Designing Inquiry Starters

NASA Astrophysics Data System (ADS)

Kluger-Bell, B.

2010-12-01

The term "Inquiry Starter" comes from the Institute for Inquiry's model for teaching and learning science through inquiry. It refers to the first phase of an inquiry activity where learners engage in actions that stimulate their curiosity and generate questions for further investigation. In the Professional Development Program, staff and participants have designed a wide variety of inquiry activities with a number of variations on the inquiry starter. This has provided a laboratory for examining inquiry starter design. In this paper, I describe and examine in detail the elements of this design and how the design of those elements is related to achieving learning objectives. There are a number of important common objectives in all inquiry starters. For example, all starters must define a domain for investigation and engage the learner's curiosity in that domain. There are also critical differences in learning objectives depending on the content area being studied, the learners' background knowledge and skills, and many other factors. In this paper I examine designs for both of these types of objectives.

Using Science Activities To Internalize Locus of Control. Final Report.

ERIC Educational Resources Information Center

Rowland, Paul McD.

This project was designed to investigate the effect of the use of cause-and-effect activities in the science curriculum on the locus of control of the learner. The purpose of this research is to find the effect of the activities on the learner's locus of control and attitude toward science at grades 7 through 10. A multivariate analysis of…

Best Practices in Learning Space Design: Engaging Users

ERIC Educational Resources Information Center

Grummon, Phyllis T. H.

2009-01-01

Conceptions of the learning process have varied over time, from seeing learners as "blank slates" for a teacher to fill to the view that, unless a learner is engaged in actively constructing knowledge, little will be learned or retained. As research on the physiological aspects of learning has revealed, active engagement with the learning…

Small Stories for Learning: A Sociocultural Analysis of Children's Participation in Informal Science Education

NASA Astrophysics Data System (ADS)

Desjardins, Elia Nelson

2011-12-01

This dissertation examines the ways children use language to construct scientific knowledge in designed informal learning environments such as museums, aquariums, and zoos, with particular attention to autobiographical storytelling. This study takes as its foundation cultural-historical activity theory, defining learning as increased participation in meaningful, knowledge-based activity. It aims to improve experience design in informal learning environments by facilitating and building upon language interactions that are already in use by learners in these contexts. Fieldwork consists of audio recordings of individual children aged 4--12 as they explored a museum of science and technology with their families. Recordings were transcribed and coded according to the activity (task) and context (artifact/exhibit) in which the child was participating during each sequence of utterances. Additional evidence is provided by supplemental interviews with museum educators. Analysis suggests that short autobiographical stories can provide opportunities for learners to access metacognitive knowledge, for educators to assess learners' prior experience and knowledge, and for designers to engage affective pathways in order to increase participation that is both active and contemplative. Design implications are discussed and a design proposal for a distributed informal learning environment is presented.

Practicing Learner-Centered Teaching: Pedagogical Design and Assessment of a Second Life Project

ERIC Educational Resources Information Center

Schiller, Shu Z.

2009-01-01

Guided by the principles of learner-centered teaching methodology, a Second Life project is designed to engage students in active learning of virtual commerce through hands-on experiences and teamwork in a virtual environment. More importantly, an assessment framework is proposed to evaluate the learning objectives and learning process of the…

A Development of Game-Based Learning Environment to Activate Interaction among Learners

NASA Astrophysics Data System (ADS)

Takaoka, Ryo; Shimokawa, Masayuki; Okamoto, Toshio

Many studies and systems that incorporate elements such as “pleasure” and “fun” in the game to improve a learner's motivation have been developed in the field of learning environments. However, few are the studies of situations where many learners gather at a single computer and participate in a game-based learning environment (GBLE), and where the GBLE designs the learning process by controlling the interactions between learners such as competition, collaboration, and learning by teaching. Therefore, the purpose of this study is to propose a framework of educational control that induces and activates interaction between learners intentionally to create a learning opportunity that is based on the knowledge understanding model of each learner. In this paper, we explain the design philosophy and the framework of our GBLE called “Who becomes the king in the country of mathematics?” from a game viewpoint and describe the method of learning support control in the learning environment. In addition, we report the results of the learning experiment with our GBLE, which we carried out in a junior high school, and include some comments by a principal and a teacher. From the results of the experiment and some comments, we noticed that a game may play a significant role in weakening the learning relationship among students and creating new relationships in the world of the game. Furthermore, we discovered that learning support control of the GBLE has led to activation of the interaction between learners to some extent.

Turkish Foreign Language Learners' Roles and Outputs: Introducing an Innovation and Role-Playing in Second Life

ERIC Educational Resources Information Center

Ozbek, Cigdem; Comoglu, Irem; Baran, Bahar

2017-01-01

This study aims to design of the two activities "introducing an innovation" and "role playing" in Second Life (SL) and to evaluate qualitatively Turkish foreign language learner's roles and outputs before, while, and after the implementation of the activities. The study used community of inquiry model consisting of cognitive…

Diagnostic Assessment of Disadvantaged Vocational Learners.

ERIC Educational Resources Information Center

Gemmill, Perry R.; Kiss, Mary Ellen

This learning activity package (LAP) titled Diagnostic Assessment of Disadvantaged Vocational Learners is one of a series designed to develop competencies needed by vocational teachers working with disadvantaged students. Each LAP concentrates on one general vocational teacher competency and contains the following sections: an introduction, a…

Survey of factors influencing learner engagement with simulation debriefing among nursing students.

PubMed

Roh, Young Sook; Jang, Kie In

2017-12-01

Simulation-based education has escalated worldwide, yet few studies have rigorously explored predictors of learner engagement with simulation debriefing. The purpose of this cross-sectional, descriptive survey was to identify factors that determine learner engagement with simulation debriefing among nursing students. A convenience sample of 296 Korean nursing students enrolled in the simulation-based course completed the survey. A total of five instruments were used: (i) Characteristics of Debriefing; (ii) Debriefing Assessment for Simulation in Healthcare - Student Version; (iii) The Korean version of the Simulation Design Scale; (iv) Communication Skills Scale; and (v) Clinical-Based Stress Scale. Multiple regression analysis was performed using the variables to investigate the influencing factors. The results indicated that influencing factors of learning engagement with simulation debriefing were simulation design, confidentiality, stress, and number of students. Simulation design was the most important factor. Video-assisted debriefing was not a significant factor affecting learner engagement. Educators should organize and conduct debriefing activities while considering these factors to effectively induce learner engagement. Further study is needed to identify the effects of debriefing sessions targeting learners' needs and considering situational factors on learning outcomes. © 2017 John Wiley & Sons Australia, Ltd.

Learning Science Using AR Book: A Preliminary Study on Visual Needs of Deaf Learners

NASA Astrophysics Data System (ADS)

Megat Mohd. Zainuddin, Norziha; Badioze Zaman, Halimah; Ahmad, Azlina

Augmented Reality (AR) is a technology that is projected to have more significant role in teaching and learning, particularly in visualising abstract concepts in the learning process. AR is a technology is based on visually oriented technique. Thus, it is suitable for deaf learners since they are generally classified as visual learners. Realising the importance of visual learning style for deaf learners in learning Science, this paper reports on a preliminary study of on an ongoing research on problems faced by deaf learners in learning the topic on Microorganisms. Being visual learners, they have problems with current text books that are more text-based that graphic based. In this preliminary study, a qualitative approach using the ethnographic observational technique was used so that interaction with three deaf learners who are participants throughout this study (they are also involved actively in the design and development of the AR Book). An interview with their teacher and doctor were also conducted to identify their learning and medical problems respectively. Preliminary findings have confirmed the need to design and develop a special Augmented Reality Book called AR-Science for Deaf Learners (AR-SiD).

Inclusive Instructional Design: Creating a "Learner" Version of Instructional Design That Fosters Active Learner Engagement

ERIC Educational Resources Information Center

Gropper, George L.

2015-01-01

The author notes: "A personal anecdote is an apt opening to this article. An assignment I once had called for assessing texts in a pre-med curriculum. In reviewing a calculus text, a subject in which I had no expertise then or now, I had trouble following an "explanation." I was able to identify where and why the text let me down.…

Information-seeking strategies and science content understandings of sixth-grade students using on-line learning environments

NASA Astrophysics Data System (ADS)

Hoffman, Joseph Loris

1999-11-01

This study examined the information-seeking strategies and science content understandings learners developed as a result of using on-line resources in the University of Michigan Digital Library and on the World Wide Web. Eight pairs of sixth grade students from two teachers' classrooms were observed during inquiries for astronomy, ecology, geology, and weather, and a final transfer task assessed learners' capabilities at the end of the school year. Data included video recordings of students' screen activity and conversations, journals and completed activity sheets, final artifacts, and semi-structured interviews. Learners' information-seeking strategies included activities related to asking, planning, tool usage, searching, assessing, synthesizing, writing, and creating. Analysis of data found a majority of learners posed meaningful, openended questions, used technological tools appropriately, developed pertinent search topics, were thoughtful in queries to the digital library, browsed sites purposefully to locate information, and constructed artifacts with novel formats. Students faced challenges when planning activities, assessing resources, and synthesizing information. Possible explanations were posed linking pedagogical practices with learners' growth and use of inquiry strategies. Data from classroom-lab video and teacher interviews showed varying degrees of student scaffolding: development and critique of initial questions, utilization of search tools, use of journals for reflection on activities, and requirements for final artifacts. Science content understandings included recalling information, offering explanations, articulating relationships, and extending explanations. A majority of learners constructed partial understandings limited to information recall and simple explanations, and these occasionally contained inaccurate conceptualizations. Web site design features had some influence on the construction of learners' content understandings. Analysis of data suggests sites with high quality general design, navigation, and content helped to foster the construction of broad and accurate understandings, while context and interactivity had less impact. However, student engagement with inquiry strategies had a greater impact on the construction of understandings. Gaining accurate and in-depth understandings from on-line resources is a complex process for young learners. Teachers can support students by helping them engage in all phases of the information-seeking process, locate useful information with prescreened resources, build background understanding with off-line instruction, and process new information deeply through extending writing and conversation.

Exploratory qualitative case study of lab-type activity interactions in an online graduate geoscience course

NASA Astrophysics Data System (ADS)

Ciavarella, Veronica C.

This exploratory qualitative case study investigated the use of lab-type activities in an online graduate geoscience course. Constructivism is the theoretical framework used to explain how learning happens in lab-type activity, and provided the goals to which successful learning in lab-type activity is compared. This study focused on the learner-instructor, learner-learner, and perceptions of the learner-content interactions that occurred related to lab-type activities in an online graduate geoscience course to determine: if the instructor appeared as a facilitator of the learning process in the interactions over the activities; if students engaged in discussion and reflection about the activities; if students perceived the activities as meaningful and authentic; and if students perceived using higher order thinking and prior knowledge while interacting with the content. Ten graduate students from three offerings of the course participated in this study, as well as the instructor and designer of the course content and lab-type activities. Data were collected through interviews, and observation and analysis of the lab-type activities, instructor feedback to students in their graded activities, and discussion that occurred between the instructor and students and among students about the lab-type activities in discussion forums. The nature of the instructor's interactions in discussion forums, in feedback to students on graded activities, and reported by students' in interviews supported that, in the learner-instructor interactions, the instructor of this course was a facilitator who guided and scaffolded the students towards successfully completing the activities. Students engaged in discussion and reflected on the activities, but most learner-learner interactions in discussion forums about the lab-type activities appeared to occur for the purpose of comparison of results, support, and empathy. Students' success at higher order thinking type questions in lab-type activities and their perceptions reported in interviews of using higher order thinking in their interactions with the lab-type activities supported that the learner-content interactions involved higher order thinking. Students also reported finding the activities realistic, meaningful and authentic, and this increased their interest with the activities, and the activities aided their understanding of the content.

An Investigation between Multiple Intelligences and Learning Styles

ERIC Educational Resources Information Center

Sener, Sabriye; Çokçaliskan, Ayten

2018-01-01

Exploring learning style and multiple intelligence type of learners can enable the students to identify their strengths and weaknesses and learn from them. It is also very important for teachers to understand their learners' learning styles and multiple intelligences since they can carefully identify their goals and design activities that can…

The Design of Computerized Practice Fields for Problem Solving and Contextualized Transfer

ERIC Educational Resources Information Center

Riedel, Jens; Fitzgerald, Gail; Leven, Franz; Toenshoff, Burkhard

2003-01-01

Current theories of learning emphasize the importance of learner-centered, active, authentic, environments for meaningful knowledge construction. From this perspective, computerized case-based learning systems afford practice fields for learners to build domain knowledge and problem-solving skills and to support contextualized transfer of…

May I Suggest? Comparing Three PLE Recommender Strategies

ERIC Educational Resources Information Center

Modritscher, Felix; Krumay, Barbara; El Helou, Sandy; Gillet, Denis; Nussbaumer, Alexander; Albert, Dietrich; Dahn, Ingo; Ullrich, Carsten

2011-01-01

Personal learning environment (PLE) solutions aim at empowering learners to design (ICT and web-based) environments for their learning activities, mashing-up content and people and apps for different learning contexts. Widely used in other application areas, recommender systems can be very useful for supporting learners in their PLE-based…

A Learner-led, Discussion-based Elective on Emerging Infectious Disease

PubMed Central

2015-01-01

Objective. To implement a learner-led, discussion-based course aimed at exposing second-year pharmacy learners to the study of emerging infectious diseases from a global health perspective and to assess the role and importance of pharmacists in the management of disease outbreaks. Design. Learners examined literature pertinent to an emerging infectious disease in a 3-credit, discussion-based course and participated in peer discussion led by a designated learner. Instructional materials included journal articles, audio-visual presentations, documentaries, book chapters, movies, newspaper/magazine articles, and other materials. Learning outcomes were measured based on the ability of learners to perform critical thinking and analysis, communicate with their peers, and participate in class discussions. Assessment. The course was offered to 2 consecutive cohorts consisting of 14 and 16 learners, respectively. Overall, every learner in the first cohort achieved a final grade of A for the course. In the second cohort, the overall grade distribution consisted of grades of A, B, and C for the course. Learner evaluations indicated that the active-learning, discussion-based environment significantly enhanced interest in the topic and overall performance in the course. Conclusion. The elective course on emerging infectious diseases provided in-depth exposure to disease topics normally not encountered in the pharmacy curriculum. Learners found the material and format valuable, and the course enhanced their appreciation of infectious diseases, research methodology, critical thinking and analysis, and their roles as pharmacists. PMID:26430268

A Learner-led, Discussion-based Elective on Emerging Infectious Disease.

