrophysics Data System (ADS)

    Laws, Priscilla W.; Willis, Maxine C.; Sokoloff, David R.

    2015-10-01

    This article describes the 25-year history of development of the activity-based Workshop Physics (WP) at Dickinson College, its adaptation for use at Gettysburg Area High School, and its synergistic influence on curricular materials developed at the University of Oregon and Tufts University and vice versa. WP and these related curricula: 1) are based on Physics Education Research (PER) findings and are PER-validated; 2) feature active, collaborative learning; and 3) use computer-based tools that enable students to learn by making predictions and then collecting, displaying, and analyzing data from their experiments.

  7. A Meta-Analysis Method to Advance Design of Technology-Based Learning Tool: Combining Qualitative and Quantitative Research to Understand Learning in Relation to Different Technology Features

    ERIC Educational Resources Information Center

    Zhang, Lin

    2014-01-01

    Educators design and create various technology tools to scaffold students' learning. As more and more technology designs are incorporated into learning, growing attention has been paid to the study of technology-based learning tool. This paper discusses the emerging issues, such as how can learning effectiveness be understood in relation to…

  8. Going Google: Powerful Tools for 21st Century Learning

    ERIC Educational Resources Information Center

    Covili, Jared

    2012-01-01

    Google is more than a search engine--it offers many tools that give people the opportunity to work virtually from anywhere, with anyone, at any time they choose. And these tools are available to teachers and students for free. This book for K-12 educators explores the wide array of Google tools and shows how to use them in the classroom to foster…

  9. Visualization method and tool for interactive learning of large decision trees

    NASA Astrophysics Data System (ADS)

    Nguyen, Trong Dung; Ho, TuBao

    2002-03-01

    When learning from large datasets, decision tree induction programs often produce very large trees. How to visualize efficiently trees in the learning process, particularly large trees, is still questionable and currently requires efficient tools. This paper presents a visualization method and tool for interactive learning of large decision trees, that includes a new visualization technique called T2.5D (stands for Tress 2.5 Dimensions). After a brief discussion on requirements for tree visualizers and related work, the paper focuses on presenting developing techniques for the issues (1) how to visualize efficiently large decision trees; and (2) how to visualize decision trees in the learning process.

  10. 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…

  11. Effects of Prompting in Reflective Learning Tools: Findings from Experimental Field, Lab, and Online Studies

    PubMed Central

    Renner, Bettina; Prilla, Michael; Cress, Ulrike; Kimmerle, Joachim

    2016-01-01

    Reflective learning is an important type of learning both in formal and informal situations—in school, higher education, at the workplace, and in everyday life. People may benefit from technical support for reflective learning, in particular when supporting each other by reflecting not only upon their own but also upon other people’s problems. We refer to this collective approach where people come together to think about experiences and find solutions to problems as “collaborative reflection.” We present three empirical studies about the effects of prompting in reflective learning tools in such situations where people reflect on others’ issues. In Study 1 we applied a three-stage within-group design in a field experiment, where 39 participants from two organizations received different types of prompts while they used a reflection app. We found that prompts that invited employees to write down possible solutions led to more comprehensive comments on their colleagues’ experiences. In Study 2 we used a three-stage between-group design in a laboratory experiment, where 78 university students were invited to take part in an experiment about the discussion of problems at work or academic studies in online forums. Here we found that short, abstract prompts showed no superiority to a situation without any prompts with respect to quantity or quality of contributions. Finally, Study 3 featured a two-stage between-group design in an online experiment, where 60 participants received either general reflection instructions or detailed instructions about how to reflect on other people’s problems. We could show that detailed reflection instructions supported people in producing more comprehensive comments that included more general advice. The results demonstrate that to increase activity and to improve quality of comments with prompting tools require detailed instructions and specific wording of the prompts. PMID:27303361

  12. 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…

  13. Learning Activities for the Growth Season.

    ERIC Educational Resources Information Center

    Darby, Linda, Ed.

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

  14. 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…

  15. Active ultrasound pattern injection system (AUSPIS) for interventional tool guidance.

    PubMed

    Guo, Xiaoyu; Kang, Hyun-Jae; Etienne-Cummings, Ralph; Boctor, Emad M

    2014-01-01

    Accurate tool tracking is a crucial task that directly affects the safety and effectiveness of many interventional medical procedures. Compared to CT and MRI, ultrasound-based tool tracking has many advantages, including low cost, safety, mobility and ease of use. However, surgical tools are poorly visualized in conventional ultrasound images, thus preventing effective tool tracking and guidance. Existing tracking methods have not yet provided a solution that effectively solves the tool visualization and mid-plane localization accuracy problem and fully meets the clinical requirements. In this paper, we present an active ultrasound tracking and guiding system for interventional tools. The main principle of this system is to establish a bi-directional ultrasound communication between the interventional tool and US imaging machine within the tissue. This method enables the interventional tool to generate an active ultrasound field over the original imaging ultrasound signals. By controlling the timing and amplitude of the active ultrasound field, a virtual pattern can be directly injected into the US machine B mode display. In this work, we introduce the time and frequency modulation, mid-plane detection, and arbitrary pattern injection methods. The implementation of these methods further improves the target visualization and guiding accuracy, and expands the system application beyond simple tool tracking. We performed ex vitro and in vivo experiments, showing significant improvements of tool visualization and accurate localization using different US imaging platforms. An ultrasound image mid-plane detection accuracy of ±0.3 mm and a detectable tissue depth over 8.5 cm was achieved in the experiment. The system performance is tested under different configurations and system parameters. We also report the first experiment of arbitrary pattern injection to the B mode image and its application in accurate tool tracking. PMID:25337784

  16. Active Ultrasound Pattern Injection System (AUSPIS) for Interventional Tool Guidance

    PubMed Central

    Guo, Xiaoyu; Kang, Hyun-Jae; Etienne-Cummings, Ralph; Boctor, Emad M.

    2014-01-01

    Accurate tool tracking is a crucial task that directly affects the safety and effectiveness of many interventional medical procedures. Compared to CT and MRI, ultrasound-based tool tracking has many advantages, including low cost, safety, mobility and ease of use. However, surgical tools are poorly visualized in conventional ultrasound images, thus preventing effective tool tracking and guidance. Existing tracking methods have not yet provided a solution that effectively solves the tool visualization and mid-plane localization accuracy problem and fully meets the clinical requirements. In this paper, we present an active ultrasound tracking and guiding system for interventional tools. The main principle of this system is to establish a bi-directional ultrasound communication between the interventional tool and US imaging machine within the tissue. This method enables the interventional tool to generate an active ultrasound field over the original imaging ultrasound signals. By controlling the timing and amplitude of the active ultrasound field, a virtual pattern can be directly injected into the US machine B mode display. In this work, we introduce the time and frequency modulation, mid-plane detection, and arbitrary pattern injection methods. The implementation of these methods further improves the target visualization and guiding accuracy, and expands the system application beyond simple tool tracking. We performed ex vitro and in vivo experiments, showing significant improvements of tool visualization and accurate localization using different US imaging platforms. An ultrasound image mid-plane detection accuracy of ±0.3 mm and a detectable tissue depth over 8.5 cm was achieved in the experiment. The system performance is tested under different configurations and system parameters. We also report the first experiment of arbitrary pattern injection to the B mode image and its application in accurate tool tracking. PMID:25337784

  17. Blended Learning Tools in Geosciences: A New Set of Online Tools to Help Students Master Skills

    NASA Astrophysics Data System (ADS)

    Cull, S.; Spohrer, J.; Natarajan, S.; Chin, M.

    2013-12-01

    In most geoscience courses, students are expected to develop specific skills. To master these skills, students need to practice them repeatedly. Unfortunately, few geosciences courses have enough class time to allow students sufficient in-class practice, nor enough instructor attention and time to provide fast feedback. To address this, we have developed an online tool called an Instant Feedback Practice (IFP). IFPs are low-risk, high-frequency exercises that allow students to practice skills repeatedly throughout a semester, both in class and at home. After class, students log onto a course management system (like Moodle or Blackboard), and click on that day's IFP exercise. The exercise might be visually identifying a set of minerals that they're practicing. After answering each question, the IFP tells them if they got it right or wrong. If they got it wrong, they try again until they get it right. There is no penalty - students receive the full score for finishing. The goal is low-stakes practice. By completing dozens of these practices throughout the semester, students have many, many opportunities to practice mineral identification with quick feedback. Students can also complete IFPs during class in groups and teams, with in-lab hand samples or specimens. IFPs can also be used to gauge student skill levels as the semester progresses, as they can be set up to provide the instructor feedback on specific skills or students. When IFPs were developed for and implemented in a majors-level mineralogy class, students reported that in-class and online IFPs were by far the most useful technique they used to master mineral hand sample identification. Final grades in the course were significantly higher than historical norms, supporting students' anecdotal assessment of the impact of IFPs on their learning.

  18. 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: distributed…

  19. Information Activities and Appropriation in Teacher Trainees' Digital, Group-Based Learning

    ERIC Educational Resources Information Center

    Hanell, Fredrik

    2016-01-01

    Introduction: This paper reports results from an ethnographic study of teacher trainees' information activities in digital, group-based learning and their relation to the interplay between use and appropriation of digital tools and the learning environment. Method: The participants in the present study are 249 pre-school teacher trainees in…

  20. Cross Space: The Exploration of SNS-Based Writing Activities in a Multimodal Learning Environment

    ERIC Educational Resources Information Center

    Lee, Kwang-Soon; Kim, Bong-Gyu

    2016-01-01

    This study explores the positive learning effect of formulating English sentences via Social Network Service (SNS; "Kakao-Talk") on less proficient L2 university students' (LPSs') writing, when the application is utilized as a tool to link in and out-of class activities in a multimodal-learning environment. Its objective is also to…

  1. 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.…

  2. Web-Based Learning as a Tool of Knowledge Continuity

    ERIC Educational Resources Information Center

    Jaaman, Saiful Hafizah; Ahmad, Rokiah Rozita; Rambely, Azmin Sham

    2013-01-01

    The outbreak of information in a borderless world has prompted lecturers to move forward together with the technological innovation and erudition of knowledge in performing his/her responsibility to educate the young generations to be able to stand above the crowd at the global scene. Teaching and Learning through web-based learning platform is a…

  3. Using the Internet as an Instructional Tool: ESL Distance Learning.

    ERIC Educational Resources Information Center

    Reynard, Ruth

    This paper highlights the possibilities that Internet technology presents for the creation of an online, dynamic learning environment for language learners. Rather than simply use the Internet to deliver course content, the paper demonstrates the learning process can benefit from the interactive, self-directed, and self-authoring potential of the…

  4. Dimensions of Transformational Leadership and Perceptions of Online Learning Tools

    ERIC Educational Resources Information Center

    Oluyomi, Alaba

    2010-01-01

    The implementation of web-based learning as a platform for distance education is problematic in higher learning institutions (HLI) across Nigeria and other sub-Saharan African countries. Despite the fact that this instructional concept has been implemented and well accepted in many western countries, research has yet to suggest whether or not HLI…

  5. Students' Attitudes towards Animated Demonstrations as Computer Learning Tools

    ERIC Educational Resources Information Center

    Despotakis, Theofanis C.; Palaigeorgiou, George E.; Tsoukalas, Ioannis A.

    2007-01-01

    Animated demonstrations are increasingly used for presenting the functionality of various computer applications. Nevertheless, our understanding of whether and how students integrate this technology into their learning strategies remains limited. Although, several studies have examined animated demonstrations' learning efficiency, this study aims…

  6. Experimental Evaluation of an Instructional Supporting Tool in Distance Learning

    ERIC Educational Resources Information Center

    Karoulis, Athanasis; Stamelos, Ioannis; Angelis, Lefteris

    2008-01-01

    This paper describes a controlled experiment concerning the use of a learning aid during an open and distance learning (ODL) course. The core issue of investigation is whether this instructional aid can support, guide, and scaffold the distant student in his/her study. For this purpose, a controlled experiment was conducted with the participation…

  7. Scaffolding Problem-Based Learning with CSCL Tools

    ERIC Educational Resources Information Center

    Lu, Jingyan; Lajoie, Susanne P.; Wiseman, Jeffrey

    2010-01-01

    Small-group medical problem-based learning (PBL) was a pioneering form of collaborative learning at the university level. It has traditionally been delivered in face-to-face text-based format. With the advancement of computer technology and progress in CSCL, educational researchers are now exploring how to design digitally-implemented scaffolding…

  8. The Learning Credit Card: A Tool for Managing Personal Development

    ERIC Educational Resources Information Center

    Rushby, Nick; Twining, John; Twining, Nick; Devitt, Thomas

    2008-01-01

    This is the report of a five month study, undertaken by Sundridge Park Training Technologies in association with Guildford Educational Services to assess the potential of smart card technology to support learning and the management of learning. The study had two strands--the state of the art of the technology and its potential for supporting,…

  9. Power On! New Tools for Teaching and Learning.

    ERIC Educational Resources Information Center

    Congress of the U.S., Washington, DC. Office of Technology Assessment.