PubMed

Mathias, Clinton

2015-08-25

Objective. To implement a learner-led, discussion-based course aimed at exposing second-year pharmacy learners to the study of emerging infectious diseases from a global health perspective and to assess the role and importance of pharmacists in the management of disease outbreaks. Design. Learners examined literature pertinent to an emerging infectious disease in a 3-credit, discussion-based course and participated in peer discussion led by a designated learner. Instructional materials included journal articles, audio-visual presentations, documentaries, book chapters, movies, newspaper/magazine articles, and other materials. Learning outcomes were measured based on the ability of learners to perform critical thinking and analysis, communicate with their peers, and participate in class discussions. Assessment. The course was offered to 2 consecutive cohorts consisting of 14 and 16 learners, respectively. Overall, every learner in the first cohort achieved a final grade of A for the course. In the second cohort, the overall grade distribution consisted of grades of A, B, and C for the course. Learner evaluations indicated that the active-learning, discussion-based environment significantly enhanced interest in the topic and overall performance in the course. Conclusion. The elective course on emerging infectious diseases provided in-depth exposure to disease topics normally not encountered in the pharmacy curriculum. Learners found the material and format valuable, and the course enhanced their appreciation of infectious diseases, research methodology, critical thinking and analysis, and their roles as pharmacists.

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

NASA Astrophysics Data System (ADS)

Deese Becht, Sara-Maria Francis

1999-11-01

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

The Application of Video Clips with Small Group and Individual Activities to Improve Young Learners' Speaking Performance

ERIC Educational Resources Information Center

Muslem, Asnawi; Mustafa, Faisal; Usman, Bustami; Rahman, Aulia

2017-01-01

This study investigated whether the application of video clips with small groups or with individual teaching-learning activities improved the speaking skills of young EFL learners the most; accordingly a quasi-experimental study with a pre-test, post-test design was done. The instrument used in this study was a test in the form of an oral test or…

Design and Development of the Learning Activities Questionnaire

DTIC Science & Technology

1980-08-01

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

Didactical design based on sharing and jumping tasks for senior high school chemistry learning

NASA Astrophysics Data System (ADS)

Fatimah, I.; Hendayana, S.; Supriatna, A.

2018-05-01

The purpose of this research is to develop the didactical design of senior high school chemistry learning based on sharing and jumping tasks in shift equilibrium chemistry. Sharing tasks used to facilitate students slow learners with help by other students of fast learners so they engage in learning. While jumping tasks used to challenge fast learners students so they didn’t feel bored in learning. In developing the didactic design, teacher activity is not only to focus on students and learning materials but also on the relationship between students and learning materials. The results of the analysis teaching plan of shift equilibrium chemistry in attached Senior High School to Indonesia University of Education showed that the learning activities more focus on how the teacher teaches instead of how the process of students’ learning. The use of research method is didactical design research (DDR). Didactical design consisted of three steps i.e. (a) analysing didactical condition before learning, (b) analyzing metapedadidactical, and (c) analyzing retrospective. Data were collected by test, observations, interviews, documentation and recordings (audio and video).The result showed that the didactical design on shift equilibrium chemistry was valid.

A framework for developing rural academic general practices: a qualitative case study in rural Victoria.

PubMed

Brown, J B; Morrison, Tracy; Bryant, Melanie; Kassell, Lisa; Nestel, Debra

2015-01-01

There is increasing pressure for Australian rural general practices to engage in educational delivery as a means of addressing workforce issues and accommodating substantial increases in learners. For practices that have now developed a strong focus on education, there is the challenge to complement this by engaging in research activity. This study develops a rural academic general practice framework to assist rural practices in developing both comprehensive educational activity and a strong research focus thus moving towards functioning as mature academic units. A case study research design was used with the unit of analysis at the level of the rural general practice. Purposively sampled practices were recruited and individual interviews conducted with staff (supervisors, practice managers, nurses), learners (medical students, interns and registrars) and patients. Three practices hosted 'multi-level learners', two practices hosted one learner group and one had no learners. Forty-four individual interviews were conducted with staff, learners and patients. Audio recordings were transcribed for thematic analysis. After initial inductive coding, deductive analysis was undertaken with reference to recent literature and the expertise of the research team resulting in the rural academic general practice framework. Three key themes emerged with embedded subthemes. For the first theme, organisational considerations, subthemes were values/vision/culture, patient population and clinical services, staffing, physical infrastructure/equipment, funding streams and governance. For the second theme, educational considerations, subthemes were processes, clinical supervision, educational networks and learner presence. Third, for research considerations, there were the subthemes of attitude to research and research activity. The framework maps the development of a rural academic practice across these themes in four progressive stages: beginning, emerging, consolidating and established. The data enabled a framework to be constructed to map rural general practice activity with respect to activity characteristic of an academic general practice. The framework offers guidance to practices seeking to transition towards becoming a mature academic practice. The framework also offers guidance to educational institutions and funding bodies to support the development of academic activity in rural general practices. The strengths and limitations of the study design are outlined.

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.…

Effect of a performance improvement CME activity on management of patients with diabetes.

PubMed

Bird, Gary C; Marian, Kathy; Bagley, Bruce

2013-01-01

Primary care in the United States faces unprecedented challenges from an aging population and the accompanying prevalence of chronic disease. In response, continuing medical education (CME) initiatives have begun to adopt the principles of performance improvement (PI) into their design, although currently there is a dearth of evidence from national initiatives supporting the effectiveness of this methodology. The specific aim of this study was to demonstrate the value of a national PI-CME activity to improve the performance of physicians treating patients with diabetes. We analyzed data from the American Academy of Family Physicians' METRIC® PI-CME activity in a cohort of family physician learners. The study utilized the 3-stage design standard approved for PI-CME. Baseline and follow-up performance data across a range of clinical and systems-based measures were compared in aggregate. Data were assessed for 509 learners who completed the activity. Statistically significant changes occurred both for self-assessment of a range of practice aspects and for diabetes care measures. Learners recognized that the organization of their practices had improved, and mechanisms were in place for better staff feedback, as well as aspects of patient self-management. Based on the clinical data obtained from 11 538 patient charts, 6 out of 8 diabetes measures were significantly improved. The activity appears to have had a positive, measurable impact on the medical practice of learners and suggests that, when appropriately designed and executed, PI-CME on a national scale can be a useful vehicle to influence performance change in physicians and to inform future CME activities. Copyright © 2013 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education.

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

ERIC Educational Resources Information Center

Hampel, Thorsten

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

Design of Open Content Social Learning Based on the Activities of Learner and Similar Learners

ERIC Educational Resources Information Center

John, Benneaser; Jayakumar, J.; Thavavel, V.; Arumugam, Muthukumar; Poornaselvan, K. J.

2017-01-01

Teaching and learning are increasingly taking advantage of the rapid growth in Internet resources, open content, mobile technologies and social media platforms. However, due to the generally unstructured nature and overwhelming quantity of learning content, effective learning remains challenging. In an effort to close this gap, the authors…

Equitable Instruction for Secondary Latino English Learners: Examining Critical Principles of Differentiation in Lesson Design

ERIC Educational Resources Information Center

Elsbree, Anne René; Hernández, Ana M.; Daoud, Annette

2014-01-01

The research emphasizes the need for educators to take more ownership of Latino English Learners (ELs) and identify effective lesson differentiation through subject area content (instruction), process (activities), and products (assessments). Based on the literature review, school achievement improves when practices address students' culture,…

Experiential Learning Theory as a Guide for Effective Teaching.

ERIC Educational Resources Information Center

Murrell, Patricia H.; Claxton, Charles S.

1987-01-01

David Kolb's experiential learning theory involves a framework useful in designing courses that meet needs of diverse learners. Course designs providing systematic activities in concrete experience, reflective observations, abstract conceptualization, and active experimentation will be sensitive to students' learning styles while challenging…

The cognitive demands of standardized patients: understanding limitations in attention and working memory with the decoding of nonverbal behavior during improvisations.

PubMed

Newlin-Canzone, Elizabeth T; Scerbo, Mark W; Gliva-McConvey, Gayle; Wallace, Amelia M

2013-08-01

This study was designed to look at the challenges of standardized patients while in role and to use the findings to enhance training methods. The study investigated the effect of improvisations and multiple-task performance on the ability of standardized patients to observe and evaluate another's communication behaviors and its associated mental workload. Twenty standardized patients participated in a 2 types of interview (with and without improvisations)-by-2 types of observation (passive and active) within-groups design. The results indicated that both active observations and improvisations had a negative effect on the standardized patients' ability to observe the learner, missing more than 75% of nonverbal behaviors during active improvisational encounters. Moreover, standardized patients experienced the highest mental demand during active improvisational encounters. The findings suggest that the need to simultaneously portray a character and assess a learner may negatively affect the ability of standardized patients to provide accurate evaluations of a learner, particularly when they are required to improvise responses, underscoring the need for specific and targeted training.

Designed and User-Generated Activity in the Mobile Age

ERIC Educational Resources Information Center

Kukulska-Hulme, Agnes; Traxler, John; Pettit, John

2007-01-01

The paper addresses the question of how to design for learning taking place on mobile and wireless devices. The authors argue that learning activity designers need to consider the characteristics of mobile learning; at the same time, it is vital to realise that learners are already creating mobile learning experiences for themselves. Profound…

How Do Novice and Expert Learners Represent, Understand, and Discuss Geologic Time?

NASA Astrophysics Data System (ADS)

Layow, Erica Amanda

This dissertation examined the representations novice and expert learners constructed for the geologic timescale. Learners engaged in a three-part activity. The purpose was to compare novice learners' representations to those of expert learners. This provided insight into the similarities and differences between their strategies for event ordering, assigning values and scale to the geologic timescale model, as well as their language and practices to complete the model. With a qualitative approach to data analysis informed by an expert-novice theoretical framework grounded in phenomenography, learner responses comprised the data analyzed. These data highlighted learners' metacognitive thoughts that might not otherwise be shared through lectures or laboratory activities. Learners' responses were analyzed using a discourse framework that positioned learners as knowers. Novice and expert learners both excelled at ordering and discussing events before the Phanerozoic, but were challenged with events during the Phanerozoic. Novice learners had difficulty assigning values to events and establishing a scale for their models. Expert learners expressed difficulty with determining a scale because of the size of the model, yet eventually used anchor points and unitized the model to establish a scale. Despite challenges constructing their models, novice learners spoke confidently using claims and few hedging phrases indicating their confidence in statements made. Experts used more hedges than novices, however the hedging comments were made about more complex conceptions. Using both phenomenographic and discourse analysis approaches for analysis foregrounded learners' discussions of how they perceived geologic time and their ways of knowing and doing. This research is intended to enhance the geoscience community's understanding of the ways novice and expert learners think and discuss conceptions of geologic time, including the events and values of time, and the strategies used to determine accuracy of scale. This knowledge will provide a base from which to support geoscience curriculum development at the university level, specifically to design activities that will not only engage and express learners' metacognitive scientific practices, but to encourage their construction of scientific identities and membership in the geoscience community.

Engaging Learners' Comprehension, Interest and Motivation to Learn Literature Using the Reader's Theatre

ERIC Educational Resources Information Center

Kabilan, Muhammad Kamarul; Kamarudin, Fadzliyati

2010-01-01

This article reports on a teacher's experiment with Reader's Theatre (RT), an interactive play reading activity with elements of reading aloud, drama and theatre, for her 20 unmotivated learners of literature in a premier school in Malaysia. Using RT, the students staged Angela Wright's "Potato People". The procedures and design of the…

Valuing the Adult Learner in E-Learning: Part Two--Insights from Four Companies

ERIC Educational Resources Information Center

Waight, Consuelo L.; Stewart, Barbara L.

2005-01-01

Purpose--To investigate how the adult learner is valued in e-learning corporate settings. Design/methodology/approach--Case study methodology was used for this research. Four Fortune 500 companies that had active e-learning initiatives for a minimum of four years were selected. Data for the development of the four cases were collected via…

Launching Learners in Science, PreK-5: How to Design Standards-Based Experiences and Engage Students in Classroom Conversations

ERIC Educational Resources Information Center

Williams, Kerry Curtiss; Veomett, George E.

2006-01-01

Teaching science means doing science and involves three elements: knowing content, knowing children, and teachers knowing themselves as teachers and learners. The authors describe principles and requirements that reflect National Science Education Standards for the active learning of science. They identify key ingredients for primary students and…

Learner's Guide: Water Quality Monitoring. An Instructional Guide for the Two-Year Water Quality Monitoring Curriculum.

ERIC Educational Resources Information Center

Glazer, Richard B.; And Others

This learner's guide is designed to meet the training needs for technicians involved in monitoring activities related to the Federal Water Pollution Act and the Safe Drinking Water Act. In addition it will assist technicians in learning how to perform process control laboratory procedures for drinking water and wastewater treatment plant…

Adult Learners' Use of Flexible Online Resources in a Blended Programme

ERIC Educational Resources Information Center

Cornelius, Sarah; Gordon, Carole

2009-01-01

This paper presents a case study of a blended programme for adults and discusses findings from a mixed-methods investigative study of learners' and tutors' experiences of the programme. The programme employs a set of flexible online resources, which are activity-based and designed to provide choice in study routes and modes of learning. Our…

The Impact of an Immersive Elective on Learners’ Understanding of Lifestyle Medicine and Its Role in Patients’ Lives

PubMed Central

Nemec, Eric C.

2014-01-01

Objective. To design an immersive, active learning, lifestyle medicine (LM) elective and evaluate its impact on a pharmacy learners’ ability to understand the challenges of implementing lifestyle changes. Design. A 3-credit elective was developed that incorporated goal setting and immersion into the realm of LM as experienced by both the patient and the practitioner. Learners were assessed via a survey instrument, formal assignments, reflections, and the Presidential Fitness Challenge. Assessment. Learners reported that their ability to initiate LM as a primary intervention within a care plan significantly increased after taking this course. They also improved their overall health. Conclusion. By identifying and implementing self-identified lifestyle modifications, learners increased confidence in their abilities to produce evidence-based outcomes for patients. Learners were able to understand the challenges of trying to change their daily habits as they undertook their own personal goals. PMID:25386019

A Framework for Learning Analytics Using Commodity Wearable Devices.

PubMed

Lu, Yu; Zhang, Sen; Zhang, Zhiqiang; Xiao, Wendong; Yu, Shengquan

2017-06-14

We advocate for and introduce LEARNSense, a framework for learning analytics using commodity wearable devices to capture learner's physical actions and accordingly infer learner context (e.g., student activities and engagement status in class). Our work is motivated by the observations that: (a) the fine-grained individual-specific learner actions are crucial to understand learners and their context information; (b) sensor data available on the latest wearable devices (e.g., wrist-worn and eye wear devices) can effectively recognize learner actions and help to infer learner context information; (c) the commodity wearable devices that are widely available on the market can provide a hassle-free and non-intrusive solution. Following the above observations and under the proposed framework, we design and implement a sensor-based learner context collector running on the wearable devices. The latest data mining and sensor data processing techniques are employed to detect different types of learner actions and context information. Furthermore, we detail all of the above efforts by offering a novel and exemplary use case: it successfully provides the accurate detection of student actions and infers the student engagement states in class. The specifically designed learner context collector has been implemented on the commodity wrist-worn device. Based on the collected and inferred learner information, the novel intervention and incentivizing feedback are introduced into the system service. Finally, a comprehensive evaluation with the real-world experiments, surveys and interviews demonstrates the effectiveness and impact of the proposed framework and this use case. The F1 score for the student action classification tasks achieve 0.9, and the system can effectively differentiate the defined three learner states. Finally, the survey results show that the learners are satisfied with the use of our system (mean score of 3.7 with a standard deviation of 0.55).

The Structural Challenge: A Simple Design-Based Science Activity to Foster Creativity among Kinaesthetic Learners

ERIC Educational Resources Information Center

Amir, Nazir; Subramaniam, R.

2014-01-01

A suitable way for teachers to present science content and foster creativity in less academically inclined students is by getting them to engage in design-based science activities and guiding them along the way. This study illustrates how a design-and-make activity was carried out with the aim of getting students to showcase their creativity while…

Hypermedia Design as Learner Scaffolding

ERIC Educational Resources Information Center

Shapiro, Amy M.

2008-01-01

A number of available resources offer guidance about hypermedia design strategies, many of which rely on principles of user-centered design. Many recent efforts, however, have focused more on developing "learner-centered" hypermedia. Learner-centered hypermedia is designed to help learners achieve their educational goals, rather than offer mere…

Integrating Literacy and Engineering Instruction for Young Learners

ERIC Educational Resources Information Center

Wilson-Lopez, Amy; Gregory, Stacie

2015-01-01

According to recently published national standards, elementary students should engage in engineering design activities. This article outlines ways that teachers can use literacy instruction to support young students' engineering design activity, such as by selecting texts in which characters face problems that can be solved through engineering,…

An Investigation of Software Scaffolds Supporting Modeling Practices

NASA Astrophysics Data System (ADS)

Fretz, Eric B.; Wu, Hsin-Kai; Zhang, Baohui; Davis, Elizabeth A.; Krajcik, Joseph S.; Soloway, Elliot

2002-08-01

Modeling of complex systems and phenomena is of value in science learning and is increasingly emphasised as an important component of science teaching and learning. Modeling engages learners in desired pedagogical activities. These activities include practices such as planning, building, testing, analysing, and critiquing. Designing realistic models is a difficult task. Computer environments allow the creation of dynamic and even more complex models. One way of bringing the design of models within reach is through the use of scaffolds. Scaffolds are intentional assistance provided to learners from a variety of sources, allowing them to complete tasks that would otherwise be out of reach. Currently, our understanding of how scaffolds in software tools assist learners is incomplete. In this paper the scaffolds designed into a dynamic modeling software tool called Model-It are assessed in terms of their ability to support learners' use of modeling practices. Four pairs of middle school students were video-taped as they used the modeling software for three hours, spread over a two week time frame. Detailed analysis of coded videotape transcripts provided evidence of the importance of scaffolds in supporting the use of modeling practices. Learners used a variety of modeling practices, the majority of which occurred in conjunction with scaffolds. The use of three tool scaffolds was assessed as directly as possible, and these scaffolds were seen to support a variety of modeling practices. An argument is made for the continued empirical validation of types and instances of tool scaffolds, and further investigation of the important role of teacher and peer scaffolding in the use of scaffolded tools.

Can pluralistic approaches based upon unknown languages enhance learner engagement and lead to active social inclusion?

NASA Astrophysics Data System (ADS)

Dahm, Rebecca

2017-08-01

One way to foster active social inclusion is to enable students to develop a positive attitude to "foreignness". Creating a situation where mainstream students are less wary of foreign languages and cultures, and where newcomers feel their linguistic background is being valued, provides favourable conditions for the inclusion of these newcomers in the classroom and in society. However, language classrooms in French schools rarely take any previously acquired linguistic knowledge into account, thus unconsciously contributing to the rift between multilingual learners (e.g. 1st- and 2nd-generation immigrant children, refugees, children of parents with different mother tongues) and French learners. Native French learners' first experience of learning another language is usually when English is added as a subject to their curriculum in primary school. In some schools in France, English lessons now include the simulation of multilingual situations, designed in particular for the French "quasi-monolingual" students to lose their fear of unknown languages and "foreignness" in general. But the overall aim is to help both groups of learners become aware of the positive impact of multilingualism on cognitive abilities. However, to achieve long-term effects, this awareness-raising needs to be accompanied by maximum engagement on the part of the students. This article explores an instructional strategy termed Pluralistic Approaches based upon Unknown Languages (PAUL), which was designed to develop learning strategies of quasi-monolingual students in particular and to increase learner engagement more generally. The results of a small-scale PAUL study discussed by the author seem to confirm an increase in learner engagement leading to an enhancement of learning outcomes. Moreover, PAUL seems indeed suitable for helping to prepare the ground for social inclusion.

A Framework for Learning Analytics Using Commodity Wearable Devices

PubMed Central

Lu, Yu; Zhang, Sen; Zhang, Zhiqiang; Xiao, Wendong; Yu, Shengquan

2017-01-01

We advocate for and introduce LEARNSense, a framework for learning analytics using commodity wearable devices to capture learner’s physical actions and accordingly infer learner context (e.g., student activities and engagement status in class). Our work is motivated by the observations that: (a) the fine-grained individual-specific learner actions are crucial to understand learners and their context information; (b) sensor data available on the latest wearable devices (e.g., wrist-worn and eye wear devices) can effectively recognize learner actions and help to infer learner context information; (c) the commodity wearable devices that are widely available on the market can provide a hassle-free and non-intrusive solution. Following the above observations and under the proposed framework, we design and implement a sensor-based learner context collector running on the wearable devices. The latest data mining and sensor data processing techniques are employed to detect different types of learner actions and context information. Furthermore, we detail all of the above efforts by offering a novel and exemplary use case: it successfully provides the accurate detection of student actions and infers the student engagement states in class. The specifically designed learner context collector has been implemented on the commodity wrist-worn device. Based on the collected and inferred learner information, the novel intervention and incentivizing feedback are introduced into the system service. Finally, a comprehensive evaluation with the real-world experiments, surveys and interviews demonstrates the effectiveness and impact of the proposed framework and this use case. The F1 score for the student action classification tasks achieve 0.9, and the system can effectively differentiate the defined three learner states. Finally, the survey results show that the learners are satisfied with the use of our system (mean score of 3.7 with a standard deviation of 0.55). PMID:28613236

Ubiquitous learning model using interactive internet messenger group (IIMG) to improve engagement and behavior for smart campus

NASA Astrophysics Data System (ADS)

Umam, K.; Mardi, S. N. S.; Hariadi, M.

2017-01-01

The recent popularity of internet messenger based smartphone technologies has motivated some university lecturers to use them for educational activities. These technologies have enormous potential to enhance the teaching and ubiquitous learning experience for smart campus development. However, the design ubiquitous learning model using interactive internet messenger group (IIMG) and empirical evidence that would favor a broad application of mobile and ubiquitous learning in smart campus settings to improve engagement and behavior is still limited. In addition, the expectation that mobile learning could improve engagement and behavior on smart campus cannot be confirmed because the majority of the reviewed studies followed instructions paradigms. This article aims to present ubiquitous learning model design and showing learners’ experiences in improved engagement and behavior using IIMG for learner-learner and learner-lecturer interactions. The method applied in this paper includes design process and quantitative analysis techniques, with the purpose of identifying scenarios of ubiquitous learning and realize the impressions of learners and lecturers about engagement and behavior aspect, and its contribution to learning.

Participation in online continuing education.

PubMed

Farrell, Barbara; Ward, Natalie; Jennings, Brad; Jones, Caitlin; Jorgenson, Derek; Gubbels-Smith, Ashley; Dolovich, Lisa; Kennie, Natalie

2016-02-01

The ADAPT (ADapting pharmacists' skills and Approaches to maximize Patients' drug Therapy effectiveness) e-learning programme requires weekly participation in module activities and facilitated discussion to support skill uptake. In this study, we sought to describe the extent and pattern of, satisfaction with and factors affecting participation in the initial programme offering and reasons for withdrawal. Mixed methods - convergent parallel approach. Participation was examined in qualitative data from discussion boards, assignments and action plans. Learner estimations of time commitment and action plan submission rates were calculated. Surveys (Likert scale and open-ended questions) included mid-point and final, exit and participation surveys. Eleven of 86 learners withdrew, most due to time constraints (eight completed an exit survey; seven said they would take ADAPT again). Thirty-five of 75 remaining learners completed a participation survey. Although 50-60% of the remaining 75 learners actively continued participating, only 15/35 respondents felt satisfied with their own participation. Learners spent 3-5 h/week (average) on module activities. Factors challenging participation included difficulty with technology, managing time and group work. Factors facilitating participation included willingness to learn (content of high interest) and supportive work environment. Being informed of programme time scheduling in advance was identified as a way to enhance participation. This study determined extent of learner participation in an online pharmacist continuing education programme and identified factors influencing participation. Interactions between learners and the online interface, content and with other learners are important considerations for designing online education programmes. Recommendations for programme changes were incorporated following this evaluation to facilitate participation. © 2015 Royal Pharmaceutical Society.

Preservice elementary teachers' development of PCK-readiness about learners' science ideas

NASA Astrophysics Data System (ADS)

Smithey, Julie Faye

Preservice elementary teachers face many daunting challenges as they learn to teach science. Teacher educators try to design methods courses that help them meet these challenges and prepare them for the experiences they will have as student teachers and new teachers. Because they often do not spend much time with students, it is a general assumption that preservice teachers are unable to develop pedagogical content knowledge (PCK) with respect to their learners. Rather than focus on what they are unable to do, however, this dissertation explores how a methods course might foster consideration of learners' science ideas, an important component of PCK. Perhaps preservice teachers can learn to develop PCK-readiness, thus putting them in a good position to develop rich usable PCK once they have more experience in the classroom. This study follows a class of preservice teachers through an elementary science methods course. It describes the trajectories of eight focus preservice teachers' thinking about their learners. It also explores how the entire class made sense of a set of activities designed to foster consideration of learners' ideas. Results indicate that with scaffolds, preservice teachers are able to think in complex ways about their learners' ideas, including considering how to use those ideas in instruction. The trajectories of the preservice teachers varied but generally showed growth in thinking about learners' ideas, although some were focused on or influenced by particular aspects while others made more consistent growth in several areas. Generally, the course activities supported thinking about how to deal with learners' ideas but not the characteristics of those ideas. This study contributes to the field by providing a description of how a range of preservice teachers engaged with the activities in the methods course. In addition, it describes the kind of influence that a methods course might have on preservice teachers' development of a crucial aspect of learning to teach. Finally, it explores how thinking about preservice teacher learning in terms of PCK-readiness gives new insight into what preservice teachers are capable of and how teacher education might best prepare them for successful careers as science teachers.

Museums, Adventures, Discovery Activities: Gifted Curriculum Intrinsically Differentiated.

ERIC Educational Resources Information Center

Haensly, Patricia A.

This paper discusses how museums, adventure programs, and discovery activities can become an intrinsically differentiated gifted curriculum for gifted learners. Museums and adventure programs are a forum for meaningful learning activities. The contextual characteristics of effectively designed settings for learning activities can, if the…

Inquiry-Based Learning and Technology: Designing and Exploring WebQuests

ERIC Educational Resources Information Center

Lacina, Jan

2007-01-01

A WebQuest is an inquiry-based technology activity designed by Bernie Dodge and Tom March at San Diego State University in 1995. Dodge and March describe WebQuests as activities in which most, or all, of the information used by learners is drawn from the Web. WebQuests are a powerful instructional activity for teachers and students. Students will…

Math Strategies You Can Count On: Tools & Activities to Build Math Appreciation, Understanding & Skills

ERIC Educational Resources Information Center

Forsten, Char

2005-01-01

This book offers classroom-tested activities designed to make even the most reluctant learners crazy about math. Appealing to everyone from sports fans to readers, future fashion designers to budding musicians, the activities presented in this book offer ways to develop a deep-rooted love and appreciation of math in every student. Teachers are…

Multidimensional Learner Model In Intelligent Learning System

NASA Astrophysics Data System (ADS)

Deliyska, B.; Rozeva, A.

2009-11-01

The learner model in an intelligent learning system (ILS) has to ensure the personalization (individualization) and the adaptability of e-learning in an online learner-centered environment. ILS is a distributed e-learning system whose modules can be independent and located in different nodes (servers) on the Web. This kind of e-learning is achieved through the resources of the Semantic Web and is designed and developed around a course, group of courses or specialty. An essential part of ILS is learner model database which contains structured data about learner profile and temporal status in the learning process of one or more courses. In the paper a learner model position in ILS is considered and a relational database is designed from learner's domain ontology. Multidimensional modeling agent for the source database is designed and resultant learner data cube is presented. Agent's modules are proposed with corresponding algorithms and procedures. Multidimensional (OLAP) analysis guidelines on the resultant learner module for designing dynamic learning strategy have been highlighted.