    This report on the potential of new interactive technologies for improving learning examines developments in the use of computer-based technologies, analyzes key trends in hardware and software development, evaluates the capability of technology to improve learning in many areas, and explores ways to substantially increase student access to…

  10. Utopia2000: An Online Learning-Object Management Tool.

    ERIC Educational Resources Information Center

    Aspillaga, Macarena

    2002-01-01

    Describes Utopia2002, a database that contains learning objects that enables faculty to design and develop interactive Web-based instruction. Topics include advanced distributed learning; sharable content objects (SCOs) and sharable content object reference model (SCORM); instructional systems design process; templates; and quality assurance. (LRW)

  11. Multimedia Learning Systems: A Future Interactive Educational Tool.

    ERIC Educational Resources Information Center

    Low, Andy Lock Yen; Low, Kevin Lock Teng; Koo, Voon Chet

    2003-01-01

    Outlines the enhancement of a learning technique by the deployment of a novel multimedia learning system (MMLS). Presents a detailed overview of the MMLS starting from the content development flow to the implementation stage. This project is being launched at the Multimedia University Malaysia. Macromedia Dreamweaver and Macromedia Flash were used…

  12. SignMT: An Alternative Language Learning Tool

    ERIC Educational Resources Information Center

    Ditcharoen, Nadh; Naruedomkul, Kanlaya; Cercone, Nick

    2010-01-01

    Learning a second language is very difficult, especially, for the disabled; the disability may be a barrier to learn and to utilize information written in text form. We present the SignMT, Thai sign to Thai machine translation system, which is able to translate from Thai sign language into Thai text. In the translation process, SignMT takes into…

  13. A Semantic Web-Based Authoring Tool to Facilitate the Planning of Collaborative Learning Scenarios Compliant with Learning Theories

    ERIC Educational Resources Information Center

    Isotani, Seiji; Mizoguchi, Riichiro; Isotani, Sadao; Capeli, Olimpio M.; Isotani, Naoko; de Albuquerque, Antonio R. P. L.; Bittencourt, Ig. I.; Jaques, Patricia

    2013-01-01

    When the goal of group activities is to support long-term learning, the task of designing well-thought-out collaborative learning (CL) scenarios is an important key to success. To help students adequately acquire and develop their knowledge and skills, a teacher can plan a scenario that increases the probability for learning to occur. Such a…

  14. GeoMapApp Learning Activities: Enabling the democratisation of geoscience learning

    NASA Astrophysics Data System (ADS)

    Goodwillie, A. M.; Kluge, S.

    2011-12-01

    GeoMapApp Learning Activities (http://serc.carleton.edu/geomapapp) are step-by-step guided inquiry geoscience education activities that enable students to dictate the pace of learning. They can be used in the classroom or out of class, and their guided nature means that the requirement for teacher intervention is minimised which allows students to spend increased time analysing and understanding a broad range of geoscience data, content and concepts. Based upon GeoMapApp (http://www.geomapapp.org), a free, easy-to-use map-based data exploration and visualisation tool, each activity furnishes the educator with an efficient package of downloadable documents. This includes step-by-step student instructions and answer sheet; a teacher's edition annotated worksheet containing teaching tips, additional content and suggestions for further work; quizzes for use before and after the activity to assess learning; and a multimedia tutorial. The activities can be used by anyone at any time in any place with an internet connection. In essence, GeoMapApp Learning Activities provide students with cutting-edge technology, research-quality geoscience data sets, and inquiry-based learning in a virtual lab-like environment. Examples of activities so far created are student calculation and analysis of the rate of seafloor spreading, and present-day evidence on the seafloor for huge ancient landslides around the Hawaiian islands. The activities are designed primarily for students at the community college, high school and introductory undergraduate levels, exposing students to content and concepts typically found in those settings.

  15. Active Learning Strategies to Promote Critical Thinking

    PubMed Central

    2003-01-01

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

  16. 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.

  17. Learning as the Construction and Re-Mediation of Activity Systems: Environmental Management in Biogas Production

    ERIC Educational Resources Information Center

    Pereira Querol, Marco A.; Suutari, Timo; Seppanen, Laura

    2010-01-01

    The purpose of this paper is to present theoretical tools for understanding the dynamics of change and learning during the emergence and development of environmental management activities. The methodology consists of a historical analysis of a case of biogas production that took place in the Southwest region of Finland. The theoretical tools used…

  18. Sharing Assumptions and Negotiating Boundaries: Coauthorship as a Tool for Teaching and Learning.

    ERIC Educational Resources Information Center

    Reed, Cynthia J.; McCarthy, Mary-Claire; Briley, Bonnie L.

    2002-01-01

    Describes a tool for teaching and learning that helps develop needed communication and negotiation competencies in future administrators: coauthorship, or collaborative writing. Specifically, describes the use of coauthorship in two different educational leadership classes. (EV)

  19. CmapTools: Integrating Teaching, Learning, and Evaluation in Online Courses

    ERIC Educational Resources Information Center

    Daley, Barbara J.; Canas, Alberto J.; Stark-Schweitzer, Tracy

    2007-01-01

    Concept maps are an instructional strategy that promotes meaningful learning. This chapter examines the use of concept maps in online environments through discussion of CmapTools software. (Contains 1 table and 1 figure.)

  20. 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…

  1. Effectiveness of classroom response systems within an active learning environment.

    PubMed

    Welch, Susan

    2013-11-01

    In nursing education, the inclusion of pedagogical tools is necessary to transform Millennial classrooms. One such pedagogical tool currently offered is classroom response systems (CRS). The purpose of this study was to evaluate the effectiveness of CRS as a pedagogical tool in improving nursing students' examination performance within an active learning environment. A pretest-posttest design was used to determine whether there was a relationship between the use of CRS (independent variable) and nursing students' examination performance in a first-year Professional Practice course (dependent variable). Paired t tests revealed no greater improvement in posttest scores. Therefore, the use of CRS technology was not effective in increasing nursing students' examination scores in the Professional Practice course. Additional research is needed to provide adequate understanding of the effectiveness of CRS within the nursing education classroom. PMID:24127175

  2. Tools to synthesize the learning of thin films

    NASA Astrophysics Data System (ADS)

    Rojas, Roberto; Fuster, Gonzalo; Slüsarenko, Viktor

    2011-05-01

    After a review of textbooks written for undergraduate courses in physics, we have found that discussions on thin films are mostly incomplete. They consider the reflected and not the transmitted light for two instead of the four types of thin films. In this work, we complement the discussion in elementary textbooks, by analysing the phase differences required to match the conditions for constructive and destructive interference, in the reflected and transmitted light in four types of thin films. We consider thin films with varied sequences in the refractive index, which we identify as barriers, wells and stairs (up and down). Also, we use the conservation of energy in order to understand the complementary colour fringes observed in the reflected and transmitted light through thin films. We analyse systematically the phase changes by introducing a phase table and we synthesize the results in a circular diagram matching 16 physical situations of interference and their corresponding conditions on the film thickness. The phase table and the circular diagram are a pair of tools easily assimilated by students, and useful to organize, analyse and activate the knowledge about thin films.

  3. Effectiveness of interactive, online games in learning neuroscience and students' perception of the games as learning tools. A pre-experimental study.

    PubMed

    Thompson, Marilyn E; Ford, Ruth; Webster, Andrew

    2011-01-01

    Neurological concepts applicable to a doctorate in occupational therapy are often challenging to comprehend, and students are required to demonstrate critical reasoning skills beyond simply recalling the information. To achieve this, various learning and teaching strategies are used, including the use of technology in the classroom. The availability of technology in academic settings has allowed for diverse and active teaching approaches. This includes videos, web-based instruction, and interactive online games. In this quantitative pre-experimental analysis, the learning and retention of neuroscience concepts by 30 occupational therapy doctoral students, who participated in an interactive online learning experience, were assessed. The results suggest that student use of these tools may enhance their learning of neuroscience. Furthermore, the students felt that the sites were appropriate, beneficial to them, and easy to use. Thus, the use of online, interactive neuroscience games may be effective in reinforcing lecture materials. This needs to be further assessed in a larger sample size. PMID:21927781

  4. Studying Doctoral Education: Using Activity Theory to Shape Methodological Tools

    ERIC Educational Resources Information Center

    Beauchamp, Catherine; Jazvac-Martek, Marian; McAlpine, Lynn

    2009-01-01

    The study reported here, one part of a larger study on doctoral education, describes a pilot study that used Activity Theory to shape a methodological tool for better understanding the tensions inherent in the doctoral experience. As doctoral students may function within a range of activity systems, we designed data collection protocols based on…

  5. Learn to Teach Chemistry Using Visual Media Tools

    ERIC Educational Resources Information Center

    Turkoguz, Suat

    2012-01-01

    The aim of this study was to investigate undergraduate students' attitudes to using visual media tools in the chemistry laboratory. One hundred and fifteen undergraduates studying science education at Dokuz Eylul University, Turkey participated in the study. They video-recorded chemistry experiments with visual media tools and assessed them on a…

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

    ERIC Educational Resources Information Center

    Cross, K. Patricia

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

  7. NASA's Learning Technology Project: Developing Educational Tools for the Next Generation of Explorers

    NASA Astrophysics Data System (ADS)

    Federman, A. N.; Hogan, P. J.

    2003-12-01

    Since 1996, NASA's Learning Technology has pioneered the use of innovative technology toinspire students to pursue careers in STEM(Science, Technology, Engineering and Math.) In the past this has included Web sites like Quest and the Observatorium, webcasts and distance learning courses, and even interactive television broadcasts. Our current focus is on development of several mission oriented software packages, targeted primarily at the middle-school population, but flexible enough to be used by elementary to graduate students. These products include contributions to an open source solar system simulator, a 3D planetary encyclopedia), development of a planetary surface viewer (atlas) and others. Whenever possible these software products are written to be 'open source' and multi-platform, for the widest use and easiest access for developers. Along with the software products, we are developing activities and lesson plans that are tested and used by educators in the classroom. The products are reviewed by professional educators. Together these products constitute the NASA Experential Platform for learning, in which the tools used by the public are similar (and in some respects) the same as those used by professional investigators. Efforts are now underway to incorporate actual MODIS and other real time data uplink capabilities.