Learner Centred Design for a Hybrid Interaction Application

ERIC Educational Resources Information Center

Wood, Simon; Romero, Pablo

2010-01-01

Learner centred design methods highlight the importance of involving the stakeholders of the learning process (learners, teachers, educational researchers) at all stages of the design of educational applications and of refining the design through an iterative prototyping process. These methods have been used successfully when designing systems…

The Attitudes of Field Dependence Learners for Learner Interface Design (LID) in e-Learning Instruction

ERIC Educational Resources Information Center

Sözcü, Ömer Faruk; Ipek, Ismail; Kinay, Hüseyin

2016-01-01

The purpose of the study is to explore relationships between learners' cognitive styles of field dependence and learner variables in the preference of learner Interface design, attitudes in e-Learning instruction and experience with e-Learning in distance education. Cognitive style has historically referred to a psychological dimension…

A Practical Guide To Developing Effective Web-based Learning

PubMed Central

Cook, David A; Dupras, Denise M

2004-01-01

OBJECTIVE Online learning has changed medical education, but many “educational” websites do not employ principles of effective learning. This article will assist readers in developing effective educational websites by integrating principles of active learning with the unique features of the Web. DESIGN Narrative review. RESULTS The key steps in developing an effective educational website are: Perform a needs analysis and specify goals and objectives; determine technical resources and needs; evaluate preexisting software and use it if it fully meets your needs; secure commitment from all participants and identify and address potential barriers to implementation; develop content in close coordination with website design (appropriately use multimedia, hyperlinks, and online communication) and follow a timeline; encourage active learning (self-assessment, reflection, self-directed learning, problem-based learning, learner interaction, and feedback); facilitate and plan to encourage use by the learner (make website accessible and user-friendly, provide time for learning, and motivate learners); evaluate learners and course; pilot the website before full implementation; and plan to monitor online communication and maintain the site by resolving technical problems, periodically verifying hyperlinks, and regularly updating content. CONCLUSION Teaching on the Web involves more than putting together a colorful webpage. By consistently employing principles of effective learning, educators will unlock the full potential of Web-based medical education. PMID:15209610

Using UAVs to Conduct Student-led Research Projects

NASA Astrophysics Data System (ADS)

Olds, S. E.; Lewis, P. M., Jr.

2016-12-01

Recreational drones can inspire students to initiate research projects. These "toys" have a low cost (<$100), low weight (< 250 g, so do not require FAA registration), and an ability to carry small instrument packages, making them an ideal platform for conducting innovative investigations. This session describes an initiative by the Federation of Earth Science Information Partners (ESIP) Education Committee to compile and distribute a free e-book that will encourage learners to use drones for science investigations. Our goal is to inspire learners to use UAVs to carry scientific instruments and/or capture imagery to conduct local-scale investigations. Experiments such as discovering their vehicle's maximum payload help learners understand what sensors they can use (or build) to conduct research. The e-book will encourage learners to practice UAV civility and safety through a pre-flight checklist and flying guidelines, and to consider science objectives and flight team roles in performing investigations. Activities also advocate for robust data and metadata-collection practices. Suggested activities encompass repeat photography investigations as well as engineering design skills such as designing a camera mount to obtain nadir or oblique imagery. Learners can also move to more sophisticated research using photogrammetric skills such as taking overlapping photographs to create 3D structure from motion (SfM) models. To encourage the use of onboard sensors, the team worked with an engineer to build a 33-gram prototype environmental logger called SABEL (Shelley [Olds] and Bob [Ellis]'s Environmental Logger). Assembled on an Arduino board, SABEL collects temperature, humidity, and GPS position. This presentation will provide examples of student-led investigations, instructions for building the SABEL sensor package, and the status of the new e-book compilation of student-focused activities using recreational drones to pursue science, math, engineering, and technology research investigations.

Teaching Writing in Japanese. Instructional Materials for the Less Commonly Taught Languages.

ERIC Educational Resources Information Center

American Council on the Teaching of Foreign Languages, Yonkers, NY.

This volume offers a set of writing activities designed to correspond with two levels of proficiency on the American Council of Foreign Languages scale: Novice and Intermediate. The activities have been designed to accompany any type of textbook in any type of instruction. The intention is to provide learners with the opportunity to use Japanese…

Ten Tips for Engaging the Millennial Learner and Moving an Emergency Medicine Residency Curriculum into the 21st Century

PubMed Central

Toohey, Shannon L.; Wray, Alisa; Wiechmann, Warren; Lin, Michelle; Boysen-Osborn, Megan

2016-01-01

Introduction Millennial learners are changing the face of residency education because they place emphasis on technology with new styles and means of learning. While research on the most effective way to teach the millennial learner is lacking, programs should consider incorporating educational theories and multimedia design principles to update the curriculum for these new learners. The purpose of the study is to discuss strategies for updating an emergency medicine (EM) residency program’s curriculum to accommodate the modern learner. Discussion These 10 tips provide detailed examples and approaches to incorporate technology and learning theories into an EM curriculum to potentially enhance learning and engagement by residents. Conclusion While it is unclear whether technologies actually promote or enhance learning, millennials use these technologies. Identifying best practice, grounded by theory and active learning principles, may help learners receive quality, high-yield education. Future studies will need to evaluate the efficacy of these techniques to fully delineate best practices. PMID:27330668

Ten Tips for Engaging the Millennial Learner and Moving an Emergency Medicine Residency Curriculum into the 21st Century.

PubMed

Toohey, Shannon L; Wray, Alisa; Wiechmann, Warren; Lin, Michelle; Boysen-Osborn, Megan

2016-05-01

Millennial learners are changing the face of residency education because they place emphasis on technology with new styles and means of learning. While research on the most effective way to teach the millennial learner is lacking, programs should consider incorporating educational theories and multimedia design principles to update the curriculum for these new learners. The purpose of the study is to discuss strategies for updating an emergency medicine (EM) residency program's curriculum to accommodate the modern learner. These 10 tips provide detailed examples and approaches to incorporate technology and learning theories into an EM curriculum to potentially enhance learning and engagement by residents. While it is unclear whether technologies actually promote or enhance learning, millennials use these technologies. Identifying best practice, grounded by theory and active learning principles, may help learners receive quality, high-yield education. Future studies will need to evaluate the efficacy of these techniques to fully delineate best practices.

Model-It: A Case Study of Learner-Centered Software Design for Supporting Model Building.

ERIC Educational Resources Information Center

Jackson, Shari L.; Stratford, Steven J.; Krajcik, Joseph S.; Soloway, Elliot

Learner-centered software design (LCSD) guides the design of tasks, tools, and interfaces in order to support the unique needs of learners: growth, diversity and motivation. This paper presents a framework for LCSD and describes a case study of its application to the ScienceWare Model-It, a learner-centered tool to support scientific modeling and…

The Design and Testing of Multimedia for Teaching Arithmetic to Deaf Learners

ERIC Educational Resources Information Center

Techaraungrong, Piyaporn; Suksakulchai, Surachai; Kaewprapan, Wacheerapan; Murphy, Elizabeth

2017-01-01

The purpose of the study reported on in this paper was to design and test multimedia for deaf and hard of hearing (DHH) learners. The study focused on counting, addition and subtraction with grade one (age 7) DHH learners in Thailand. The multimedia created for the study was informed by design considerations for DHH learners of arithmetic and…

Strategies for Improving Learner Metacognition in Health Professional Education

PubMed Central

Medina, Melissa S.; Castleberry, Ashley N.

2017-01-01

Metacognition is an essential skill in critical thinking and self-regulated, lifelong learning. It is important for learners to have skills in metacognition because they are used to monitor and regulate reasoning, comprehension, and problem-solving, which are fundamental components/outcomes of pharmacy curricula. Instructors can help learners develop metacognitive skills within the classroom and experiential setting by carefully designing learning activities within courses and the curriculum. These skills are developed through intentional questioning, modeling techniques, and reflection. This article discusses key background literature on metacognition and identifies specific methods and strategies to develop learners’ metacognitive skills in both the classroom and experiential settings. PMID:28630519

The adult learner: is it necessary to understand for teaching in anesthesiology.

PubMed

Gaiser, Robert R

2010-01-01

Educators came to realize what internists and pediatricians have known all along: adults and children are not the same. They differ in physiology, pharmacology, and learning. To approach teaching of the adult learner as one would a child is likely to fail. To effectively design and execute a curriculum for the adult, the teacher must consider the role of personal experience, learning preparedness, learning orientation, and motivation to learn. Although these principles may seem novel, they represent good judgment when teaching the adult. The key factor for the educator is to determine the needs of the adult (which is typically based upon personal experience) and then design and implement a curriculum based upon these needs. This approach is backward from the approach used in children in which the curriculum is established without any input from the learner. One other means to improve success is to foster personal reflection upon the teaching by the adult learner. This reflection may develop from carefully phrased questions, from activities in applying the knowledge, or from within the learner. By helping the learner to reflect, the true goals of the teaching may be achieved and the teacher is rewarded by having a more knowledgeable provider, who is able to use and to question the new knowledge. The cycle of adult learning is completed but also starts again.

Simple and Inexpensive 3D Printed Filter Fluorometer Designs: User-Friendly Instrument Models for Laboratory Learning and Outreach Activities

ERIC Educational Resources Information Center

Porter, Lon A., Jr.; Chapman, Cole A.; Alaniz, Jacob A.

2017-01-01

In this work, a versatile and user-friendly selection of stereolithography (STL) files and computer-aided design (CAD) models are shared to assist educators and students in the production of simple and inexpensive 3D printed filter fluorometer instruments. These devices are effective resources for supporting active learners in the exploration of…

[Designing the Annual Meeting and Active Learning System].

PubMed

Kawamura, Kazumi

2018-01-01

　At the 10th Annual Meeting of the Japanese Society for Pharmaceutical Palliative Care and Sciences our theme centered on active learning systems where adult learners engage on their own initiative. Many of the participants were pharmacists active in clinical practices. Regardless of their specialized skill-sets, pharmacists are constantly faced with difficult challenges in their daily work. Passive, one-way lectures are one resource for them, but unfortunately such lectures provide limited insights for resolving concrete problems. The present meeting aimed to show participants how to obtain information they need to solve specific real-world problems. This paper summarizes how we planned this year's meeting, including details about the debate symposium, social lunch, and online questionnaires. All these elements had the end goal of enabling learners proactivity to become their own best resource for learning. It is sincerely hoped that the design and execution of this meeting will prove resourceful for future annual meetings.

Fostering learners' interaction with content: A learner-centered mobile device interface

NASA Astrophysics Data System (ADS)

Abdous, M.

2015-12-01

With the ever-increasing omnipresence of mobile devices in student life, leveraging smart devices to foster students' interaction with course content is critical. Following a learner-centered design iterative approach, we designed a mobile interface that may enable learners to access and interact with online course content efficiently and intuitively. Our design process leveraged recent technologies, such as bootstrap, Google's Material Design, HTML5, and JavaScript to design an intuitive, efficient, and portable mobile interface with a variety of built-in features, including context sensitive bookmarking, searching, progress tracking, captioning, and transcript display. The mobile interface also offers students the ability to ask context-related questions and to complete self-checks as they watch audio/video presentations. Our design process involved ongoing iterative feedback from learners, allowing us to refine and tweak the interface to provide learners with a unified experience across platforms and devices. The innovative combination of technologies built around well-structured and well-designed content seems to provide an effective learning experience to mobile learners. Early feedback indicates a high level of satisfaction with the interface's efficiency, intuitiveness, and robustness from both students and faculty.

Biology Myth-Killers

ERIC Educational Resources Information Center

Lampert, Evan

2014-01-01

"Biology Myth-Killers" is an activity designed to identify and correct common misconceptions for high school and college introductory biology courses. Students identify common myths, which double as biology misconceptions, and use appropriate sources to share the "truth" about the myths. This learner-centered activity is a fun…

Instructional Design Strategies Used to Provide Equal Learning Opportunity for Deaf and Hard of Hearing Learners

ERIC Educational Resources Information Center

Mercado Cruz, Daniel

2013-01-01

Traditional classrooms are not being designed with deaf and hard of hearing learners in mind. Providing equal learning opportunities with the use of appropriate instructional design strategies to deaf and hard of hearing learners requires that instructional designers, faculty, and educational institutions understand what accommodations and…

Conceptualizing Learning from the Everyday Activities of Digital Kids

ERIC Educational Resources Information Center

Hsi, Sherry

2007-01-01

This paper illustrates the intensified engagement that youth are having with digital technologies and introduces a framework for examining "digital fluency"--the competencies, new representational practises, design sensibilities, ownership, and strategic expertise that a learner gains or demonstrates by using digital tools to gather, design,…

Inquiry-based Science Activities Using The Infrared Zoo and Infrared Yellowstone Resources at Cool Cosmos

NASA Astrophysics Data System (ADS)

Daou, D.; Gauthier, A.

2003-12-01

Inquiry-based activities that utilize the Cool Cosmos image galleries have been designed and developed by K12 teachers enrolled in The Invisible Universe Online for Teachers course. The exploration activities integrate the Our Infrared World Gallery (http://coolcosmos.ipac.caltech.edu/image_galleries/our_ir_world_gallery.html) with either the Infrared Zoo gallery (http://coolcosmos.ipac.caltech.edu/image_galleries/ir_zoo/index.html) or the Infrared Yellowstone image http://coolcosmos.ipac.caltech.edu/image_galleries/ir_yellowstone/index.html) and video (http://coolcosmos.ipac.caltech.edu/videos/ir_yellowstone/index.html) galleries. Complete instructor guides have been developed for the activities and will be presented by the authors in poster and CD form. Although the activities are written for middle and highschool learners, they can easily be adapted for college audiences. The Our Infrared World Gallery exploration helps learners think critically about visible light and infrared light as they compare sets of images (IR and visible light) of known objects. For example: by taking a regular photograph of a running faucet, can you tell if it is running hot or cold water? What new information does the IR image give you? The Infrared Zoo activities encourage learners to investigate the differences between warm and cold blooded animals by comparing sets of IR and visible images. In one activity, learners take on the role of a pit viper seeking prey in various desert and woodland settings. The main activities are extended into the real world by discussing and researching industrial, medical, and societal applications of infrared technologies. The Infrared Yellowstone lessons give learners a unique perspective on Yellowstone National Park and it's spectacular geologic and geothermal features. Infrared video technology is highlighted as learners make detailed observations about the visible and infrared views of the natural phenomena. The "Cool Cosmos" EPO activities are coordinated and managed by the SIRTF Science Center, based at the Infrared Processing and Analysis Center on the campus of the California Institute of Technology in Pasadena. You can find Cool Cosmos at http://coolcosmos.ipac.caltech.edu/

User-Centered Design through Learner-Centered Instruction

ERIC Educational Resources Information Center

Altay, Burçak

2014-01-01

This article initially demonstrates the parallels between the learner-centered approach in education and the user-centered approach in design disciplines. Afterward, a course on human factors that applies learner-centered methods to teach user-centered design is introduced. The focus is on three tasks to identify the application of theoretical and…

A Personalized e-Learning Framework

ERIC Educational Resources Information Center

Alhawiti, Mohammed M.; Abdelhamid, Yasser

2017-01-01

With the advent of web based learning and content management tools, e-learning has become a matured learning paradigm, and changed the trend of instructional design from instructor centric learning paradigm to learner centric approach, and evolved from "one instructional design for many learners" to "one design for one learner"…

Designing Instruction for Active and Reflective Learners in the Flipped Classroom

ERIC Educational Resources Information Center

Shahnaz, Sherina Mohamed Fauzi; Hussain, Raja Maznah Raja

2016-01-01

Purpose: This paper proposes a framework of instructional strategies that would facilitate active and reflective learning processes in the flipped classroom It is aimed at allowing one's maximum potential to be reached regardless of any individual learning style. As tertiary classrooms increasingly needs to be as active and social as possible, the…

Math Thinkercises. A Good Apple Math Activity Book for Students. Grades 4-8.

ERIC Educational Resources Information Center

Daniel, Becky

This booklet designed for students in grades 4-8 provides 52 activities, including puzzles and problems. Activities range from simple to complex, giving learners practice in finding patterns, numeration, permutation, and problem solving. Calculators should be available, and students should be encouraged to discuss solutions with classmates,…

TLC for Growing Minds. Microcomputer Projects. Elementary Intermediate Microcomputer Projects.

ERIC Educational Resources Information Center

Buxton, Marilyn

Designed to improve students' thinking, learning, and creative skills while they learn to program a microcomputer in BASIC programing language, this book for intermediate learners at the elementary school level provides a variety of microcomputer activities designed to extend the concepts learned in accompanying instructional manuals (Volumes 3…

Applying the Interaction Equivalency Theorem to Online Courses in a Large Organization

ERIC Educational Resources Information Center

Rodriguez, Brenda Cecilia Padilla; Armellini, Alejandro

2014-01-01

Finding effective ways of designing online courses is a priority for corporate organizations. The interaction equivalency theorem states that meaningful learning can be achieved as long as courses are designed with at least a high level of one of three types of interactions (learner-content, learner-teacher or learner-learner). This study aimed to…

Scaffolding Learner-Centered Curricular Coherence Using Learning Maps and Diagnostic Assessments Designed around Mathematics Learning Trajectories

ERIC Educational Resources Information Center

Confrey, Jere; Gianopulos, Garron; McGowan, William; Shah, Meetal; Belcher, Michael

2017-01-01

The paper describes how designers used the construct of learning trajectories to create a tool, Math-Mapper 6-8, to help scaffold curricula toward increased learner-centered coherence. It defines "learner-centered curricular coherence" as "an organizational means to promote a high likelihood that each learner traverses one of many…

Workplace Math. EPIC Workplace Learning Project, 1996.

ERIC Educational Resources Information Center

King, Catherine; Cyr, Anne Reis; Gross, Mary; Armstrong, Ray

Designed as a reference for teaching mathematics in the workplace, this manual presents teaching strategies and activities for beginning, intermediate, and advanced learners in four mathematics-related topics. Following an overview of the manual's purpose, definitions are provided of the three skill levels targeted by the activities. Strategies…

Scaffolding Reading Experiences: Designs for Student Success. Second Edition.

ERIC Educational Resources Information Center

Graves, Michael; Graves, Bonnie

This book offers practical examples, updated listings of quality children's literature, and new activities to promote successful reading experiences for K-8 learners. The book contains practical information on prereading, during reading, and postreading activities, along with ideas for incorporating scaffolding reading experiences into the…

A Case Study of Online Degree Course Design and Performance of Online Learners

ERIC Educational Resources Information Center

Saul, Robert

2013-01-01

The increasing demand of learners in online higher education courses currently presents a challenge to online course designs in increasing the performance of learners. The online course design process involves many challenges, including a new delivery system, understanding online drivers for success, and an emerging profession of online…

Sexual risk behaviours of high school female learners in Mbonge subdivision of rural Cameroon.

PubMed

Tarkang, Elvis Enowbeyang

2015-01-01

Since female learners in high schools in Cameroon fall within the age group hardest hit by HIV/AIDS, it is assumed that these learners might be exposed to sexual risk behaviours. However, little has been explored on the sexual risk behaviours of high school female learners in Cameroon. This study aimed at examining the sexual risk behaviours of high school female learners in Mbonge subdivision of rural Cameroon. A cross sectional design was adopted, using a self-administered questionnaire for data collection. Respondents were selected through disproportional stratified simple random sampling resulting in 210 female grade 10 to grade 12 learners from three participating high schools in Mbonge subdivision, Cameroon. Descriptive and inferential statistics were calculated using SPSS version 20 software program. Majority of the respondents, 54.0% reported being sexually active, of whom only 39.8% used condoms during first sex; 49.5% used condoms during last sex and 29.6% used condoms consistently. Up to 32% of the sexually active respondents had multiple sexual partners in the past one year before the study, while 9.3% had multiple sexual partners during the study period. The mean age of first sex was 15.6 years. Lack of parental control, religion, academic profile, poverty, place of residence and perception of risk of HIV infection were the main factors significantly associated with sexual risk behaviours. The findings indicate that sexual risk behaviours exist among high school female learners in Mbonge, Cameroon. There is need for campaigns and interventions to bring about sexual behaviour change.

Sexual risk behaviours of high school female learners in Mbonge subdivision of rural Cameroon

PubMed Central

Tarkang, Elvis Enowbeyang

2015-01-01

Introduction Since female learners in high schools in Cameroon fall within the age group hardest hit by HIV/AIDS, it is assumed that these learners might be exposed to sexual risk behaviours. However, little has been explored on the sexual risk behaviours of high school female learners in Cameroon. This study aimed at examining the sexual risk behaviours of high school female learners in Mbonge subdivision of rural Cameroon. Methods A cross sectional design was adopted, using a self-administered questionnaire for data collection. Respondents were selected through disproportional stratified simple random sampling resulting in 210 female grade 10 to grade 12 learners from three participating high schools in Mbonge subdivision, Cameroon. Descriptive and inferential statistics were calculated using SPSS version 20 software program. Results Majority of the respondents, 54.0% reported being sexually active, of whom only 39.8% used condoms during first sex; 49.5% used condoms during last sex and 29.6% used condoms consistently. Up to 32% of the sexually active respondents had multiple sexual partners in the past one year before the study, while 9.3% had multiple sexual partners during the study period. The mean age of first sex was 15.6 years. Lack of parental control, religion, academic profile, poverty, place of residence and perception of risk of HIV infection were the main factors significantly associated with sexual risk behaviours. Conclusion The findings indicate that sexual risk behaviours exist among high school female learners in Mbonge, Cameroon. There is need for campaigns and interventions to bring about sexual behaviour change. PMID:26090007

Testing Aspects of the Usability of an Online Learner Dictionary Prototype: A Product- and Process-Oriented Study

ERIC Educational Resources Information Center

Hamel, Marie-Josee

2012-01-01

This article reports on a study which took place in the context of the design and development of an online dictionary prototype for learners of French. Aspects of the "usability", i.e. the quality of the "learner-task-dictionary interaction" of the prototype were tested. Micro-tasks were designed to focus on learners'…

Students' experiences with interactivity and learning in a high school physics multimedia distance learning course

NASA Astrophysics Data System (ADS)

Villarreal-Stewart, Irene

The purpose guiding this research has been to learn about and describe the phenomena of interactivity from the learners' perspectives and to learn which of the interactivity affordances and practices were actually used by students and why in the process of learning physics using an interactive multimedia distance learning course system. The bigger purpose behind learning about and describing interactivity has been to gain knowledge and perspective for its instructional design to benefit the learner, the school as curriculum implementer, and instructional media designers to create better products. Qualitative methodology in the interpretivist tradition was used, that is, in-depth interviews and on-site observations, to gain understanding of interactivity from the learners' perspective and to gain understanding of the student learning context impacting and shaping the students' interactivity experiences. NVivo was used to sort, organize and index data. All data were read on three levels: literally, interpretively, and reflexively; and were read comparatively to other perspectives to get descriptions and interpretations that were holistic to the implementation and had potential insight to improve practice for instructional designers, teachers, administrators, specifically to improve the learning experience for students. Site-Specific Findings: Students watched videos, resisted using phone and e-mail, and worked math problems to demonstrate learning, which resulted in very little interactivity, virtually no dialogue about physics, no physical activity, one-way communication, multifaceted dissatisfaction, student need for teacher involvement in the learning enterprise, student appreciation for interactivity, and expressed desire for a real, live teacher. I also found that some students did experience the system as interactive, did experience learner control and self-directed learning, and despite dissatisfaction, liked and appreciated the course. Wider Applications: Interactivity, a design element, requires scaffolding and nurturing in implementation. The variable and changing context of implementation suggests the requirement for its consideration in design work. The study suggests that during implementation the integrity of design as a whole and flexibility within the design are important continuing considerations. Recommendations. (1) implementation supervision by the school district, (2) use of a language and activity-based theory of learning and teaching and (3) dialogic inquiry (Wells, 1999) to continue learning about interactivity.

Adding Family Numeracy to ABLE Programs.

ERIC Educational Resources Information Center

Community Action Southwest, Waynesburg, PA.

This document consists of a brief final report and a handbook from a project conducted to develop family numeracy activities and incorporate them into adult basic and literacy education (ABLE) classes in two Pennsylvania counties. The 10 activities, which were designed to help adult learners foster the development of numeracy concepts/skills in…

Understanding Students' Competition Preference in Multiple-Mice Supported Classroom

ERIC Educational Resources Information Center

Chang, Ben; Chuang, Min-Tun; Ho, Spes

2013-01-01

Competition has been prevalent in all types of childhood activities including playing, learning, and living. Studies have shown that a well-designed competitive activity can motivate students to perform at an increased level. However, there have been few research studies on the relationship between learners' preferences and performance in relation…

Empowering Prospective Teachers to Become Active Sense-Makers: Multimodal Modeling of the Seasons

NASA Astrophysics Data System (ADS)

Kim, Mi Song

2015-10-01

Situating science concepts in concrete and authentic contexts, using information and communications technologies, including multimodal modeling tools, is important for promoting the development of higher-order thinking skills in learners. However, teachers often struggle to integrate emergent multimodal models into a technology-rich informal learning environment. Our design-based research co-designs and develops engaging, immersive, and interactive informal learning activities called "Embodied Modeling-Mediated Activities" (EMMA) to support not only Singaporean learners' deep learning of astronomy but also the capacity of teachers. As part of the research on EMMA, this case study describes two prospective teachers' co-design processes involving multimodal models for teaching and learning the concept of the seasons in a technology-rich informal learning setting. Our study uncovers four prominent themes emerging from our data concerning the contextualized nature of learning and teaching involving multimodal models in informal learning contexts: (1) promoting communication and emerging questions, (2) offering affordances through limitations, (3) explaining one concept involving multiple concepts, and (4) integrating teaching and learning experiences. This study has an implication for the development of a pedagogical framework for teaching and learning in technology-enhanced learning environments—that is empowering teachers to become active sense-makers using multimodal models.

Young Scientists Explore Animals. Book 2--Intermediate Level. A Good Apple Activity Book.

ERIC Educational Resources Information Center

DeBruin, Jerry

Designed to develop creativity in young learners, this book contains interdisciplinary activities which focus on the theme of animals. Activity pages are provided that can serve as front and back covers of a student booklet and the suggested activities can be duplicated for insertion between the covers resulting in a booklet for each student. A…

Young Scientists Explore the Weather. Book 5--Intermediate Level. A Good Apple Activity Book.

ERIC Educational Resources Information Center

DeBruin, Jerry

Designed to develop creativity in young learners, this book contains interdisciplinary activities which focus on the theme of the weather. Activity pages are provided that can serve as front and back covers of a student booklet and the suggested activities can be duplicated for insertion between the covers resulting in a booklet for each student.…

Young Scientists Explore Nature. Book 10--Intermediate Level. A Good Apple Activity Book.

ERIC Educational Resources Information Center

DeBruin, Jerry

Designed to develop creativity in young learners, this book contains interdisciplinary activities which focus on the theme of nature. Activity pages are provided that can serve as front and back covers of a student booklet and the suggested activities can be duplicated for insertion between the covers resulting in a booklet for each student. A…

Young Scientists Explore Inner & Outer Space. Book 6--Intermediate Level. A Good Apple Activity Book.

ERIC Educational Resources Information Center

DeBruin, Jerry

Designed to develop creativity in young learners, this book contains interdisciplinary activities which focus on the theme of space (inner and outer). Activity pages are provided that can serve as front and back covers of a student booklet and the suggested activities can be duplicated for insertion between the covers resulting in a booklet for…

Young Scientists Explore Light & Color. Book 12--Intermediate Level. A Good Apple Activity Book.

ERIC Educational Resources Information Center

DeBruin, Jerry

Designed to develop creativity in young learners, this book contains interdisciplinary activities which focus on the theme of light and color. Activity pages are provided that can serve as front and back covers of a student booklet and the suggested activities can be duplicated for insertion between the covers resulting in a booklet for each…

Young Scientists Explore the Moon. Book 3--Intermediate Level. A Good Apple Activity Book.

ERIC Educational Resources Information Center

DeBruin, Jerry

Designed to develop creativity in young learners, this book contains interdisciplinary activities which focus on the theme of the moon. Activity pages are provided that can serve as front and back covers of a student booklet and the suggested activities can be duplicated for insertion between the covers resulting in a booklet for each student. A…

Young Scientists Explore Electricity & Magnetism. Book 7--Intermediate Level. A Good Apple Activity Book.

ERIC Educational Resources Information Center

DeBruin, Jerry

Designed to develop creativity in young learners, this book contains interdisciplinary activities which focus on the theme of electricity and magnetism. Activity pages are provided that can serve as front and back covers of a student booklet and the suggested activities can be duplicated for insertion between the covers resulting in a booklet for…

Young Scientists Explore the Five Senses. Book 4--Intermediate Level. A Good Apple Activity Book.

ERIC Educational Resources Information Center

DeBruin, Jerry

Designed to develop creativity in young learners, this book contains interdisciplinary activities which focus on the theme of the five senses. Activity pages are provided that can serve as front and back covers of a student booklet and the suggested activities can be duplicated for insertion between the covers resulting in a booklet for each…

Young Scientists Explore the World of Water. Book 9--Intermediate Level. A Good Apple Activity Book.

ERIC Educational Resources Information Center

DeBruin, Jerry

Designed to develop creativity in young learners, this book contains interdisciplinary activities which focus on the theme of water. Activity pages are provided that can serve as front and back covers of a student booklet and the suggested activities can be duplicated for insertion between the covers resulting in a booklet for each student. A…

Young Scientists Explore the World Around Them. Book 1--Intermediate Level. A Good Apple Activity Book.