  8. Putting in More: Emotional Work in Adopting Online Tools in Teaching and Learning Practices

    ERIC Educational Resources Information Center

    Bennett, Liz

    2014-01-01

    This paper explores the emotional journey associated with changing one's teaching and learning practices and how this constitutes emotional work. The paper analyses the emotions evident in the data from a small-scale phenomenological study of lecturers who are using technological tools in their teaching, learning and assessment practices in…

  9. Web-Based Interactive 3D Visualization as a Tool for Improved Anatomy Learning

    ERIC Educational Resources Information Center

    Petersson, Helge; Sinkvist, David; Wang, Chunliang; Smedby, Orjan

    2009-01-01

    Despite a long tradition, conventional anatomy education based on dissection is declining. This study tested a new virtual reality (VR) technique for anatomy learning based on virtual contrast injection. The aim was to assess whether students value this new three-dimensional (3D) visualization method as a learning tool and what value they gain…

  10. High School Students' Use of Digital Tools for Learning English Vocabulary in an EFL Context

    ERIC Educational Resources Information Center

    Cojocnean, Diana

    2015-01-01

    This study investigated Romanian high school students' use of digital tools for learning vocabulary in English. Although students have a wide range of technological affordances at their disposal, little is known about how they make use of them or the extent to which they are aware of how to use them in their vocabulary learning. The study features…

  11. An Evaluation of Open Source Learning Management Systems According to Administration Tools and Curriculum Design

    ERIC Educational Resources Information Center

    Ozdamli, Fezile

    2007-01-01

    Distance education is becoming more important in the universities and schools. The aim of this research is to evaluate the current existing Open Source Learning Management Systems according to Administration tool and Curriculum Design. For this, seventy two Open Source Learning Management Systems have been subjected to a general evaluation. After…

  12. The Design of Technology-Rich Learning Environments as Metacognitive Tools in History Education

    ERIC Educational Resources Information Center

    Poitras, Eric; Lajoie, Susanne; Hong, Yuan-Jin

    2012-01-01

    Research has shown that learners do not always engage in appropriate metacognitive and self-regulatory processes while learning complex historical topics. However, little research exists to guide the design of technology-rich learning environments as metacognitive tools in history education. In order to address this issue, we designed a…

  13. Directions in E-Learning Tools and Technologies and Their Relevance to Online Distance Language Education

    ERIC Educational Resources Information Center

    Rogerson-Revell, Pamela

    2007-01-01

    This paper attempts to draw together current developments in e-learning tools and technologies with a view to extending distance language educators' (teachers, materials developers, programme leaders) awareness of the technical possibilities at their disposal for developing online distance learning resources. The paper briefly outlines the…

  14. Exploring the Interaction between Learners and Tools in E-Learning Environments

    ERIC Educational Resources Information Center

    Meri, Serpil

    2015-01-01

    The present research explores the interaction between learners and tools in e-learning environments. In order to explore that issue, this study analyzed and interpreted the findings obtained through observation and interview with 10 international students who wished to improve their learning of English by using the English for Academic Purposes…

  15. Formation and Assessment of a Tool to Evaluate STEM Literacy in Service-Learning Projects

    ERIC Educational Resources Information Center

    Hayford, Barbara; Blomstrom, Sally; Mumpower, Lori

    2015-01-01

    The purpose of the authors' research was to create a tool to evaluate science, technology, engineering, and mathematics (STEM) literacy in service-learning projects. The researchers posited that components of service-learning, which in this case included the deliverable and reflections, are examples of fundamental STEM literacy and thus can be…

  16. Thinking Tools in Computer-Based Assessment: Technology Enhancements in Assessments for Learning

    ERIC Educational Resources Information Center

    Rosen, Yigal

    2014-01-01

    One of the greatest concerns in schools today is how teachers can bring together assessment and learning in a way that is meaningful for students' thinking skills, while focusing on content standards. Better understanding of how different types of technology based thinking tools can be used for improving classroom teaching and learning,…

  17. Catalytic Tools: Understanding the Interaction of Enquiry and Feedback in Teachers' Learning

    ERIC Educational Resources Information Center

    Baumfield, Vivienne M.; Hall, Elaine; Higgins, Steven; Wall, Kate

    2009-01-01

    This paper investigates how the use of Pupil Views Templates (PVTs), a tool designed to elicit, record and analyse the development of students' awareness of their own learning processes, supports teachers' professional learning. This paper reports on a three-year collaborative practitioner enquiry project involving more than 30 primary and…

  18. iMindMap as an Innovative Tool in Teaching and Learning Accounting: An Exploratory Study

    ERIC Educational Resources Information Center

    Wan Jusoh, Wan Noor Hazlina; Ahmad, Suraya

    2016-01-01

    Purpose: The purpose of this study is to explore the use of iMindMap software as an interactive tool in the teaching and learning method and also to be able to consider iMindMap as an alternative instrument in achieving the ultimate learning outcome. Design/Methodology/Approach: Out of 268 students of the management accounting at the University of…

  19. Internet Tools for Language Learning: University Students Taking Control of Their Writing

    ERIC Educational Resources Information Center

    Conroy, Mark A.

    2010-01-01

    Many excellent corpus-based language learning resources (e.g., concordancers) have been freely available on the Internet for some time. Google assisted language learning (GALL) is also gaining increasing acceptance. These tools are a potential resource for English as an additional language (EAL) university students who want to independently…

  20. Wikis as a Tool for Collaborative Learning: Implications for Literacy, Language Education and Multilingualism

    ERIC Educational Resources Information Center

    Aydin, Selami

    2014-01-01

    This study presents a review of the literature concerning the use of wikis as a tool for collaborative learning in the second language acquisition and foreign language learning process, as research on the use of wikis is relatively new. The study first introduces the theoretical background behind the use of wikis in the mentioned processes. Then,…

  1. New Database Manipulation Tools in the Easy-Learning On-Line Platform

    ERIC Educational Resources Information Center

    Radescu, Radu; Davidescu, Andrei; Pupezescu, Valentin

    2011-01-01

    The present paper deals with the new ORM (object-relational mapping) tool introduced in the easy-learning platform. Propel 1.5 is the latest version of Propel, one of the ORMs fully compatible with the Symfony framework, and in comparison with the older versions and it has drastically improved the way the easy-learning platform can manipulate its…

  2. Village Voices, Global Visions: Digital Video as a Transformative Foreign Language Learning Tool

    ERIC Educational Resources Information Center

    Goulah, Jason

    2007-01-01

    This instrumental case study examines how adolescent high-intermediate Japanese language learners enrolled in a one-month credited abroad program used video as a mediational tool for (1) learning foreign language, content, and technology skills, (2) cultivating critical multiliteracies and transformative learning regarding geopolitics and the…

  3. Using Social Media as a Tool for Learning: A Multi-Disciplinary Study

    ERIC Educational Resources Information Center

    Delello, Julie A.; McWhorter, Rochell R.; Camp, Kerri M.

    2015-01-01

    In order to explore the rich dynamics of using social media as a tool for learning within higher education classrooms, researchers across three disciplines: education, human resource development (HRD), and marketing, joined forces seeking ways to focus on learning through a retrospective analysis. Three concepts--engagement, community building,…

  4. Using Online Digital Tools and Video to Support International Problem-Based Learning

    ERIC Educational Resources Information Center

    Lajoie, Susanne P.; Hmelo-Silver, Cindy; Wiseman, Jeffrey; Chan, Lap Ki; Lu, Jingyan; Khurana, Chesta; Cruz-Panesso, Ilian; Poitras, Eric; Kazemitabar, Maedeh

    2014-01-01

    The goal of this study is to examine how to facilitate cross-cultural groups in problem-based learning (PBL) using online digital tools and videos. The PBL consisted of two video-based cases used to trigger student-learning issues about giving bad news to HIV-positive patients. Mixed groups of medical students from Canada and Hong Kong worked with…

  5. Ontology-Based Multimedia Authoring Tool for Adaptive E-Learning

    ERIC Educational Resources Information Center

    Deng, Lawrence Y.; Keh, Huan-Chao; Liu, Yi-Jen

    2010-01-01

    More video streaming technologies supporting distance learning systems are becoming popular among distributed network environments. In this paper, the authors develop a multimedia authoring tool for adaptive e-learning by using characterization of extended media streaming technologies. The distributed approach is based on an ontology-based model.…

  6. Pre-Service Teachers' Use of Tools to Systematically Analyze Teaching and Learning

    ERIC Educational Resources Information Center

    Chung, Huy Q.; van Es, Elizabeth A.

    2014-01-01

    Learning to systematically analyze the relationship between teaching and student learning is an important but difficult skill to engender in teachers. In this study, we examine how pre-service teachers who were introduced to a framework for analyzing teaching in a video-based teacher education course drew on this tool to analyze their own practice…

  7. 5 Myths about Classroom Technology: How Do We Integrate Digital Tools to Truly Enhance Learning?

    ERIC Educational Resources Information Center

    Renwick, Matt

    2015-01-01

    What's keeping your school behind the technology curve? Is it a fear of the unfamiliar? Expenses? Or some other myth? Have you considered how students with special needs or students learning a second language may benefit from using digital tools? If you've fallen for the perception that technology is too expensive, unnecessary for real learning,…

  8. A Learning Assistance Tool for Enhancing ICT Literacy of Elementary School Students

    ERIC Educational Resources Information Center

    Huang, Chenn-Jung; Liu, Ming-Chou; Chang, Kuo-En; Sung, Yao-Ting; Huang, Tz-Hau; Chen, Chun-Hua; Shen, Hung-Yen; Huang, Kuo-Liang; Liao, Jia-Jian; Hu, Kai-Wen; Luo, Yun-Cheng; Chang, Tun-Yu

    2010-01-01

    With rapid advances in the development of information technology, information access has become central to life in the 21st century. In recent years, the development of useful learning-assistance systems has become a popular topic in literature. Learners can benefit from guidance provided by a tool that assists learning when a student has trouble…

  9. Learning to Write: Progress-Monitoring Tools for Beginning and at-Risk Writers

    ERIC Educational Resources Information Center

    Ritchey, Kristen D.

    2006-01-01

    Teachers now have a wide range of tools to help assess the beginning reading performance of kindergarten and first-grade children. However, validated procedures for assessing the beginning writing skills of kindergarten and first-grade children are less widely available. Learning to write, like learning to read, is a complex task. The ability to…

  10. Using the "Moodle" Learning Management System and "GREWPtool" Collaborative Tool for Teaching a Programming Language

    ERIC Educational Resources Information Center

    Cavus, Nadire; Uzunboylu, Huseyin; Ibrahim, Dogan

    2006-01-01

    This paper describes an experimental study which has been carried out at the Near East University using the Moodle Learning Management System (LMS) together with two types of Web-Based Collaborative Tools (CTs): Standard CT and Advanced CT to create a virtual learning environment to teach programming languages. The aim of this study was to find…

  11. Wiki as a Corporate Learning Tool: Case Study for Software Development Company

    ERIC Educational Resources Information Center

    Milovanovic, Milos; Minovic, Miroslav; Stavljanin, Velimir; Savkovic, Marko; Starcevic, Dusan

    2012-01-01

    In our study, we attempted to further investigate how Web 2.0 technologies influence workplace learning. Our particular interest was on using Wiki as a tool for corporate exchange of knowledge with the focus on informal learning. In this study, we collaborated with a multinational software development company that uses Wiki as a corporate tool…

  12. Student Attitudes toward Web-Enhanced and Web-Based Versions of a Learning Tools Course

    ERIC Educational Resources Information Center

    Davidson-Shivers, Gayle V.; Wimberg, Jane E.; Jackson, M. Katherine

    2004-01-01

    The presentation describes the revisions to a course and the resulting student attitudes and learning. Learning Tools was revised in 2003 from oncampus only to both oncampus and online delivery. Revisions were made by standardizing the two versions, updating the technology applications presented, and modifying the instructional strategies used.…

  13. Service-Learning and Learning Communities: Tools for Integration and Assessment.

    ERIC Educational Resources Information Center

    Oates, Karen K.; Leavitt, Lynn H.

    This publication attempts to provide fundamental theory about service-learning and learning communities, along with descriptions of best practices, lessons learned, and assessment strategies. The text is designed to provide resources to help readers offer service-learning experiences for their students. Learning communities are now commonly…

  14. Force sensor based tool condition monitoring using a heterogeneous ensemble learning model.

    PubMed

    Wang, Guofeng; Yang, Yinwei; Li, Zhimeng

    2014-01-01

    Tool condition monitoring (TCM) plays an important role in improving machining efficiency and guaranteeing workpiece quality. In order to realize reliable recognition of the tool condition, a robust classifier needs to be constructed to depict the relationship between tool wear states and sensory information. However, because of the complexity of the machining process and the uncertainty of the tool wear evolution, it is hard for a single classifier to fit all the collected samples without sacrificing generalization ability. In this paper, heterogeneous ensemble learning is proposed to realize tool condition monitoring in which the support vector machine (SVM), hidden Markov model (HMM) and radius basis function (RBF) are selected as base classifiers and a stacking ensemble strategy is further used to reflect the relationship between the outputs of these base classifiers and tool wear states. Based on the heterogeneous ensemble learning classifier, an online monitoring system is constructed in which the harmonic features are extracted from force signals and a minimal redundancy and maximal relevance (mRMR) algorithm is utilized to select the most prominent features. To verify the effectiveness of the proposed method, a titanium alloy milling experiment was carried out and samples with different tool wear states were collected to build the proposed heterogeneous ensemble learning classifier. Moreover, the homogeneous ensemble learning model and majority voting strategy are also adopted to make a comparison. The analysis and comparison results show that the proposed heterogeneous ensemble learning classifier performs better in both classification accuracy and stability. PMID:25405514