ERIC Educational Resources Information Center

DeBruin, Jerry

Designed to develop creativity in young learners, this book contains interdisciplinary activities which focus on the theme of scientists. Activity pages are provided that can serve as front and back covers of a student booklet and the suggested activities can be duplicated for insertion between the covers resulting in a booklet for each student. A…

Young Scientists Explore Rocks & Minerals. Book 11--Intermediate Level. A Good Apple Activity Book.

ERIC Educational Resources Information Center

DeBruin, Jerry

Designed to develop creativity in young learners, this book contains interdisciplinary activities which focus on the theme of rocks and minerals. Activity pages are provided that can serve as front and back covers of a student booklet and the suggested activities can be duplicated for insertion between the covers resulting in a booklet for each…

More Discussion Activities To Develop Skills in Intercultural Communication for Japanese University Students in EFL.

ERIC Educational Resources Information Center

Kresovich, Brant M.

1989-01-01

Ten speaking and listening activities designed to improve the intercultural communication skills of intermediate and advanced learners of English are presented. The activities are based on seven goals of cultural instruction: (1) sense of culturally controlled behavior; (2) interaction of language and social variables such as gender, age, and…

Understanding Cognitive Engagement in Online Discussion: Use of a Scaffolded, Audio-Based Argumentation Activity

ERIC Educational Resources Information Center

Oh, Eunjung Grace; Kim, Hyun Song

2016-01-01

The purpose of this paper is to explore how adult learners engage in asynchronous online discussion through the implementation of an audio-based argumentation activity. The study designed scaffolded audio-based argumentation activities to promote students' cognitive engagement. The research was conducted in an online graduate course at a liberal…

A Student Orientation Program to Build a Community of Learners

PubMed Central

Santanello, Cathy R.; Gupchup, Gireesh V.

2007-01-01

Objectives To describe and evaluate a new student orientation program designed to lay the foundations for a community of learners. Design A weeklong orientation program structured as the first week of an 18-week fall semester was held for the first-professional year class. Each of the activities supported program objectives and developed elements of a community of learners. Assessment Students' reflective portfolios, daily evaluations and final program evaluations provided evidence of development of a community of learners. Positive student observations included the use of technology, a discussion of the curriculum and experiential education, the use of reflective portfolios, and presentations from pharmacy practitioners. Students also appreciated becoming acquainted with the faculty, staff, and their peers in a non-threatening atmosphere. Some of the aspects rated as least helpful were the learning styles exercise, library tour, history of pharmacy session, and the overall length of the orientation. Summary A model for a new student orientation program that builds the foundations for the development of a community of learning, which is vital to preparing students to provide pharmaceutical care in interdisciplinary teams and become critical thinkers, was successfully established. This model could be implemented at other schools of pharmacy. PMID:17429513

Young Scientists Explore an Encyclopedia of Energy Activities. Book 8--Intermediate Level. A Good Apple Activity Book.

ERIC Educational Resources Information Center

DeBruin, Jerry

Designed to develop creativity in young learners, this book contains interdisciplinary activities which focus on the theme of energy. Activity pages are provided that can serve as front and back covers of a student booklet and the suggested activities can be duplicated for insertion between the covers resulting in a booklet for each student. A…

Designing Interaction Tasks in Second Life for Chinese as a Foreign Language Learners: A Preliminary Exploration

ERIC Educational Resources Information Center

Lan, Yu-Ju; Kan, Yu-Hsuan; Hsiao, Indy Y. T.; Yang, Stephen J. H.; Chang, Kuo-En

2013-01-01

The aims of this research were to develop guidelines for designing interaction tasks for learners of Chinese as a foreign language (CFL) and to investigate the attitudes of CFL learners toward a full CFL class in Second Life (SL). Three research questions were addressed in this research: (1) what are the attitudes of CFL learners toward the…

TLC for Growing Minds. Microcomputer Projects. Advanced Projects for Adults.

ERIC Educational Resources Information Center

Taitt, Henry A.

Designed to improve students' thinking, learning, and creative skills while they learn to program a microcomputer in BASIC programing language, this book for advanced learners at the high school/adult level provides a variety of microcomputer activities designed to extend the concepts learned in the accompanying instructional manuals (volumes 3…

TLC for Growing Minds. Microcomputer Projects. Junior High Projects for Volumes 3 & 4.

ERIC Educational Resources Information Center

Taitt, Henry A.

Designed to improve students' thinking, learning, and creative skills while they learn to program a microcomputer in BASIC programing language, this book for intermediate learners at the junior high level provides a variety of microcomputer activities designed to extend the concepts learned in the accompanying instructional manuals (Volumes 3 and…

The Participatory Design of a (Today and) Future Digital Entomology Lab

ERIC Educational Resources Information Center

Hai-Jew, Shalin

2011-01-01

This article showcases a virtual interactive participatory design activity for building a digital entomology lab. Conceptualized as a virtual complement to a general entomology course at Kansas State University, the lab would allow learners to explore morphological aspects of insects--their various forms and functions--in order to understand…

TLC for Growing Minds. Microcomputer Projects. Advanced Projects for Junior High.

ERIC Educational Resources Information Center

Taitt, Henry A.

Designed to improve students' thinking, learning, and creative skills while they learn to program a microcomputer in BASIC programing language, this book for advanced learners at the junior high level provides a variety of microcomputer activities designed to extend the concepts learned in the accompanying instructional manuals (volumes 5 and 6).…

TLC for Growing Minds. Microcomputer Projects. Adult Intermediate Microcomputer Projects.

ERIC Educational Resources Information Center

Taitt, Henry A.

Designed to improve students' thinking, learning, and creative skills while they learn to program a microcomputer in BASIC programing language, this book for intermediate learners at the high school/adult level provides a variety of microcomputer activities designed to extend the concepts taught in the accompanying instructional manuals (Volumes 3…

Designing Genetics Instruction for a Socratic Approach

ERIC Educational Resources Information Center

Idros, Sharifah Norhaidah Syed

2004-01-01

Science is at heart a rational activity. Reasoning, being an important component of critical thinking has been successfully taught using Socratic methods. As an approach, the instructor or designer of instruction models an inquiring and probing mind focusing on providing questions and not answers. The main aim has been to allow learners to…

An Ethnographic Approach to Syllabus Design: A Case Study of the Indian Institute of Science, Bangalore.

ERIC Educational Resources Information Center

Ramani, Esther; And Others

1988-01-01

Argues for an ethnographic reorientation to needs analysis and syllabus design in English for specific purposes in advanced postgraduate centers of science and technology. The seven-stage framework (specify learners, analyze needs, specify enabling objectives, select materials, identify teaching/learning activities, evaluate, and revise) used to…

Designing Learning Objects that Afford Learners the Experience of Important Variations in Chinese Characters

ERIC Educational Resources Information Center

Lam, H. C.; Ki, W. W.; Chung, A. L. S.; Ko, P. Y.; Lai, A. C. Y.; Lai, S. M. S.; Chou, P. W. Y.; Lau, E. C. C.

2004-01-01

Effective teaching should focus the attention of learners to its essential aspects. It follows that instructional software can be designed in such a way that allows learners to experience the important variations in the critical aspects of the content to be learned. This paper reports on the experience of designing such special kinds of…

Learner Perceptions on Instructional Design of Multimedia in Learning Abstract Concepts in Science at a Distance

ERIC Educational Resources Information Center

Kulasekara, Geetha Udayangani; Jayatilleke, Buddhini Gayathri; Coomaraswamy, Uma

2011-01-01

This study was carried out to explore learner perceptions on the instructional design features of interactive multimedia (IMM), which was especially designed to support the open and distance learners studying microbiology as a part of the BSc degree programme of the Open University of Sri Lanka (OUSL). The purpose of developing this IMM was to…

Designing Instruction to Match Learning Style Preferences in the Online Environment: The Effect on Learner Performance

ERIC Educational Resources Information Center

Koslo, Jennifer L.

2010-01-01

Advances in the technology available for the design and delivery of online courses, together with the increasingly diverse learning needs of students, have encouraged a stronger focus on instructional design that is more closely aligned to learner requirements and contexts. The 21st century learner is accustomed to acquiring information in a…

Building a pipeline of talent for operating radio observatories

NASA Astrophysics Data System (ADS)

Wingate, Lory M.

2016-07-01

The National Radio Astronomy Observatory's (NRAO) National and International Non-Traditional Exchange (NINE) Program teaches concepts of project management and systems engineering in a focused, nine-week, continuous effort that includes a hands-on build project with the objective of constructing and verifying the performance of a student-level basic radio instrument. The combination of using a project management (PM)/systems engineering (SE) methodical approach based on internationally recognized standards in completing this build is to demonstrate clearly to the learner the positive net effects of following methodical approaches to achieving optimal results. It also exposes the learner to basic radio science theory. An additional simple research project is used to impress upon the learner both the methodical approach, and to provide a basic understanding of the functional area of interest to the learner. This program is designed to teach sustainable skills throughout the full spectrum of activities associated with constructing, operating and maintaining radio astronomy observatories. NINE Program learners thereby return to their host sites and implement the program in their own location as a NINE Hub. This requires forming a committed relationship (through a formal Letter of Agreement), establishing a site location, and developing a program that takes into consideration the needs of the community they represent. The anticipated outcome of this program is worldwide partnerships with fast growing radio astronomy communities designed to facilitate the exchange of staff and the mentoring of under-represented1 groups of learners, thereby developing a strong pipeline of global talent to construct, operate and maintain radio astronomy observatories.

Analysis of Peer Interaction in Learning Activities with Personal Handhelds and Shared Displays

ERIC Educational Resources Information Center

Liu, Chen-Chung; Chung, Chen-Wei; Chen, Nian-Shing; Liu, Baw-Jhiune

2009-01-01

Collaborative learning is extensively applied in classroom activities, but the screens on handheld devices are designed for individual-user mobile applications and may constrain interaction among group learners. The small screen size may lead to fragmented and tete-a-tete communication patterns and frequently obstruct the externalization of the…

Analyzing the Learning Process of an Online Role-Playing Discussion Activity

ERIC Educational Resources Information Center

Hou, Huei-Tse

2012-01-01

Instructional activities based on online discussion strategies have gained prevalence in recent years. Within this context, a crucial research topic is to design innovative and appropriate online discussion strategies that assist learners in attaining a deeper level of interaction and higher cognitive skills. By analyzing the process of online…

Social Interaction and the Formation of Entrepreneurial Characteristics: A Case Study in Authentic Enterprise Activity

ERIC Educational Resources Information Center

Yu, Christina W. M.; Man, Thomas W. Y.

2009-01-01

Purpose: This paper is an empirical study which aims to investigate the development of social interaction and their impacts on developing learners' entrepreneurial characteristics throughout their participation in an authentic enterprise activity. Design/methodology/approach: The sample of this study was drawn from the participants of an…

An Ontology Engineering Approach to the Realization of Theory-Driven Group Formation

ERIC Educational Resources Information Center

Isotani, Seiji; Inaba, Akiko; Ikeda, Mitsuru; Mizoguchi, Riichiro

2009-01-01

One of the main difficulties during the design of collaborative learning activities is adequate group formation. In any type of collaboration, group formation plays a critical role in the learners' acceptance of group activities, as well as the success of the collaborative learning process. Nevertheless, to propose both an effective and…

Professional Development at ERESE: Refining the inquiry process and moving towards a modularized templeate

NASA Astrophysics Data System (ADS)

Helly, M.; Massell Symons, C.; Reining, J.; Staudigel, H.; Koppers, A.; Helly, J.; Miller, S.

2005-12-01

The Enduring Resources for Earth Science Education (ERESE) project has now held two professional development workshops to teach and apply the five stage inquiry lesson model for teaching plate tectonics. This development based on a collaborative effort between earth scientists, educators, librarians, and data archive managers, and works towards a classroom practice that focuses on transferring ownership of a classroom inquiry to the learner. The ERESE inquiry model features a modular, five stage approach: (1) a thoughtful orientation to create an environment of physical and intellectual safety for the learner, (2) a carefully chosen provocative phenomenon used to allow the learner to develop a wide range of scientific questions (3) a debriefing that reviews and honors the learners' questions along with the development of a testable hypothesis, (4) learners consult with ERESE resource matrices and the internet to obtain data and other information to test the hypothesis, and (5) the learners present their results in a presentation. The process of ERESE inquiry lessons is guided by a master template and involves a detailed teachers log for documentation of all activities. All products of the process are archived. The master template and teachers log are designed in a modular fashion that ultimately will accommodate a wide range of inquiry lesson styles and the variety of resources available to support the process. Key ERESE modules include: (1) a master template that provides a framework for lesson development, (2) provocative phenomenon for question generation and hypothesis development by the learner, (3) the ERESE resource matrix (which archives text, images and data by expert level for a wide range of scientific questions), and (4) a reflective essay that monitors the ownership transfer to the learner. Modular design of ERESE products allows for the archival of specific types of materials that can be independently accessed and applied to different inquiry styles. The broad appeal is an important step toward a more general product for inquiry based teaching.

Interprofessional education in academic family medicine teaching units: a functional program and culture.

PubMed

Price, David; Howard, Michelle; Hilts, Linda; Dolovich, Lisa; McCarthy, Lisa; Walsh, Allyn E; Dykeman, Lynn

2009-09-01

The new family health teams (FHTs) in Ontario were designed to enable interprofessional collaborative practice in primary care; however, many health professionals have not been trained in an interprofessional environment. To provide health professional learners with an interprofessional practice experience in primary care that models teamwork and collaborative practice skills. The 2 academic teaching units of the FHT at McMaster University in Hamilton, Ont, employ 6 types of health professionals and provide learning environments for family medicine residents and students in a variety of health care professions. Learners engage in formal interprofessional education activities and mixed professional and learner clinical consultations. They are immersed in an established interprofessional practice environment, where all team members are valued and contribute collaboratively to patient care and clinic administration. Other contributors to the success of the program include the physical layout of the clinics, the electronic medical record communications system, and support from leadership for the additional clinical time commitment of delivering interprofessional education. This academic FHT has developed a program of interprofessional education based partly on planned activities and logistic enablers, and largely on immersing learners in a culture of long-standing interprofessional collaboration.