  15. Force Sensor Based Tool Condition Monitoring Using a Heterogeneous Ensemble Learning Model

    PubMed Central

    Wang, Guofeng; Yang, Yinwei; Li, Zhimeng

    2014-01-01

    Tool condition monitoring (TCM) plays an important role in improving machining efficiency and guaranteeing workpiece quality. In order to realize reliable recognition of the tool condition, a robust classifier needs to be constructed to depict the relationship between tool wear states and sensory information. However, because of the complexity of the machining process and the uncertainty of the tool wear evolution, it is hard for a single classifier to fit all the collected samples without sacrificing generalization ability. In this paper, heterogeneous ensemble learning is proposed to realize tool condition monitoring in which the support vector machine (SVM), hidden Markov model (HMM) and radius basis function (RBF) are selected as base classifiers and a stacking ensemble strategy is further used to reflect the relationship between the outputs of these base classifiers and tool wear states. Based on the heterogeneous ensemble learning classifier, an online monitoring system is constructed in which the harmonic features are extracted from force signals and a minimal redundancy and maximal relevance (mRMR) algorithm is utilized to select the most prominent features. To verify the effectiveness of the proposed method, a titanium alloy milling experiment was carried out and samples with different tool wear states were collected to build the proposed heterogeneous ensemble learning classifier. Moreover, the homogeneous ensemble learning model and majority voting strategy are also adopted to make a comparison. The analysis and comparison results show that the proposed heterogeneous ensemble learning classifier performs better in both classification accuracy and stability. PMID:25405514

  16. 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

  17. The Remapping of Time by Active Tool-Use

    PubMed Central

    Anelli, Filomena; Candini, Michela; Cappelletti, Marinella; Oliveri, Massimiliano; Frassinetti, Francesca

    2015-01-01

    Multiple, action-based space representations are each based on the extent to which action is possible toward a specific sector of space, such as near/reachable and far/unreachable. Studies on tool-use revealed how the boundaries between these representations are dynamic. Space is not only multidimensional and dynamic, but it is also known for interacting with other dimensions of magnitude, such as time. However, whether time operates on similar action-driven multiple representations and whether it can be modulated by tool-use is yet unknown. To address these issues, healthy participants performed a time bisection task in two spatial positions (near and far space) before and after an active tool-use training, which consisted of performing goal-directed actions holding a tool with their right hand (Experiment 1). Before training, perceived stimuli duration was influenced by their spatial position defined by action. Hence, a dissociation emerged between near/reachable and far/unreachable space. Strikingly, this dissociation disappeared after the active tool-use training since temporal stimuli were now perceived as nearer. The remapping was not found when a passive tool-training was executed (Experiment 2) or when the active tool-training was performed with participants’ left hand (Experiment 3). Moreover, no time remapping was observed following an equivalent active hand-training but without a tool (Experiment 4). Taken together, our findings reveal that time processing is based on action-driven multiple representations. The dynamic nature of these representations is demonstrated by the remapping of time, which is action- and effector-dependent. PMID:26717521

  18. Development of Evaluation Tools for GIS: How Does GIS Affect Student Learning?

    ERIC Educational Resources Information Center

    Linn, Sophia; Kerski, Joseph; Wither, Sarah

    2005-01-01

    Although Geographic Information Systems (GIS) are viewed as increasingly valuable for educational use, few tools have been developed to assess the effects of GIS on student learning. This article describes a project that focuses on the development of evaluation tools to determine what, if anything, students gain from using GIS in a classroom…

  19. A Visual Tool for Computer Supported Learning: The Robot Motion Planning Example

    ERIC Educational Resources Information Center

    Elnagar, Ashraf; Lulu, Leena

    2007-01-01

    We introduce an effective computer aided learning visual tool (CALVT) to teach graph-based applications. We present the robot motion planning problem as an example of such applications. The proposed tool can be used to simulate and/or further to implement practical systems in different areas of computer science such as graphics, computational…

  20. Evaluating the Usability of a Professional Modeling Tool Repurposed for Middle School Learning

    ERIC Educational Resources Information Center

    Peters, Vanessa L.; Songer, Nancy Butler

    2013-01-01

    This paper reports the results of a three-stage usability test of a modeling tool designed to support learners' deep understanding of the impacts of climate change on ecosystems. The design process involved repurposing an existing modeling technology used by professional scientists into a learning tool specifically designed for middle school…

  1. Wiki Tools in the Preparation and Support of e-Learning Courses

    ERIC Educational Resources Information Center

    Jancarik, Antonin; Jancarikova, Katerina

    2010-01-01

    Wiki tools, which became known mainly thanks to the Wikipedia encyclopedia, represent quite a new phenomenon on the Internet. The work presented here deals with three areas connected to a possible use of wiki tools for the preparation of an e-learning course. To what extent does Wikipedia.com contain terms necessary for scientific lectures at the…

  2. Semantic Search of Tools for Collaborative Learning with the Ontoolsearch System

    ERIC Educational Resources Information Center

    Vega-Gorgojo, Guillermo; Bote-Lorenzo, Miguel L.; Asensio-Perez, Juan I.; Gomez-Sanchez, Eduardo; Dimitriadis, Yannis A.; Jorrin-Abellan, Ivan M.

    2010-01-01

    This paper introduces Ontoolsearch, a new search system that can be employed by educators in order to find suitable tools for supporting collaborative learning settings. Current tool search facilities commonly allow simple keyword searches, limiting the accuracy of obtained results. In contrast, Ontoolsearch supports semantic querying of tool…

  3. Value Innovation in Learner-Centered Design. How to Develop Valuable Learning Tools

    ERIC Educational Resources Information Center

    Breuer, Henning; Schwarz, Heinrich; Feller, Kristina; Matsumoto, Mitsuji

    2014-01-01

    This paper shows how to address technological, cultural and social transformations with empirically grounded innovation. Areas in transition such as higher education and learning techniques today bring about new needs and opportunities for innovative tools and services. But how do we find these tools? The paper argues for using a strategy of…

  4. Development and Evaluation of Computer-Based Laboratory Practical Learning Tool

    ERIC Educational Resources Information Center

    Gandole, Y. B.

    2006-01-01

    Effective evaluation of educational software is a key issue for successful introduction of advanced tools in the curriculum. This paper details to developing and evaluating a tool for computer assisted learning of science laboratory courses. The process was based on the generic instructional system design model. Various categories of educational…

  5. Observing Classroom Processes in Project-Based Learning Using Multimedia: A Tool for Evaluators.

    ERIC Educational Resources Information Center

    Penuel, William R.; Means, Barbara

    This paper describes how researchers at SRI International's Center for Technology and Learning designed and used an observation tool as part of its evaluation of a local Technology Innovation Challenge Grant program called Challenge 2000: Multimedia Project. The paper aims to present both the process and the tool that researchers, program…

  6. Using Participatory Design in the Development of a Language Learning Tool

    ERIC Educational Resources Information Center

    Zaphiris, Panayiotis; Constantinou, Penelope

    2007-01-01

    Purpose: This paper aims to demonstrate how participatory design methodologies can be used for the design of interactive learning tools for children. Design/methodology/approach: This paper presents the methodology employed for the design of a multimedia tool for teaching Greek to young children aged 6 to 12. The preliminary data collection…

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

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

    NASA Astrophysics Data System (ADS)

    Şensoy, Murat; Yolum, Pinar

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

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

    ERIC Educational Resources Information Center

    Panasan, Mookdaporn; Nuangchalerm, Prasart

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Wongsri, Piyaluk; Nuangchalerm, Prasart

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Stark, Pam

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

  12. Perspectives on Learning, Thinking, and Activity.

    ERIC Educational Resources Information Center

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

    2000-01-01

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

  13. Learning about Outdoor Education through Authentic Activity

    ERIC Educational Resources Information Center

    Moffett, Pamela

    2012-01-01

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

  14. 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…

  15. 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…

  16. 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…

  17. Cultural Historical Activity Theory and Professional Learning

    ERIC Educational Resources Information Center

    Daniels, Harry

    2004-01-01

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

  18. 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…

  19. Scalable histopathological image analysis via active learning.

    PubMed

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

    2014-01-01

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

  20. Active Learning in the Physics Classroom

    NASA Astrophysics Data System (ADS)

    Naron, Carol

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

  1. 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…

  2. 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…

  3. 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.…

  4. Learning Activity Package, Pre-Algebra.

    ERIC Educational Resources Information Center

    Evans, Diane

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

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

    ERIC Educational Resources Information Center

    Donato, Clorinda; And Others

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

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

    ERIC Educational Resources Information Center

    Runge, Lillian

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

  7. An Active Learning Approach to Teaching Statistics.

    ERIC Educational Resources Information Center

    Dolinsky, Beverly

    2001-01-01

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

  8. 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…

  9. 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…

  10. Interagency Pilot of Greenhouse Gas Accounting Tools: Lessons Learned

    SciTech Connect

    Carpenter, A.; Hotchkiss, E.; Kandt, A.

    2013-02-01

    The Greater Yellowstone Area (GYA) and Tongass National Forest (Tongass) partnered with the National Renewable Energy Laboratory (NREL) to conduct a pilot study of three greenhouse gas (GHG) inventorying tools.

  11. Using Web 2.0 Applications as Supporting Tools for Personal Learning Environments

    NASA Astrophysics Data System (ADS)

    Kompen, Ricardo Torres; Edirisingha, Palitha; Monguet, Josep M.

    This paper shows the results of a pilot study based on a proposed framework for building Personal Learning Environments using Web 2.0 tools. A group of 33 students from a Business Administration program were introduced to Web 2.0 tools in the context of an Information Systems class, during the academic year 2008-2009, and reflected about this experience through essays and interviews. The responses show evidence of learning and acquiring skills, strengthening social interactions and improvement in the organization and management of content and learning resources.

  12. Tools of Inquiry: Separating Tool and Task to Promote True Learning

    ERIC Educational Resources Information Center

    Beatham, Mark D.

    2009-01-01

    Teachers must clearly distinguish for students the educational technologies (the tools or means) used to investigate a subject from the subject (the task) itself. Without this distinction, students develop critical and fundamental misconceptions about their subjects of study, usually confusing the tool for the task. Digital educational…

  13. An iterative learning control method with application for CNC machine tools

    SciTech Connect

    Kim, D.I.; Kim, S.

    1996-01-01

    A proportional, integral, and derivative (PID) type iterative learning controller is proposed for precise tracking control of industrial robots and computer numerical controller (CNC) machine tools performing repetitive tasks. The convergence of the output error by the proposed learning controller is guaranteed under a certain condition even when the system parameters are not known exactly and unknown external disturbances exist. As the proposed learning controller is repeatedly applied to the industrial robot or the CNC machine tool with the path-dependent repetitive task, the distance difference between the desired path and the actual tracked or machined path, which is one of the most significant factors in the evaluation of control performance, is progressively reduced. The experimental results demonstrate that the proposed learning controller can improve machining accuracy when the CNC machine tool performs repetitive machining tasks.

  14. The MERG Suite: Tools for discovering competencies and associated learning resources

    PubMed Central

    Bhupatiraju, Ravi Teja; Hersh, William R; Smothers, Valerie; Fordis, Michael; Greene, Peter S

    2008-01-01

    Background As the demands for competency-based education grow, the need for standards-based tools to allow for publishing and discovery of competency-based learning content is more pressing. This project focused on developing federated discovery services for competency-based medical e-learning content. Methods We built a tool suite for authoring and discovery of medical e-learning metadata. The end-user usability of the tool suite was evaluated through a web-based survey. Results The suite, implemented as an open-source system, was evaluated to identify areas for improvement. Conclusion The MERG suite is a starting point for organizations implementing competency-based e-learning resources. PMID:18479525

  15. Beyond screening: tailoring physical activity options with the EASY tool.

    PubMed

    Chodzko-Zajko, Wojtek J; Resnick, Barbara; Ory, Marcia G

    2012-06-01

    The development and dissemination of the EASY tool provides a resource to facilitate access to information about physical activity for older adults, particularly with regard to specific physical activity recommendations for individuals with chronic medical conditions. Health care providers and older adults can use the EASY tool to provide a flexible, tailored approach to screening. This approach will better inform both older adults and their health care providers about safe physical activity programs with appropriate injury management strategies. The identification of a broad range of activities appropriate for different health circumstances and situations will enable a greater number of older adults to engage in physical activity/exercises that will improve their health and functioning. PMID:24073117

  16. Teaching care and cooperation with relatives: video as a learning tool in mental health work.

    PubMed

    Stiberg, Elsa; Holand, Unni; Olstad, Reidun; Lorem, Geir

    2012-08-01

    Empathy is crucial for establishing caring relationships and cooperation with relatives of people with severe mental illness. This study describes the use of video as a learning tool in a post-bachelor program. A focus group of students attended a video session. Based on a phenomenological descriptive analysis, we found two major themes: (1) Insight and empathy and (2) Developing clinical competence. The first theme relates to increased insight into specific family situations, which resulted in new-found engagement and ideas for cooperation. The second theme relates to how this increased insight was crucial for re-evaluating one's own practice, attitudes, and limitations. This study indicates that the use of video develops sensitivity, attitudes, and empathy in a classroom setting. Enhanced general competence activates clinical knowledge through an improved awareness of relatives' perspectives. PMID:22849780

  17. Lessons learned applying CASE methods/tools to Ada software development projects

    NASA Technical Reports Server (NTRS)

    Blumberg, Maurice H.; Randall, Richard L.

    1993-01-01

    This paper describes the lessons learned from introducing CASE methods/tools into organizations and applying them to actual Ada software development projects. This paper will be useful to any organization planning to introduce a software engineering environment (SEE) or evolving an existing one. It contains management level lessons learned, as well as lessons learned in using specific SEE tools/methods. The experiences presented are from Alpha Test projects established under the STARS (Software Technology for Adaptable and Reliable Systems) project. They reflect the front end efforts by those projects to understand the tools/methods, initial experiences in their introduction and use, and later experiences in the use of specific tools/methods and the introduction of new ones.

  18. Sidekick: A Tool for Helping Students Manage Behavior in Self-Initiated Learning Scenarios

    ERIC Educational Resources Information Center

    Inventado, Paul Salvador; Legaspi, Roberto; Moriyama, Koichi; Fukui, Ken-ichi; Numao, Masayuki

    2014-01-01

    Students engage in many learning activities outside of class but, it is not easy for them to learn on their own because they also need to identify what activities to perform, decide how long to engage in them, evaluate their progress, shift to other activities if needed and avoid distractions aside from others. This research designed and…

  19. Technology Combination Analysis Tool (TCAT) for Active Debris Removal

    NASA Astrophysics Data System (ADS)

    Chamot, B.; Richard, M.; Salmon, T.; Pisseloup, A.; Cougnet, C.; Axthelm, R.; Saunder, C.; Dupont, C.; Lequette, L.

    2013-08-01

    This paper present the work of the Swiss Space Center EPFL within the CNES-funded OTV-2 study. In order to find the most performant Active Debris Removal (ADR) mission architectures and technologies, a tool was developed in order to design and compare ADR spacecraft, and to plan ADR campaigns to remove large debris. Two types of architectures are considered to be efficient: the Chaser (single-debris spacecraft), the Mothership/ Kits (multiple-debris spacecraft). Both are able to perform controlled re-entry. The tool includes modules to optimise the launch dates and the order of capture, to design missions and spacecraft, and to select launch vehicles. The propulsion, power and structure subsystems are sized by the tool thanks to high-level parametric models whilst the other ones are defined by their mass and power consumption. Final results are still under investigation by the consortium but two concrete examples of the tool's outputs are presented in the paper.

  20. Organisational Learning as an Emerging Process: The Generative Role of Digital Tools in Informal Learning Practices

    ERIC Educational Resources Information Center

    Za, Stefano; Spagnoletti, Paolo; North-Samardzic, Andrea

    2014-01-01

    Increasing attention is paid to organisational learning, with the success of contemporary organisations strongly contingent on their ability to learn and grow. Importantly, informal learning is argued to be even more significant than formal learning initiatives. Given the widespread use of digital technologies in the workplace, what requires…

  1. Designing for Culturally Contextualized Learning Activity Planning: Matching Learning Theories and Practice

    NASA Astrophysics Data System (ADS)

    de Carvalho, Aparecido Fabiano Pinatti; Anacleto, Junia Coutinho; de Almeida Neris, Vania Paula

    Helping teachers in their activities has been an issue more and more explored in Computer Science. However, in order to support teachers effectively, it is necessary to understand their needs and to design tools that they can easily manage. One of those needs is undoubtedly to put in practice pedagogical principles. This paper presents the design of PACO-T, a tool for helping teachers in planning learning activities (LAs) supported by common sense knowledge, based on PACO, a seven-step textual framework for planning pedagogically suitable LAs. The design was based on the results of a case study carried out to investigate how teachers can plan LAs following PACO steps, using common sense knowledge from a common sense knowledge base collaboratively built through the web. Moreover, the interface design was ruled by a Web Design Pattern Language, attempting to improve the usability of the tool. PACO-T aims to help teachers to put in practice the recommendation for contextualizing LAs to the target group, found in several learning theories.

  2. Developing Evaluative Tool for Online Learning and Teaching Process

    ERIC Educational Resources Information Center

    Aksal, Fahriye A.

    2011-01-01

    The research study aims to underline the development of a new scale on online learning and teaching process based on factor analysis. Further to this, the research study resulted in acceptable scale which embraces social interaction role, interaction behaviour, barriers, capacity for interaction, group interaction as sub-categories to evaluate…

  3. Going Online with Protocols: New Tools for Teaching and Learning

    ERIC Educational Resources Information Center

    McDonald, Joseph P.; Zydney, Janet Mannheimer; Dichter, Alan; McDonald, Elizabeth C.

    2012-01-01

    Many users of the popular professional development book, "The Power of Protocols," discovered that protocols are also very useful for online teaching. This new book, by three of the same authors, focuses on using protocols to enhance learning with their students in multiple environments including online--a growing sector of the educational world.…

  4. New Tools and Metrics for Evaluating Army Distributed Learning. Monograph

    ERIC Educational Resources Information Center

    Straus, Susan G.; Shanley, Michael G.; Yeung, Douglas; Rothenberg, Jeff; Steiner, Elizabeth D.; Leuschner, Kristin J.

    2011-01-01

    Distributed learning (DL) is a key element of the Army's training strategy, and the Army has ambitious goals for expanding the future use of DL and for changing how it is developed and delivered. Program-level evaluation of DL can play an essential role in accomplishing those goals and in identifying strategic directions for the overall program.…

  5. A Decision Tool for Selecting a Sustainable Learning Technology Intervention

    ERIC Educational Resources Information Center

    Raji, Maryam; Zualkernan, Imran

    2016-01-01

    Education is a basic human right. In pursuit of this right, governments in developing countries and their donors often invest scarce resources in educational initiatives that are sometimes not sustainable. This paper addresses the problem of selecting a sustainable learning technology intervention (LTI) for a typical developing country. By solving…

  6. Technology Pedagogy: Software Tools for Teaching and Learning

    ERIC Educational Resources Information Center

    Berry, James; Staub, Nancy

    2011-01-01

    Adoption of technology for teaching and learning is not as significant as the adoption and use of software that is used as a pedagogical extension of a teacher's approach to classroom instruction. It is the dynamic and integrated use of software that extends the pedagogical role of the teacher beyond the traditional lecture and discussion format.…

  7. Fathers' Involvement in Children's Learning: Tool Kit. [CD-ROM].

    ERIC Educational Resources Information Center

    Partnership for Family Involvement in Education (ED), Washington, DC.

    The Partnership for Family Involvement in Education is a grassroots initiative to increase opportunities for families to participate in their children's learning at school and at home, to strengthen schools, and to improve student achievement levels. This compact disk from the Partnership contains materials and resources on fathers' involvement in…

  8. Using Performance Assessment Instruments as Learning Tools in Organisations.

    ERIC Educational Resources Information Center

    Tillema, H. H.

    2000-01-01

    A development-oriented approach to assessment requires an environment with a strong focus on learning, self-regulation, and use of results in developmental programs. Factors influencing developmental performance assessment include managers' and employees' attitudes, organizational culture, and self-perceptions of competence. (SK)

  9. Crossword Puzzles as Learning Tools in Introductory Soil Science

    ERIC Educational Resources Information Center

    Barbarick, K. A.

    2010-01-01

    Students in introductory courses generally respond favorably to novel approaches to learning. To this end, I developed and used three crossword puzzles in spring and fall 2009 semesters in Introductory Soil Science Laboratory at Colorado State University. The first hypothesis was that crossword puzzles would improve introductory soil science…

  10. Learning Stress Distribution in Soils Using a Digital Multimedia Tool.

    ERIC Educational Resources Information Center

    da Silva Ferreira, Ronaldo

    The available technologies of microcomputers and international communication - Internet, are powerful sources for the Teaching and Learning Process. Undergraduate courses can take advantage of these resources to help students and teachers in the classroom. Thinking on this the Project REESC - Reengineering of Engineering Education in Santa…

  11. Innovative desktop learning tools. Implications for rural hospitals and physicians.

    PubMed

    Oeffinger, J C; Hiebeler, L; Sherman, T; Gaskill, M; Portante, T; Polasek, J; Litterer, K

    1992-12-17

    Innovative methods of providing workplace education for health care professionals may be a key to the survival of rural hospitals in America. Such methods must overcome time, distance, cost and organizational constraints, and take into account the structure of the learning experience. The Texas Hospital Education and Research Foundation has recently been involved in two programs that tested new approaches to worker education using distance-learning strategies. The projects--resource sharing among rural directors of nursing and training for cancer tumor registrars--used computer-conferencing technology. A new model using existing satellite, audio-conferencing, and computer-based instruction augmented by computer conferencing is proposed. The Computer-Related Assisted Distance Learning Enhancement (CRADLE) model integrates existing technologies to provide education to health care workers at their desktop. The Cancer Learning Center (CLC) tested peer collaboration, the primary component of the model. The ultimate goal is to have the system available to all tumor registrars in Texas, and to secure funding to implement rural nursing and rural high-school health occupations education projects. Current projects from set-up through results are presented. PMID:1309107

  12. Lights, Camera, Reflection! Digital Movies: A Tool for Reflective Learning

    ERIC Educational Resources Information Center

    Genereux, Annie Prud'homme; Thompson, William A.

    2008-01-01

    At the end of a biology course entitled Ecology, Evolution, and Genetics, students were asked to consider how their learning experience had changed their perception of either ecology or genetics. Students were asked to express their thoughts in the form of a "digital story" using readily available software to create movies for the purpose of…

  13. Crossword Puzzles as a Learning Tool for Vocabulary Development

    ERIC Educational Resources Information Center

    Orawiwatnakul, Wiwat

    2013-01-01

    Introduction: Since vocabulary is a key basis on which reading achievement depends, various vocabulary acquisition techniques have become pivotal. Among the many teaching approaches, traditional or otherwise, the use of crossword puzzles seems to offer potential and a solution for the problem of learning vocabulary. Method: This study was…

  14. Appropedia as a Tool for Service Learning in Sustainable Development

    ERIC Educational Resources Information Center

    Pearce, Joshua M.

    2009-01-01

    Numerous studies have demonstrated that university students are capable of contributing to sustainable development while improving their academic skills. Unfortunately for many institutions, the expense of sending large cohorts of students on international service learning trips is prohibitive. Yet, students remain enthusiastic and well equipped…

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

    ERIC Educational Resources Information Center

    Su, Yu-Han

    2012-01-01

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

  16. 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…

  17. Transfer Learning for Activity Recognition: A Survey

    PubMed Central

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

    2013-01-01

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

  18. [Developing team reflexivity as a learning and working tool for medical teams].

    PubMed

    Riskin, Arieh; Bamberger, Peter

    2014-01-01

    Team reflexivity is a collective activity in which team members review their previous work, and develop ideas on how to modify their work behavior in order to achieve better future results. It is an important learning tool and a key factor in explaining the varying effectiveness of teams. Team reflexivity encompasses both self-awareness and agency, and includes three main activities: reflection, planning, and adaptation. The model of briefing-debriefing cycles promotes team reflexivity. Its key elements include: Pre-action briefing--setting objectives, roles, and strategies the mission, as well as proposing adaptations based on what was previously learnt from similar procedures; Post-action debriefing--reflecting on the procedure performed and reviewing the extent to which objectives were met, and what can be learnt for future tasks. Given the widespread attention to team-based work systems and organizational learning, efforts should be made toward ntroducing team reflexivity in health administration systems. Implementation could be difficult because most teams in hospitals are short-lived action teams formed for a particular event, with limited time and opportunity to consciously reflect upon their actions. But it is precisely in these contexts that reflexive processes have the most to offer instead of the natural impulsive collective logics. Team reflexivity suggests a potential solution to the major problems of iatorgenesis--avoidable medical errors, as it forces all team members to participate in a reflexive process together. Briefing-debriefing technology was studied mainly in surgical teams and was shown to enhance team-based learning and to improve quality-related outcomes and safety. PMID:24791567

  19. Macromedia Flash as a Tool for Mathematics Teaching and Learning

    ERIC Educational Resources Information Center

    Garofalo, Joe; Summers, Tim

    2004-01-01

    Macromedia Flash is a powerful and robust development tool. Because of its graphical, sound, and animation capabilities (and ubiquitous browser plug-in), major companies employ it in their website development (see www.nike.com or www.espn.com). These same features also make Flash a valuable environment for building multi-representational "movies"…

  20. Scriptwriting as a Tool for Learning Stylistic Variation

    ERIC Educational Resources Information Center

    Saugera, Valerie

    2011-01-01

    A film script is a useful tool for allowing students to experiment with language variation. Scripts of love stories comprise a range of language contexts, each triggering a different style on a formal-neutral-informal linguistic continuum: (1) technical cinematographic language in camera directions; (2) narrative language in exposition of scenes,…

  1. ClassACT: The Evolution of a Collaborative Learning Tool.

    ERIC Educational Resources Information Center

    Barone, Richard; Parod, William, Jr.