"Intelligences That Plants Can Pass On": Play Dough, Fun and Teaching Strategies with Insights to Multiple Intelligences

ERIC Educational Resources Information Center

Laughlin, Kevin; Foley, Andi

2012-01-01

The "Intelligences That Plants Can Pass On" is an activity that involves several of Gardner's Multiple Intelligences and was designed for demonstrating the practical use of Multiple Intelligences in delivering education programs to all ages of learners. Instructions are provided for how to implement this activity, and the activity is linked to…

Active Lessons for Active Brains: Teaching Boys and Other Experiential Learners, Grades 3-10

ERIC Educational Resources Information Center

James, Abigail Norfleet; Allison, Sandra Boyd; McKenzie, Caitlin Zimmerman

2011-01-01

If you're tired of repeating yourself to students who aren't listening, try a little less talk and a lot more action. The authors follow the best-selling "Teaching the Male Brain and Teaching the Female Brain" with this ready-to-use collection of mathematics, language arts, science, and classroom management strategies. Designed for active,…

Providing Deep Learning through Active Engagement of Adult Learners in Blended Courses

ERIC Educational Resources Information Center

McDonough, Darlene

2014-01-01

Malcolm Knowles (2011) indicates that adult learners are most likely to be actively engaged in learning when they are given some choice and control over the learning process. When the curriculum relates to the adult learner's interests, is individualized, and authentic; the adult learner becomes actively engaged in the process by making a…

Caring in the Dynamics of Design and Languaging: Exploring Second Language Learning in 3D Virtual Spaces

ERIC Educational Resources Information Center

Zheng, Dongping

2012-01-01

This study provides concrete evidence of ecological, dialogical views of languaging within the dynamics of coordination and cooperation in a virtual world. Beginning level second language learners of Chinese engaged in cooperative activities designed to provide them opportunities to refine linguistic actions by way of caring for others, for the…

Genetics with Jean: The Design, Development and Evaluation of an Affective Tutoring System

ERIC Educational Resources Information Center

Thompson, Nik; McGill, Tanya Jane

2017-01-01

This paper details the design, development and evaluation of an affective tutoring system (ATS)--an e-learning system that detects and responds to the emotional states of the learner. Research into the development of ATS is an active and relatively new field, with many studies demonstrating promising results. However, there is often no practical…

Mobile Voting Tools for Creating Collaboration Environment and a New Educational Design of the University Lecture

ERIC Educational Resources Information Center

Titova, Svetlana

2014-01-01

Mobile devices can enhance learning experience in many ways: provide instant feedback and better diagnosis of learning problems; enhance learner autonomy; create mobile networking collaboration; help design enquiry-based activities based on augmented reality, geo-location awareness and video-capture. One of the main objectives of the international…

Let's Think Creatively: Designing a High School Lesson on Metaphorical Creativity for English L2 Learners

ERIC Educational Resources Information Center

Wang, Hung-chun

2018-01-01

This article reports on a practitioner research study exploring how creative thinking activities can be designed and integrated into high school English classes. It delineates the process of developing a metaphorical creativity workshop for year 11 students in Taiwan and demonstrates the students' workshop experiences and learning outcomes.…

The Impact of a Professional Development Programme on the Practices and Beliefs of Numeracy Teachers

ERIC Educational Resources Information Center

Swan, Malcolm; Swain, Jon

2010-01-01

This article describes some outcomes of a nine-month design-based research study into the professional development of 24 numeracy teachers with post-16 learners. Teachers analysed research-based principles for teaching, and engaged in a design-research process by testing and refining teaching activities to embody these principles. Data from…

Empathy in Distance Learning Design Practice

ERIC Educational Resources Information Center

Matthews, Michael T.; Williams, Gregory S.; Yanchar, Stephen C.; McDonald, Jason K.

2017-01-01

The notion of designer empathy has become a cornerstone of design philosophy in fields such as product design, human-computer interaction, and service design. But the literature on instructional designer empathy and learner analysis suggests that distance learning designers are generally quite removed from the learners with whom they could be…

Methodology and Baseline Results From the Evaluation of a Sexuality Education Activity in Mpumalanga and KwaZulu-Natal, South Africa.

PubMed

Speizer, Ilene S; Mandal, Mahua; Xiong, Khou; Hattori, Aiko; Makina-Zimalirana, Ndinda; Kumalo, Faith; Taylor, Stephen; Ndlovu, Muzi S; Madibane, Mathata; Beke, Andy

2018-04-01

In South Africa, adolescents and young adults (ages 15-24) are at risk of HIV, sexually transmitted infections, and unintended pregnancies. Recently, the Department of Basic Education has revised its sexuality education content and teaching strategies (using scripted lessons plans) as part of its life orientation curriculum. This paper presents the methodology and baseline results from the evaluation of the scripted lesson plans and supporting activities. A rigorous cluster-level randomized design with random assignment of schools as clusters is used for the evaluation. Baseline results from grade 8 female and male learners and grade 10 female learners demonstrate that learners are at risk of HIV and early and unintended pregnancies. Multivariable analyses demonstrate that household-level food insecurity and living with an HIV-positive person are associated with sexual experience and pregnancy experience. Implications are discussed for strengthening the current life orientation program for future scale-up by the government of South Africa.

Language Learning Activities of Distance EFL Learners in the Turkish Open Education System as the Indicator of Their Learner Autonomy

ERIC Educational Resources Information Center

Altunay, Dilek

2013-01-01

This study investigates the noncompulsory language learning activities performed by a group of distance EFL learners in the Turkish Open Education System. Performance of these activities has been considered as an indicator of their learner autonomy. The data were collected through an online questionnaire and interviews. The study shows that in…

AWE-Based Corrective Feedback on Developing EFL Learners' Writing Skill

ERIC Educational Resources Information Center

Lu, Zhihong; Li, Xiaowei; Li, Zhenxiao

2015-01-01

The effective design and use of Automated Writing Evaluation (AWE) tools in developing English as a Foreign Language (EFL) learners' writing skill and learner autonomy have remained great challenges for system designers, developers, and EFL instructors compared with that of the pencil-paper writing in the context of regular teacher-fronted…

Ontology and Taxonomy Design and Development for Personalised Web-Based Learning Systems

ERIC Educational Resources Information Center

Yalcinalp, Serpil; Gulbahar, Yasemin

2010-01-01

Recent developments and new directions in education have emphasised learners' needs, profile and pedagogical aspects by focusing on learner-centered approaches in educational settings. e-Learning, on the other hand, guarantees learners the opportunity of learning in their own way, and leads to new considerations in course design. e-Learning is…

Using Self-Assessment to Assess the Effectiveness of Learner Centered Instructional Design and Delivery

ERIC Educational Resources Information Center

Wainwright, Susan

2009-01-01

Contemporary research in pedagogy provides evidence for use of active learning strategies in the classroom. It is important that faculty demonstrate effectiveness across the spectrum of teaching activities, as well as effectiveness in meeting the learning goals of students. This paper illustrates how self-assessment can be used to evaluate the…

Consumer Economics. Teacher Guidebook and Student Activity Book. Adult Basic Education Project REAL: Relevant Education for Adult Learners.

ERIC Educational Resources Information Center

Edgar, S. Keith

This packet contains both a teacher's guide and a student activity book designed to help adult students acquire consumer information. Both booklets cover the following topics: bank accounts (checking accounts, savings accounts, other banking services), budgeting money, undersanding and using credit, comparative shopping, fraudulent persuasion, and…

Kids Food CyberClub. Teacher's Guide. First Edition.

ERIC Educational Resources Information Center

Belyea, Monica

This guide is designed to help teachers educate students to be healthier now and in the future. It presents fun, learner-centered activities about nutrition, food, hunger, and food sources. It offers an overview of each section of the Kids Food CyberClub web site, and classroom activities teachers can use to expand on information students will…

Primary Assessment Activity and Learner Perceptions of Attitude Change in Four MOOCs

ERIC Educational Resources Information Center

Watson, Sunnie Lee; Watson, William R.; Kim, Woori

2017-01-01

This study seeks to examine perceptions of attitudinal change in relation to the primary assessment activity within four Massive Open Online Courses (MOOCs) that were designed for attitudinal learning. The purpose of this study was twofold. First, we sought to understand if by focusing on assessing cognitive learning (quizzes) as opposed to…

Health and Family Living. Teacher Guidebook and Student Activity Book. Adult Basic Education Project REAL: Relevant Education for Adult Learners.

ERIC Educational Resources Information Center

Edgar, S. Keith

This packet contains both a teacher's guide and a student activity book designed to help adult students learn about health and family living. Both booklets cover the following topics: health in the home, safety in the home (safety tips concerning children, tips on indoor safety, first aid), helping children with school activities, leisure time and…

Engaging in Dramatic Activities in English as a Foreign Language Classes at the University Level

ERIC Educational Resources Information Center

Algarra Carrasco, Victoria

2012-01-01

In this article, we discuss how, through dramatic activities, fiction and reality can work together to help the English as a Foreign language learner communicate in a more personal and meaningful way. The kind of activities proposed are designed to help engender a space where students can personally engage with each other in an atmosphere that is…

The Implementation of Integrated Natural Science Textbook of Junior High School be Charged on Character-based Shared Models to Improve the Competence of Learners' Knowledge

NASA Astrophysics Data System (ADS)

Rahmiwati, S.; Ratnawulan; Yohandri

2018-04-01

The process of science learning can take place if there is an attempt to create an active learning atmosphere and can improve the knowledge competence of learners. One of the efforts made is to use learning resources. Textbooks are a learning resource used by learners. This study aims to describe the increase of knowledge’s competence of learners with integrated Natural Science (IPA) textbook of Junior High School (SMP) be charged on character-based shared model. The method used pre-test, post-test design with one group using the class as a research subject. Pre-test was given before treatment to measure student’s initial understanding of the problem, while the post-test was given to measure student’s final understanding.The subject of this research is students of class VII SMP N 13 Padang. Result of gain score is 0,73. The result showed competence student’s knowledge increased significantly and high categorized.

Factors associated with perception of risk of contracting HIV among secondary school female learners in Mbonge subdivision of rural Cameroon.

PubMed

Tarkang, Elvis Enowbeyang

2014-01-01

Since learners in secondary schools fall within the age group hardest hit by HIV/AIDS, it is obvious that these learners might be at high risk of contracting HIV/AIDS. However, little has been explored on the perception of risk of contracting HIV among secondary school learners in Cameroon. This study aimed at examining the perception of risk of contracting HIV among secondary school learners in Mbonge subdivision of rural Cameroon using the Health Belief Model (HBM) as framework. A quantitative, correlational design was adopted, using a self-administered questionnaire to collect data from 210 female learners selected through disproportional, stratified, simple random sampling technique, from three participating senior secondary schools. Statistics were calculated using SPSS version 20 software program. Only 39.4% of the respondents perceived themselves to be at high risk of contracting HIV, though the majority, 54.0% were sexually active. Multinomial logistic regression analyses show that sexual risk behaviours (p=0.000) and the Integrated Value Mapping (IVM) of the perception components of the HBM are the most significant factors associated with perception of risk of contracting HIV at the level p<0.05. The findings of this study can play an instrumental role in the development of effective preventive and interventional messages for adolescents in Cameroon.

Parenthood Education: A Curriculum Guide.

ERIC Educational Resources Information Center

Northern Illinois Univ., De Kalb. Dept. of Home Economics.

This home economics education curriculum guide provides the teacher-developer with learner competencies for a parenthood education program. The guide is designed in the form of competency statements, criteria for the competency, and enabling activities. Chapter 1, parental relationships, contains competencies concerning preparation for parenthood,…

FipsOrtho: A Spell Checker for Learners of French

ERIC Educational Resources Information Center

L'Haire, Sebastien

2007-01-01

This paper presents FipsOrtho, a spell checker targeted at learners of French, and a corpus of learners' errors which has been gathered to test the system and to get a sample of specific language learners' errors. Spell checkers are a standard feature of many software products, however they are not designed for specific language learners' errors.…

Learner Agency within the Design of an EAP Course

ERIC Educational Resources Information Center

Seppälä, Riina

2015-01-01

To meet the demands of today's society and working life, higher education should support the development of learner agency. How the agency of individual learners emerges in university courses and what kind of agency empowers the learners to face new challenges should be considered. In this article, the focus is on learner agency enabled and…

Designing Innovative Learning Environments to Foster Communities of Learners for Students in Initial Vocational Education

ERIC Educational Resources Information Center

Boersma, Annoesjka; ten Dam, Geert; Wardekker, Willem; Volman, Monique

2016-01-01

In this study, the concept of "community of learners" was used to improve initial vocational education. The framework of a 'community of learners for vocational orientation' that we present offers both a theoretical understanding of teaching-learning processes in initial vocational education and heuristics for the design of innovative…

Analyzing User Interaction to Design an Intelligent e-Learning Environment

ERIC Educational Resources Information Center

Sharma, Richa

2011-01-01

Building intelligent course designing systems adaptable to the learners' needs is one of the key goals of research in e-learning. This goal is all the more crucial as gaining knowledge in an e-learning environment depends solely on computer mediated interaction within the learner group and among the learners and instructors. The patterns generated…

Learners misperceive the benefits of redundant text in multimedia learning.

PubMed

Fenesi, Barbara; Kim, Joseph A

2014-01-01

Research on metacognition has consistently demonstrated that learners fail to endorse instructional designs that produce benefits to memory, and often prefer designs that actually impair comprehension. Unlike previous studies in which learners were only exposed to a single multimedia design, the current study used a within-subjects approach to examine whether exposure to both redundant text and non-redundant text multimedia presentations improved learners' metacognitive judgments about presentation styles that promote better understanding. A redundant text multimedia presentation containing narration paired with verbatim on-screen text (Redundant) was contrasted with two non-redundant text multimedia presentations: (1) narration paired with images and minimal text (Complementary) or (2) narration paired with minimal text (Sparse). Learners watched presentation pairs of either Redundant + Complementary, or Redundant + Sparse. Results demonstrate that Complementary and Sparse presentations produced highest overall performance on the final comprehension assessment, but the Redundant presentation produced highest perceived understanding and engagement ratings. These findings suggest that learners misperceive the benefits of redundant text, even after direct exposure to a non-redundant, effective presentation.

Learner-Content-Interface as an Approach for Self-Reliant and Student-Centered Learning

ERIC Educational Resources Information Center

Nicolay, Robin; Schwennigcke, Bastian; Sahl, Sarah; Martens, Alke

2015-01-01

Conceptualization and implementation of computer supported teaching and training is currently not tailored to the paradigm of learner centration. Many technical solutions lack transparency and consistency regarding the supported learner activities. An insight into learners activities correlated to learning tasks is needed. In this paper we outline…

Autonomous Learner Model Resource Book

ERIC Educational Resources Information Center

Betts, George T.; Carey, Robin J.; Kapushion, Blanche M.