    This paper reports on the evolution of a software environment called ClassACT (Class Annotation and Collaboration Tool) from a simple multimedia annotation program to a multi-domain archival database management system. ClassACT was developed at Northwestern University (Illinois) for instructional use, and, although its original goal was to solve a…

  2. Discussion Tool Effects on Collaborative Learning and Social Network Structure

    ERIC Educational Resources Information Center

    Tomsic, Astrid; Suthers, Daniel D.

    2006-01-01

    This study investigated the social network structure of booking officers at the Honolulu Police Department and how the introduction of an online discussion tool affected knowledge about operation of a booking module. Baseline data provided evidence for collaboration among officers in the same district using e-mail, telephone and face-to-face media…

  3. Computer Mathematical Tools: Practical Experience of Learning to Use Them

    ERIC Educational Resources Information Center

    Semenikhina, Elena; Drushlyak, Marina

    2014-01-01

    The article contains general information about the use of specialized mathematics software in the preparation of math teachers. The authors indicate the reasons to study the mathematics software. In particular, they analyze the possibility of presenting basic mathematical courses using mathematical computer tools from both a teacher and a student,…

  4. Concept Maps: An Instructional Tool to Facilitate Meaningful Learning

    ERIC Educational Resources Information Center

    Safdar, Muhammad; Hussain, Azhar; Shah, Iqbal; Rifat, Qudsia

    2012-01-01

    This paper describes the procedure of developing an instructional tool, "concept mapping" and its effectiveness in making the material meaningful to the students. In Pakistan, the traditional way of teaching science subjects at all levels at school relies heavily on memorization. The up-to-date data obtained from qualitative and…

  5. Illustrated Plant Identification Keys: An Interactive Tool to Learn Botany

    ERIC Educational Resources Information Center

    Silva, Helena; Pinho, Rosa; Lopes, Lisia; Nogueira, Antonio J. A.; Silveira, Paulo

    2011-01-01

    An Interactive Dichotomous Key (IDK) for 390 "taxa" of vascular plants from the Ria de Aveiro, available on a website, was developed to help teach botany to school and universitary students. This multimedia tool includes several links to Descriptive and Illustrated Glossaries. Questionnaires answered by high-school and undergraduate students about…

  6. SMS as a Learning Tool: An Experimental Study

    ERIC Educational Resources Information Center

    Plana, Mar Gutiérrez-Colon; Torrano, Pere Gallardo; Grova, M. Elisa

    2012-01-01

    The aim of this experimental study was to find out the potential of using mobile phones in teaching English as a foreign language (EFL), specifically the use of Short Message Service (SMS) as a support tool in the EFL class. The research questions formulated for this project are the following: (1) Is using SMS messages via a mobile phone an…

  7. Popular Music as a Learning Tool in the Social Studies.

    ERIC Educational Resources Information Center

    Litevich, John A., Jr.

    This teaching guide reflects the belief that popular music is an effective tool for teachers to use in presenting social studies lessons to students. Titles of songs representative of popular music from 1955 to 1982 are listed by subject matter and suggest a possible lesson to be used in teaching that particular issue. Subject areas listed…

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

    NASA Astrophysics Data System (ADS)

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

    2014-12-01

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

  9. Design and Development of a Self-Assessment Tool and Investigating its Effectiveness for E-Learning

    ERIC Educational Resources Information Center

    Domun, Manisha; Bahadur, Goonesh K.

    2014-01-01

    One of the most effective tools in e-learning is the Self-Assessment Tool (SAT) and research has shown that students need to accurately assess their own performance thus improving their learning. The study involved the design and development of a self-assessment tool based on the Revised Blooms taxonomy Framework. As a second step in investigating…

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

    ERIC Educational Resources Information Center

    Hossain, Md. Mokter

    2012-01-01

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

  11. Can Interactive Web-based CAD Tools Improve the Learning of Engineering Drawing? A Case Study

    NASA Astrophysics Data System (ADS)

    Pando Cerra, Pablo; Suárez González, Jesús M.; Busto Parra, Bernardo; Rodríguez Ortiz, Diana; Álvarez Peñín, Pedro I.

    2014-06-01

    Many current Web-based learning environments facilitate the theoretical teaching of a subject but this may not be sufficient for those disciplines that require a significant use of graphic mechanisms to resolve problems. This research study looks at the use of an environment that can help students learn engineering drawing with Web-based CAD tools, including a self-correction component. A comparative study of 121 students was carried out. The students were divided into two experimental groups using Web-based interactive CAD tools and into two control groups using traditional learning tools. A statistical analysis of all the samples was carried out in order to study student behavior during the research and the effectiveness of these self-study tools in the learning process. The results showed that a greater number of students in the experimental groups passed the test and improved their test scores. Therefore, the use Web-based graphic interactive tools to learn engineering drawing can be considered a significant improvement in the teaching of this kind of academic discipline.

  12. Workshop on active learning: two examples

    NASA Astrophysics Data System (ADS)

    Ben Lakhdar, Zohra; Lahmar, Souad; Lakshminarayanan, Vasudevan

    2014-07-01

    Optics is an enabling science that has far ranging importance in many diverse fields. However, many students do not find it to be of great interest. A solution to this problem is to train teachers in active learning methodologies so that the subject matter can be presented to generate student interest. We describe a workshop to present an example of an active learning process in Optics developed for training of teachers in developing countries (a UNESCO project) and will focus on 2 two different activities: 1. Interference and diffraction is considered by students as being very hard to understand and is taught in most developing countries as purely theoretical with almost no experiments. Simple experiments to enhance the conceptual understanding of these wave phenomena will be presented and 2. Image formation by the eye. Here we will discuss myopia, hyperopia and astigmatism as well as accommodation. In this module we will discuss image. The objective of the workshop will be to provide an experience of the use of the active learning method in optics including the use of experiments, mind's on and hands-on exercises, group and class discussions

  13. Residential learning communities as a tool for increasing interest in the Earth and Environmental Sciences

    NASA Astrophysics Data System (ADS)

    Rademacher, L. K.; Burmeister, K. C.; Colafrancesco, K.; Brodie, C.; Jacobson, S.

    2009-12-01

    The Residence for Earth and Environmental Living and Learning (REELL), a residential learning community (RLCs) established at the University of the Pacific in 2008-2009, has proven to be an effective tool for increasing interest in the Earth and environmental sciences. RLCs bring together students that share a theme-based interest and are given an opportunity to live together in a common space within a campus residence hall. The 2008-2009 REELL group comprised representatives from a wide range of degree programs, and included 16 freshmen, a junior peer advisor, and a senior residential advisor. Student participants in the REELL community work closely with their peers, faculty, and staff on academic, social, and outreach programs designed to increase interest and awareness in the Earth & environment. REELL activities include regular meetings, sponsored movies, guest speakers, field trips, campus exchange events, and outreach activities. These activities are arranged around a yearlong research project that is designed and implemented by the student participants. Preliminary results suggest that activity- and project-related interactions during the 2008-2009 REELL program year are an effective way to establish connections between among students, faculty, and administration and have increased interest and participation in Earth and Environmental Science courses and programs. Studies of RLCs implemented in a wide variety of colleges and university settings demonstrate that these programs successfully foster the development of leadership, social, and academic skills in student participants. The REELL community at the University of the Pacific is based upon the successful the Honors RLC. The well-established Honors RLC is a perfect example of how such programs can increase social and academic development. Like the REELL program, the Honors RLC brings together first and second year honors students in a single residence hall. Their participation in the Honors RLC provides

  14. 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)

  15. Active Processing via Write-to-Learn Assignments: Learning and Retention Benefits in Introductory Psychology

    ERIC Educational Resources Information Center

    Gingerich, Karla J.; Bugg, Julie M.; Doe, Sue R.; Rowland, Christopher A.; Richards, Tracy L.; Tompkins, Sara Anne; McDaniel, Mark A.

    2014-01-01

    This study evaluated brief, in-class write-to-learn assignments as a tool for promoting learning and retention in large, introductory psychology courses. A within-subjects (student) design was used with assignment of concepts to write-to-learn and copy (control) conditions counterbalanced across sections for each instructor. Students performed…

  16. Helping Children Actively Design How They Learn about Health and Wellness: The Institute of Play Tests an Online Social Networking Tool within a Game-Based School Curriculum. Program Results Report

    ERIC Educational Resources Information Center

    Parker, Susan

    2011-01-01

    Youth rarely receive opportunities to craft their own strategies around health and wellness within contexts relevant to them. From 2009 to 2010, the Institute of Play, based in New York, developed Being Me, a social networking site, to enable sixth-graders at the Quest to Learn public school to explore, discover and document a range of ideas…

  17. Learning Hypotheses and an Associated Tool to Design and to Analyse Teaching-Learning Sequences. Special Issue

    ERIC Educational Resources Information Center

    Buty, Christian; Tiberghien, Andree; Le Marechal, Jean-Francois

    2004-01-01

    This contribution presents a tool elaborated from a theoretical framework linking epistemological, learning and didactical hypotheses. This framework lead to design teaching sequences from a socio-constructivist perspective, and is based on the role of models in physics or chemistry, and on the role of students' initial knowledge in learning…

  18. Auto Mechanics I. Learning Activity Packets (LAPs). Section A--Orientation and Safety.

    ERIC Educational Resources Information Center

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

    This document contains seven learning activity packets (LAPs) that outline the study activities for the orientation and safety instructional area for an Auto Mechanics I course. The seven LAPs cover the following topics: orientation, safety, hand tools, arc welding, oxyacetylene cutting, oxyacetylene fusion welding, and oxyacetylene braze welding.…

  19. Observational learning of tool use in children: Investigating cultural spread through diffusion chains and learning mechanisms through ghost displays.

    PubMed

    Hopper, Lydia M; Flynn, Emma G; Wood, Lara A N; Whiten, Andrew

    2010-05-01

    In the first of two experiments, we demonstrate the spread of a novel form of tool use across 20 "cultural generations" of child-to-child transmission. An experimentally seeded technique spread with 100% fidelity along twice as many "generations" as has been investigated in recent exploratory "diffusion" experiments of this type. This contrasted with only a single child discovering the technique spontaneously in a comparable group tested individually without any model. This study accordingly documents children's social learning of tool use on a new, population-level scale that characterizes real-world cultural phenomena. In a second experiment, underlying social learning processes were investigated with a focus on the contrast between imitation (defined as copying actions) and emulation (defined as learning from the results of actions only). In two different "ghost" conditions, children were presented with the task used in the first experiment but now operated without sight of an agent performing the task, thereby presenting only the information used in emulation. Children in ghost conditions were less successful than those who had watched a model in action and showed variable matching to what they had seen. These findings suggest the importance of observational learning of complex tool use through imitation rather than only through emulation. Results of the two experiments are compared with those of similar experiments conducted previously with chimpanzees and are discussed in relation to the wider perspective of human culture and the influence of task complexity on social learning. PMID:20064644

  20. Twitter as a Teaching Practice to Enhance Active and Informal Learning in Higher Education: The Case of Sustainable Tweets

    ERIC Educational Resources Information Center

    Kassens-Noor, Eva

    2012-01-01

    With the rise of Web 2.0, a multitude of new possibilities on how to use these online technologies for active learning has intrigued researchers. While most instructors have used Twitter for in-class discussions, this study explores the teaching practice of Twitter as an active, informal, outside-of-class learning tool. Through a comparative…

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

    ERIC Educational Resources Information Center

    Coticone, Sulekha Rao

    2013-01-01

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

  2. Active Learning Facilitated by Using a Game-Show Format or Who Doesn't Want to Be a Millionaire?

    ERIC Educational Resources Information Center

    Sarason, Yolanda; Banbury, Catherine

    2004-01-01

    University faculty are increasingly called on to be less of a sage on the stage and more a guide on the side. This discussion introduces the underlying philosophy and assumptions of active learning theory. With this shift in pedagogical philosophy, there has been an increasing call for tools that actively engage students in the learning process. A…

  3. The Pedometer as a Tool to Enrich Science Learning in a Public Health Context

    NASA Astrophysics Data System (ADS)

    Rye, James A.; Zizzi, Samuel J.; Vitullo, Elizabeth A.; Tompkins, Nancy O'hara

    2005-12-01

    The United States is experiencing an obesity epidemic: A science-technology-society public health issue tied to our built environment, which is characterized by heavy dependence on automobiles and reduced opportunities to walk and bicycle for transportation. This presents an informal science education opportunity within "science in personal and social perspectives'' to use pedometer technology for enhancing students' understandings about human energy balance. An exploratory study was conducted with 29 teachers to investigate how pedometers could be used for providing academic enrichment to secondary students participating in after-school Health Sciences and Technology Academy clubs. Frequency analysis revealed that the pedometer activities often investigated kilocalorie expenditure and/or incorporated hypothesis testing/experimenting. Teachers' perspectives on learning outcomes most frequently conveyed that students increased their awareness of the importance of health habits relative to kilocalorie intake and expenditure. Pedometers have considerable merit for the regular science curriculum as they allow for numerous mathematics applications and inquiry learning and target concepts such as energy and equilibrium that cut across the National Science Education Standards. Pedometers and associated resources on human energy balance are important tools that science teachers can employ in helping schools respond to the national call to prevent childhood obesity.

  4. Supporting traditional instructional methods with a constructivist approach to learning: Promoting conceputal change and understanding of stoichiometry using e-learning tools

    NASA Astrophysics Data System (ADS)

    Abayan, Kenneth Munoz

    Stoichiometry is a fundamental topic in chemistry that measures a quantifiable relationship between atoms, molecules, etc. Stoichiometry is usually taught using expository teaching methods. Students are passively given information, in the hopes they will retain the transmission of information to be able to solve stoichiometry problems masterfully. Cognitive science research has shown that this kind of instructional teaching method is not very effecting in meaningful learning practice. Instead, students must take ownership of their learning. The students need to actively construct their own knowledge by receiving, interpreting, integrating and reorganizing that information into their own mental schemas. In the absence of active learning practices, tools must be created in such a way to be able to scaffold difficult problems by encoding opportunities necessary to make the construction of knowledge memorable, thereby creating a usable knowledge base. Using an online e-learning tool and its potential to create a dynamic and interactive learning environment may facilitate the learning of stoichiometry. The study entailed requests from volunteer students, IRB consent form, a baseline questionnaire, random assignment of treatment, pre- and post-test assessment, and post assessment survey. These activities were given online. A stoichiometry-based assessment was given in a proctored examination at the University of Texas at Arlington (UTA) campus. The volunteer students who took part in these studies were at least 18 of age and were enrolled in General Chemistry 1441, at the University of Texas at Arlington. Each participant gave their informed consent to use their data in the following study. Students were randomly assigned to one of 4 treatments groups based on teaching methodology, (Dimensional Analysis, Operational Method, Ratios and Proportions) and a control group who just received instruction through lecture only. In this study, an e-learning tool was created to

  5. Digital Tools and Challenges to Institutional Traditions of Learning: Technologies, Social Memory and the Performative Nature of Learning

    ERIC Educational Resources Information Center

    Saljo, R.

    2010-01-01

    The purpose of this article is to offer some reflections on the relationships between digital technologies and learning. It is argued that activities of learning, as they have been practised within institutionalized schooling, are coming under increasing pressure from the developments of digital technologies and the capacities to store, access and…

  6. [Mind mapping: a new tool for enhancing student learning strategy].

    PubMed

    Hsu, Li-Ling; Chang, Mei-Ying; Hsieh, Suh-Ing

    2008-04-01

    With the rapid pace of development and reform in education learners face many challenges. Learning how to acquire skills and how to think are very important issues. The application of mind mapping can help students to enhance the creative thinking and problem-solving abilities of the whole brain. In other words, mind-mapping is a visual or pictorial thinking method. This paper introduces the basic concept of mind-mapping, radiant thinking, the methods of mind-mapping, its rules of application, and examples of such application, to improve understanding and knowledge about mind-mapping. PMID:18393212

  7. 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),…

  8. 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…

  9. 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…

  10. Agent-Based Learning Environments as a Research Tool for Investigating Teaching and Learning.

    ERIC Educational Resources Information Center

    Baylor, Amy L.

    2002-01-01

    Discusses intelligent learning environments for computer-based learning, such as agent-based learning environments, and their advantages over human-based instruction. Considers the effects of multiple agents; agents and research design; the use of Multiple Intelligent Mentors Instructing Collaboratively (MIMIC) for instructional design for…

  11. The Impact of the Affinity Learning Authoring Tool on Student Learning

    ERIC Educational Resources Information Center

    Soh, Leen-Kiat; Fowler, David; Zygielbaum, Art I.

    2008-01-01

    Affinity Learning is a system that allows the user to build a lesson on a subject matter by breaking it down into concepts, misconceptions, assessments, and remediation steps. Examples and questions can also used in these components. Affinity Learning has been found to be effective and can offer critical insights to student learning strategies.…

  12. [Development of a Text-Data Based Learning Tool That Integrates Image Processing and Displaying].

    PubMed

    Shinohara, Hiroyuki; Hashimoto, Takeyuki

    2015-01-01

    We developed a text-data based learning tool that integrates image processing and displaying by Excel. Knowledge required for programing this tool is limited to using absolute, relative, and composite cell references and learning approximately 20 mathematical functions available in Excel. The new tool is capable of resolution translation, geometric transformation, spatial-filter processing, Radon transform, Fourier transform, convolutions, correlations, deconvolutions, wavelet transform, mutual information, and simulation of proton density-, T1-, and T2-weighted MR images. The processed images of 128 x 128 pixels or 256 x 256 pixels are observed directly within Excel worksheets without using any particular image display software. The results of image processing using this tool were compared with those using C language and the new tool was judged to have sufficient accuracy to be practically useful. The images displayed on Excel worksheets were compared with images using binary-data display software. This comparison indicated that the image quality of the Excel worksheets was nearly equal to the latter in visual impressions. Since image processing is performed by using text-data, the process is visible and facilitates making contrasts by using mathematical equations within the program. We concluded that the newly developed tool is adequate as a computer-assisted learning tool for use in medical image processing. PMID:27125125

  13. Lean production tools and decision latitude enable conditions for innovative learning in organizations: a multilevel analysis.

    PubMed

    Fagerlind Ståhl, Anna-Carin; Gustavsson, Maria; Karlsson, Nadine; Johansson, Gun; Ekberg, Kerstin

    2015-03-01

    The effect of lean production on conditions for learning is debated. This study aimed to investigate how tools inspired by lean production (standardization, resource reduction, visual monitoring, housekeeping, value flow analysis) were associated with an innovative learning climate and with collective dispersion of ideas in organizations, and whether decision latitude contributed to these associations. A questionnaire was sent out to employees in public, private, production and service organizations (n = 4442). Multilevel linear regression analyses were used. Use of lean tools and decision latitude were positively associated with an innovative learning climate and collective dispersion of ideas. A low degree of decision latitude was a modifier in the association to collective dispersion of ideas. Lean tools can enable shared understanding and collective spreading of ideas, needed for the development of work processes, especially when decision latitude is low. Value flow analysis played a pivotal role in the associations. PMID:25479999

  14. Language Learning: The Merge of Teletandem and Web 2.0 Tools

    ERIC Educational Resources Information Center

    Abreu-Ellis, Carla; Ellis, Jason Brent; Carle, Abbie; Blevens, Jared; Decker, Aline; Carvalho, Leticia; Macedo, Patricia

    2013-01-01

    The following action research provides an overview of student's perceptions of the incorporation of Web 2.0 technologies into in-tandem language learning activities. American and Brazilian college students were partnered in order to work in-tandem through pre-determined language activities using Web 2.0 technologies to learn a second…

  15. The Learning Loss Scale as an Assessment Tool: An Empirical Examination of Convergent Validity with Performative Measures

    ERIC Educational Resources Information Center

    Hooker, John; Denker, Katherine

    2014-01-01

    Higher education has placed an increasingly greater value on assessment. The Learning Loss Scale may be an appropriate tool to assess learning across disciplines. In this paper, we review the culture of assessment, conceptualizations of cognitive learning, the Learning Loss Scale, and a theoretical explanation, and then we test this measure to…

  16. Effects of Online Interaction via Computer-Mediated Communication (CMC) Tools on an E-Mathematics Learning Outcome

    ERIC Educational Resources Information Center

    Okonta, Olomeruom

    2010-01-01

    Recent research studies in open and distance learning have focused on the differences between traditional learning versus online learning, the benefits of computer-mediated communication (CMC) tools in an e-learning environment, and the relationship between online discussion posts and students' achievement. In fact, there is an extant…

  17. Learning Photogrammetry with Interactive Software Tool PhoX

    NASA Astrophysics Data System (ADS)

    Luhmann, T.

    2016-06-01

    Photogrammetry is a complex topic in high-level university teaching, especially in the fields of geodesy, geoinformatics and metrology where high quality results are demanded. In addition, more and more black-box solutions for 3D image processing and point cloud generation are available that generate nice results easily, e.g. by structure-from-motion approaches. Within this context, the classical approach of teaching photogrammetry (e.g. focusing on aerial stereophotogrammetry) has to be reformed in order to educate students and professionals with new topics and provide them with more information behind the scene. Since around 20 years photogrammetry courses at the Jade University of Applied Sciences in Oldenburg, Germany, include the use of digital photogrammetry software that provide individual exercises, deep analysis of calculation results and a wide range of visualization tools for almost all standard tasks in photogrammetry. During the last years the software package PhoX has been developed that is part of a new didactic concept in photogrammetry and related subjects. It also serves as analysis tool in recent research projects. PhoX consists of a project-oriented data structure for images, image data, measured points and features and 3D objects. It allows for almost all basic photogrammetric measurement tools, image processing, calculation methods, graphical analysis functions, simulations and much more. Students use the program in order to conduct predefined exercises where they have the opportunity to analyse results in a high level of detail. This includes the analysis of statistical quality parameters but also the meaning of transformation parameters, rotation matrices, calibration and orientation data. As one specific advantage, PhoX allows for the interactive modification of single parameters and the direct view of the resulting effect in image or object space.

  18. Developing a Tool to Measure the Impact of E-Learning on the Teachers of Higher Education

    ERIC Educational Resources Information Center

    Kumar, M. Rajesh; Kumar, R. Krishna

    2008-01-01

    The trend of using e-learning as a teaching tool is now rapidly expanding into education. Although e-learning environments are becoming popular there is minimal research on the impact of e-learning on the teachers. The purpose of this study is to develop a tool to measure the impact of e-learning on the teachers' of higher education in the Indian…

  19. Activities Joining Learning Objectives to Assessments in Introductory Astronomy

    NASA Astrophysics Data System (ADS)

    Palen, Stacy E.; Larson, Ana M.

    2015-01-01

    In recent years, accreditation boards and other governing bodies have been pushing hard for explicit learning goals and quantitative measures of assessment for general education courses such as Astronomy 101. This added assessment burden can be problematic, especially for harried adjuncts teaching multiple courses at multiple institutions. It would be helpful to have a field-tested set of combined hands-on activities and assessment tools that help instructors meet these assessment requirements. The authors have produced just such a set. We have been using hands-on activities in our classrooms for more than 15 years. These activities require no special equipment or preparation and can be completed within an hour by most students working in groups of two or three. The sections of each activity are arranged in steps, guiding the students from initial knowledge-level questions or practice to a final evaluation or synthesis of what they have just accomplished. Students thus get practice thinking at higher cognitive levels. A recent addition to these activities is the inclusion of formalized learning objectives and accompanying pre- and post-activity questions. The pre-activity questions address common misconceptions, relate familiar analogous terrestrial examples to the activity, and act as a brief refresher meta-concepts like scale factors, measurements, and basic mathematics review. The post-activity questions review the most important concepts introduced in the activity. We present a number of examples as well as a summary as to how we have initiated their use in a large lecture setting of 300 students, in smaller classrooms of 15 students, and in a community college online course.

  20. 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.

  1. Active Learning Strategies for Introductory Light and Optics

    NASA Astrophysics Data System (ADS)

    Sokoloff, David R.

    2016-01-01

    There is considerable evidence that traditional approaches are ineffective in teaching physics concepts, including light and optics concepts. A major focus of the work of the Activity Based Physics Group has been on the development of active learning curricula like RealTime Physics (RTP) labs and Interactive Lecture Demonstrations (ILDs). Among the characteristics of these curricula are: (1) use of a learning cycle in which students are challenged to compare predictions—discussed with their peers in small groups—to observations of the physical world, (2) use of guided hands-on work to construct basic concepts from observations, and (3) use of computer-based tools. It has been possible to change the lecture and laboratory learning environments at a large number of universities, colleges, and high schools without changing the structure of the introductory course. For example, in the United States, nearly 200 physics departments have adopted RTP, and many others use pre-publication, open-source versions or have adopted the RTP approach to develop their own labs. Examples from RTP and ILDs (including optics magic tricks) are described in this paper.

  2. 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…

  3. 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…

  4. 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…

  5. Design and validation of a novel learning tool, the "Anato-Rug," for teaching equine topographical anatomy.

    PubMed

    Braid, Francesca; Williams, Sarah B; Weller, Renate

    2012-01-01

    Recognition of anatomical landmarks in live animals (and humans) is key for clinical practice, but students often find it difficult to translate knowledge from dissection-based anatomy onto the live animal and struggle to acquire this vital skill. The purpose of this study was to create and evaluate the use of an equine anatomy rug ("Anato-Rug") depicting topographical anatomy and key areas of lung, heart, and gastrointestinal auscultation, which could be used together with a live horse to aid learning of "live animal" anatomy. Over the course of 2 weeks, 38 third year veterinary students were randomly allocated into an experimental group, revising topographical anatomy from the "Anato-Rug," or a control group, learning topographical anatomy from a textbook. Immediately post activity, both groups underwent a test on live anatomy knowledge and were retested 1 week later. Both groups then completed a questionnaire to ascertain their perceptions of their learning experiences. Results showed that the experimental groups scored significantly higher than the control group at the first testing session, experienced more enjoyment during the activity and gained more confidence in identifying anatomical landmarks than the control group. There was not a significant difference in scores between groups at the second testing session. The findings indicate that the anatomy rug is an effective learning tool that aids understanding, confidence, and enjoyment in learning equine thorax and abdominal anatomy; however it was not better than traditional methods with regards to longer term memory recall. PMID:22753138

  6. A bi-axial active boring tool for chatter mitigation

    SciTech Connect

    Redmond, J.M.; Barney, P.S.

    1998-08-01

    This paper summarizes results of metal cutting tests using an actively damped boring bar to suppress regenerative chatter. PZT stack actuators were integrated into a commercially available two-inch diameter boring bar to suppress bending vibrations. Since the modified tool requires no specialized mounting hardware, it can be readily mounted on a variety of machines. A cutting test using the prototype bar to remove metal from a hardened steel workpiece verifies that the authors actively damped tool yields significant vibration reduction and improved surface finish as compared to the open-loop case. In addition, the overall performance of the prototype bar is compared to that of an unmodified bar of pristine geometry, revealing that a significant enlargement of the stable machining envelope is obtained through application of feedback control.

  7. Optical Tools to Investigate Cellular Activity in the Intestinal Wall

    PubMed Central

    Boesmans, Werend; Hao, Marlene M; Berghe, Pieter Vanden

    2015-01-01

    Live imaging has become an essential tool to investigate the coordinated activity and output of cellular networks. Within the last decade, 2 Nobel prizes have been awarded to recognize innovations in the field of imaging: one for the discovery, use, and optimization of the green fluorescent protein (2008) and the second for the development of super-resolved fluorescence microscopy (2014). New advances in both optogenetics and microscopy now enable researchers to record and manipulate activity from specific populations of cells with better contrast and resolution, at higher speeds, and deeper into live tissues. In this review, we will discuss some of the recent developments in microscope technology and in the synthesis of fluorescent probes, both synthetic and genetically encoded. We focus on how live imaging of cellular physiology has progressed our understanding of the control of gastrointestinal motility, and we discuss the hurdles to overcome in order to apply the novel tools in the field of neurogastroenterology and motility. PMID:26130630

  8. Academic Game Bowls as a Teaching/Learning Tool.

    ERIC Educational Resources Information Center

    Williams, Andrea T.

    1986-01-01

    The article describes an academic events program in which gifted and talented students (grades one to 12) voluntarily participated in a variety of different academic contests. Development and planning aspects are reviewed and several activities suggested. (Author/CL)

  9. Attitudes to concept maps as a teaching/learning activity in undergraduate health professional education: influence of preferred learning style.

    PubMed

    Laight, David W

    2004-05-01

    Concept maps that integrate and relate concepts in a nonlinear fashion are widely accepted as an educational tool that can underpin meaningful learning in medical education. However, student take-up may be affected by a number of cognitive and non-cognitive influences. In the present study, student attitudes to pre-prepared concept maps introduced in Stage 2 conjoint MPharm and BSc Pharmacology lectures were examined in relation to preferred learning styles according to the Felder-Silverman model. There was no statistically significant influence of dichotomous learning style dimension (sensing/intuitive; visual/verbal; active/reflector; sequential/global) on the self-reported utility of such concept maps to learning. However, when strength of preference was analysed within each dimension, moderate/strong verbal learners were found to be significantly less likely to self-report concept maps as useful relative to mild verbal learners. With this important exception, these data now suggest that student attitudes to concept maps are broadly not influenced by preferred learning styles and furthermore highlight the potential of concept maps to address a variety of different learning styles and thereby facilitate 'teaching to all types'. Concept maps could therefore potentially assist motivation, engagement and deep learning in medical and biomedical science education when used as a supplement to more traditional teaching/learning activities. PMID:15203499

  10. Using pipe line GIS tools for regulatory activities

    SciTech Connect

    Not Available

    1994-05-01

    US government regulators in increasing numbers are turning to GIS technology as a tool to help oversee pipe line regulatory activities. In some fashion, the pipe line industry is scrutinized by practically every federal agency responsible for monitoring pipe line safety, integrity, and public welfare, in addition to transportation, defense, environmental protection, health, tax revenue, royalties, energy regulations, parks and wildlife management, Indian affairs, occupational safety and others. This paper discusses the use of GIS to help meet these various regulatory concerns.

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

    ERIC Educational Resources Information Center

    Huffaker, David A.; Calvert, Sandra L.

    2003-01-01

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

  12. Modeling a Transient Pressurization with Active Cooling Sizing Tool

    NASA Technical Reports Server (NTRS)

    Guzik, Monica C.; Plachta, David W.; Elchert, Justin P.

    2011-01-01

    As interest in the area of in-space zero boil-off cryogenic propellant storage develops, the need to visualize and quantify cryogen behavior during ventless tank self-pressurization and subsequent cool-down with active thermal control has become apparent. During the course of a mission, such as the launch ascent phase, there are periods that power to the active cooling system will be unavailable. In addition, because it is not feasible to install vacuum jackets on large propellant tanks, as is typically done for in-space cryogenic applications for science payloads, instances like the launch ascent heating phase are important to study. Numerous efforts have been made to characterize cryogenic tank pressurization during ventless cryogen storage without active cooling, but few tools exist to model this behavior in a user-friendly environment for general use, and none exist that quantify the marginal active cooling system size needed for power down periods to manage tank pressure response once active cooling is resumed. This paper describes the Transient pressurization with Active Cooling Tool (TACT), which is based on a ventless three-lump homogeneous thermodynamic self-pressurization model1 coupled with an active cooling system estimator. TACT has been designed to estimate the pressurization of a heated but unvented cryogenic tank, assuming an unavailable power period followed by a given cryocooler heat removal rate. By receiving input data on the tank material and geometry, propellant initial conditions, and passive and transient heating rates, a pressurization and recovery profile can be found, which establishes the time needed to return to a designated pressure. This provides the ability to understand the effect that launch ascent and unpowered mission segments have on the size of an active cooling system. A sample of the trends found show that an active cooling system sized for twice the steady state heating rate would results in a reasonable time for tank

  13. 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

  14. Space Station Freedom: The Dream Becomes Reality. A Learning Tool.

    ERIC Educational Resources Information Center

    National Aeronautics and Space Administration, Washington, DC.

    NASA will launch Space Station Freedom piece by piece in the cargo bay of space shuttles. The process is scheduled to start in 1995 and be completed in 1999. This pamphlet presents factual information and accompanying hands-on science activities concerning the following aspects of the project: (1) the space shuttle's role in transport; (2) the…

  15. Into the deep Earth: Using comics as a learning tool

    NASA Astrophysics Data System (ADS)

    Lee, K. K.; Wallenta, A.

    2012-12-01

    Illustrations make an ideal way to visualize what is not readily seen, especially for the deep Earth where photographs are impossible. To take this medium a step further, we use illustrations in the form of comics as a way to teach Earth science concepts. The comic book format lends itself to engaging reading for young and old alike and has been used recently by the American Physical Society (APS) and by NASA as an outreach teaching tool. Due to their sequential nature, comic books make it easy for readers to follow a story and grasp concepts that are covered. The limited text in each panel can also help those where reading is a challenge or for those who become nervous and/or discouraged with long text passages. The illustrations also add visual clues that can aid in understanding the concepts being laid out. We use the comic book format to introduce the extreme conditions reproduced in our experiments and used to "probe" the deep interior of the Earth. The exploration of such inaccessible regions is readily disseminated to the public through such a graphical approach. The comic books are aimed at middle school students in the New Haven Public Schools (NHPS) where Earth Science topics are covered in the curriculum. The first of two comics will be presented entitled, "The Adventures of GEO: Tackling Plate Tectonics."

  16. Adventures of Geo: Using comics as a learning tool

    NASA Astrophysics Data System (ADS)

    Lee, K. K. M.; Wallenta, A.

    2015-12-01

    Illustrations are a good way to visualize what is not readily seen. To take this medium a step further, we use illustrations in the form of comics as a way to teach Earth science concepts. The comic book format lends itself to engaging reading for young and old alike and has been used recently by the American Physical Society (APS) and by NASA as an outreach teaching tool. Due to their sequential nature, comic books make it easy for readers to follow a story and grasp concepts that are covered. The limited text in each panel can also help those where reading is a challenge or for those who become nervous and/or discouraged with long text passages. The illustrations also add visual clues that can aid in understanding the concepts being laid out. In the second installment of "Adventures of Geo," we use the comic book format to introduce the Moon, its formation, evolution, orbit and its interplay with Earth. The exploration of such faraway places is readily disseminated to the public through such a graphical approach. The comic books are aimed at middle school students in the New Haven Public Schools (NHPS) where Earth Science topics are covered in the curriculum.

  17. Adventures of Geo: Using comics as a learning tool

    NASA Astrophysics Data System (ADS)

    Lee, K. K. M.; Wallenta, A.

    2014-12-01

    Illustrations are a good way to visualize what is not readily seen. To take this medium a step further, we use illustrations in the form of comics as a way to teach Earth science concepts. The comic book format lends itself to engaging reading for young and old alike and has been used recently by the American Physical Society (APS) and by NASA as an outreach teaching tool. Due to their sequential nature, comic books make it easy for readers to follow a story and grasp concepts that are covered. The limited text in each panel can also help those where reading is a challenge or for those who become nervous and/or discouraged with long text passages. The illustrations also add visual clues that can aid in understanding the concepts being laid out. In the second installment of "Adventures of Geo," we use the comic book format to introduce the Moon, its formation, evolution, orbit and its interplay with Earth. The exploration of such faraway places is readily disseminated to the public through such a graphical approach. The comic books are aimed at middle school students in the New Haven Public Schools (NHPS) where Earth Science topics are covered in the curriculum.

  18. Incorporating Active Learning Techniques into a Genetics Class

    ERIC Educational Resources Information Center

    Lee, W. Theodore; Jabot, Michael E.

    2011-01-01

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

  19. Navigated Active Learning in an International Academic Virtual Enterprise

    ERIC Educational Resources Information Center

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

    2004-01-01

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

  20. Enhancing Learning Outcomes through Application Driven Activities in Marketing

    ERIC Educational Resources Information Center

    Stegemann, Nicole; Sutton-Brady, Catherine

    2013-01-01

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