2016-01-01

"Autonomous Learner Model Resource Book" includes activities and strategies to support the development of autonomous learners. More than 40 activities are included, all geared to the emotional, social, cognitive, and physical development of students. Teachers may use these activities and strategies with the entire class, small groups, or…

Talking out loud in class: utilizing discussion as an effective teaching strategy with adult learners.

PubMed

Hotler, Amy L

2013-09-01

Staff development is an important role of the school nurse, yet little is written to assist the nurse in this role. Though some obtain advanced degrees in education, most school nurses are not prepared for the staff development role without further education in pedagogy, teaching strategies, and evaluation methods. This article presents discussion as one of many active teaching strategies that can engage learners and promote critical thinking. More work is needed in the area of course design and implementation, as well as additional research to help identify the most effective teaching strategies for school employees.

Goal Setting, Decision-Making Skills and Academic Performance of Undergraduate Distance Learners: Implications for Retention and Support Services

ERIC Educational Resources Information Center

Tanglang, Nebath; Ibrahim, Aminu Kazeem

2015-01-01

The study adopted an ex-post facto research design. Randomization sampling technique was used to select 346 undergraduate distance learners and the learners were grouped into four, High and Low Goal setter learners and High and Low Decision-making skills learners. The instruments for data collection were Undergraduate Academic Goal Setting Scale…

Advising Adult Learners. NACADA Task Force Report.

ERIC Educational Resources Information Center

Polson, Cheryl; And Others

A study examined the scope of existing services for adult learners attending universities and colleges. Survey instruments designed to gather data on institutional support for adult learner services, special target groups identified by individual institutions, and institutional barriers confronted by adult learners on campus were mailed to a…

Which Dictionary? A Review of the Leading Learners' Dictionaries.

ERIC Educational Resources Information Center

Nesi, Hilary

Three major dictionaries designed for learners of English as a second language are reviewed, their elements and approaches compared and evaluated, their usefulness for different learners discussed, and recommendations for future dictionary improvement made. The dictionaries in question are the "Oxford Advanced Learner's Dictionary," the…

Embracing Student Experience in Inclusive Design Education through Learner-Centred Instruction

ERIC Educational Resources Information Center

Altay, Burçak; Ballice, Gülnur; Bengisu, Ebru; Alkan-Korkmaz, Sevinç; Paykoç, Eda

2016-01-01

This paper explores the process and outcome of using learner-centred methods to develop students' empathic design abilities during an educational workshop on inclusive design. In the first section of the paper, we suggest the significance of incorporating inclusive design within the education of design disciplines. Then, we introduce a workshop on…

Care, Communication, Learner Support: Designing Meaningful Online Collaborative Learning

ERIC Educational Resources Information Center

Robinson, Heather A.; Kilgore, Whitney; Warren, Scott J.

2017-01-01

The purpose of this study was to identify emergent themes regarding higher education instructors' perceptions concerning the provision of collaborative learning activities and opportunities in their online classroom. Through semi-structured interviews, instructors described their teaching experiences and reported specifically about the online…

Design Issues Related to the Evaluation of Learner--Computer Interaction in a Web-Based Environment: Activities v. Tasks

ERIC Educational Resources Information Center

Hemard, Dominique

2006-01-01

If web-based technology is increasingly becoming the central plank of contemporary teaching and learning processes, there is still too little evidence to suggest that it is delivering purposeful learning activities beyond its widely perceived potential as a learning resource providing content and learning objects. This is due in part to the…

Community Resources. Teacher Guidebook and Student Activity Book. Adult Basic Education Project REAL: Relevant Education for Adult Learners.

ERIC Educational Resources Information Center

Edgar, S. Keith

This packet contains both a teacher's guide and a student activity book designed to help adult students locate and use community resources. Both booklets cover the following topics: the public library, Social Security, postal services, use of the telephone and the telephone directory, the newspaper, the Cooperative Extension Service, reference…

Learning Processes and Learning Outcomes

DTIC Science & Technology

1992-06-01

establish and maintain activation levels) may process information faster because the relevant traces in long - term memory are already activated...drill and practice, and discovery. Finally, implications for the design of computerized instructional environments are indicated. 14. SUBJECT TERMS lI...outcome. This impact may be direct, or may interact with characteristics of the learner to effect learning outcome. INITIAL STATES Conative and cognitive

Understanding Task-in-Process through the Lens of Laughter: Activity Designs, Instructional Materials, Learner Orientations, and Interpersonal Relationships

ERIC Educational Resources Information Center

Hasegawa, Atsushi

2018-01-01

Using the framework of conversation analysis, this study investigated the interactional workings of laughter in task-based interactions. The analysis was drawn from 160 cases of pair work interactions, collected in 2nd-semester Japanese-as-a-foreign-language classrooms. The pair work activities examined in this study are mostly grammar-focused,…

Movie-Generated EFL Writing: Discovering the Act of Writing through Visual Literacy Practices

ERIC Educational Resources Information Center

Hekmati, Nargess; Ghahremani Ghajar, Sue-san; Navidinia, Hossein

2018-01-01

The present article explores the idea of using movies in EFL classrooms to develop students' writing skill. In this qualitative study, 15 EFL learners were engaged in different writing activities in a contextualized form of movies, meaning that the films acted as text-books, and activities were designed based on the contexts of the films. Taking…

Learners' Interpersonal Beliefs and Generated Feedback in an Online Role-Playing Peer-Feedback Activity: An Exploratory Study

ERIC Educational Resources Information Center

Ching, Yu-Hui; Hsu, Yu-Chang

2016-01-01

Peer feedback affords interaction and critical thinking opportunities for learners in online courses. However, various factors prevent learners from taking advantage of these promising benefits. This study explored learners' perceptions of the interpersonal factors in a role-playing peer-feedback activity, and examined the types of peer feedback…

Improvement of Organizational Performance and Instructional Design: An Analogy Based on General Principles of Natural Information Processing Systems

ERIC Educational Resources Information Center

Darabi, Aubteen; Kalyuga, Slava

2012-01-01

The process of improving organizational performance through designing systemic interventions has remarkable similarities to designing instruction for improving learners' performance. Both processes deal with subjects (learners and organizations correspondingly) with certain capabilities that are exposed to novel information designed for producing…

Demonstrating Empathy: A Phenomenological Study of Instructional Designers Making Instructional Strategy Decisions for Adult Learners

ERIC Educational Resources Information Center

Vann, Linda S.

2017-01-01

Instructional designers are tasked with making instructional strategy decisions to facilitate achievement of learning outcomes as part of their professional responsibilities. While the instructional design process includes learner analysis, that analysis alone does not embody opportunities to assist instructional designers with demonstrations of…

The Learner-Centered Curriculum: Design and Implementation

ERIC Educational Resources Information Center

Cullen, Roxanne; Harris, Michael; Hill, Reinhold R.

2012-01-01

Most of the scholarship on learner-centeredness is focused on individual classroom pedagogy, but this book takes learner-centeredness beyond the classroom and asks academic leaders to consider the broader implications of making their institutions fully learner-centered. Systemic change is needed, and curriculum is at the heart of what higher…

Actors and Avatars: Why Learners Prefer Digital Agents

ERIC Educational Resources Information Center

Donovan, Paul

2015-01-01

Purpose: The purpose of this study is to compare learner experiences of recorded instructional videos (DVDs) with Machinima. Design/methodology/approach: In this exploratory study, sets of learning sequences in management skills training were delivered to 32 learners using both methods, and learner reactions were gathered using post-event…

Design Considerations for Today's Online Learners: A Study of Personalized, Relationship-Based Social Awareness Information

ERIC Educational Resources Information Center

Heo, Misook

2009-01-01

This article examined online learners' preferences in personalized, relationship-based social awareness information sharing in course management systems. Three hundred seventy-seven online learners' willingness to share social awareness information was measured through a national survey. Results indicated that today's online learners are open…

Upside-Down Brilliance: The Visual-Spatial Learner.

ERIC Educational Resources Information Center

Silverman, Linda Kreger

This book describes the unique characteristics of visual-spatial learners and teaching techniques designed for this population. Following a quiz to identify visual-spatial learners, chapters address: (1) how visual-spatial learners think and the plight of being non-sequential; (2) the power of the right hemisphere, eye movement patterns, and…

The English Language Learner Program Survey for Principals. REL 2014-027

ERIC Educational Resources Information Center

Grady, Matthew W.; O'Dwyer, Laura M.

2014-01-01

REL Northeast & Islands at Education Development Center, in partnership with the English Language Learners Alliance, has developed a new survey tool--The English Language Learner Program Survey for Principals--to help state education departments collect consistent data on the education of English language learner students. Designed for school…

Modeling Learner Situation Awareness in Collaborative Mobile Web 2.0 Learning

ERIC Educational Resources Information Center

Norman, Helmi; Nordin, Norazah; Din, Rosseni; Ally, Mohamed

2016-01-01

The concept of situation awareness is essential in enhancing collaborative learning. Learners require information from different awareness aspects to deduce a learning situation for decision-making. Designing learning environments that assist learners to understand situation awareness via monitoring actions and reaction of other learners has been…

From outreach to inreach: Connecting young learners with the world of emerging science

NASA Astrophysics Data System (ADS)

Buell, James

Agencies that fund scientific research have called increasingly in recent years for the projects they support to contribute to broader social and educational impacts. However, the means by which these projects might best utilize their own resources to support educational outcomes for young learners have received relatively little attention. This dissertation explores how a scientific research project developed a summer 2008 science education workshop for high school students, situates the case within a larger context of leading-edge scientific research projects having public education aims, and considers ways in which carefully structured learner-scientist interactions may contribute to young students' meaningful learning of science. The research questions are: 1. How did scientists and educators in a university research project come to design an intensive educational activity on the topic of their research, for an audience of high school students? 2. What were the distinguishing features of this educational activity? 3. How did the students learn and remember from this experience? The research takes shape as a design-oriented case study, tracing the development of the education initiative from its beginnings through its impact on learners. The first research question is explored through the technique of "design narrative" (Barab et al., 2008), to trace the development of ideas that culminated in the workshop curriculum through a series of six design episodes that occurred over a four-year span. The second question is investigated through qualitative analysis of workshop documents and post-workshop interviews with organizers and learners, and through comparison of the workshop curriculum with various sorts of "research-science-meets-school-science" (RSMSS) outreach that have been reported in recent science education literature. The third question is explored through analysis of the workshop's memorability, as evidenced by comments made by learners in interviews four months after the workshop. Findings relating to the first question indicate that tensions and contradictions between the project's primary research role and its secondary educational aims were important factors in shaping the curriculum of the 2008 summer education workshop. Investigation of the second question revealed ways in which the 2008 curriculum differed from the various forms of RSMSS outreach previously reported, and led to a conclusion that the form of curriculum exhibited by the workshop merits consideration as "Inreach" rather than outreach. Investigation of the third question revealed that at a distance of four months, learners continued to recall episodic aspects and substantive knowledge from the workshop in detail. Analysis of this set of findings suggests ways in which features of the workshop curriculum enhanced its memorability by students. A separate chapter considers how design features of the 2008 curriculum relate to principles for learning that are drawn from the literature of science education. In the concluding chapter, the study's findings are considered with regard to how they might strengthen efforts by scientific research projects to develop and deliver forms of educational involvement that are both meaningful for students and supportable within the means of the projects themselves. In addition, consideration is given to ways in which the findings from this research might spur further investigation in subsequent design-based research that overcomes limitations inherent in a single-case study.

Pedagogical-Research Designs to Capture the Symbiotic Nature of Professional Knowledge and Learning about e-Learning in Initial Teacher Education in the UK

ERIC Educational Resources Information Center

Turvey, Keith

2010-01-01

This paper argues that if new communications technologies and online spaces are to yield "new relationship[s] with learners" then research that is tuned to recognize, capture and explain the pedagogical processes at the center of such interactions is vital. This has implications for the design of pedagogical activities within Initial…

Promoting Physics Among Female Learners in the Western Cape Through Active Engagement (abstract)

NASA Astrophysics Data System (ADS)

Arendse, Gillian J.

2009-04-01

In 2006 the author organized a one-day intervention aimed at promoting physics among female learners at the University of Stellenbosch. The activities included an interactive lecture demonstration promoting active engagement, a hands-on session, and short presentations by female physicists addressing issues such as balancing family and career, breaking the stereotypes, and launching a successful career in physics. Each learner was expected to evaluate the program. In 2007 the author joined forces with Hip2B2 (Shuttleworth Foundation) to host a competition among grade-10 learners with the theme, ``promoting creativity through interactivity.'' The author was tasked by the Hip2B2-team to assist with a program for female learners planned for August 2008, coinciding with our national celebration of Women's Day. The event targeted 160 learners and took place in Durban, East London, Cape Town, and Johannesburg. The author shares some of the learners' experiences and personal triumphs.

A Longitudinal Examination of Middle School Science Learners' Use of Scaffolding In and Around a Dynamic Modeling Tool

NASA Astrophysics Data System (ADS)

Fretz, Eric Bruce

Scaffolding is a term rooted in multiple research communities over decades of development. Customized, contingent support can be provided to learners to enable performances beyond what they can do alone. This dissertation seeks to examine how effectively scaffolds designed to promote articulation (written expressions of learner understanding) actually work, and if this effectiveness and/or the quality of the resulting models changes over time. It longitudinally examines the use of scaffolds designed into a dynamic modeling tool, as it is used by middle school science learners to create, test, and revise models of complex science phenomena like stream ecosystems. This dissertation also reviews the origins of the scaffolding construct, and summarizes conceptions of scaffolding from various lines of research. Scaffolding can be provided by both human and non-human agents, such as computers, which require specialized interface design to ensure maximum effectiveness. In the study, learners created models in four curriculum units over the seventh and eighth grade school years. Additionally, this dissertation examines the nature of the discussion learners have while using these scaffolds and the frequency and types of interpersonal scaffolds employed during the creation of models. Model quality is also examined using a rubric developed through review of prior research on assessing models and concept maps. Learner pairs' model creation sessions on a computer are captured with screen video and learner audio, and then distilled to transcripts for subsequent coding and analysis, supported by qualitative analysis software. Articulation scaffolds were found to succeed in promoting articulations and the quality of those articulations improved over time. Learner dialog associated with these written articulations is of reasonable quality but did not improve over time. Quality of model artifacts did improve over time. The overall use of scaffolding by each learner pair was contrasted with that pairs model quality, but no relationship was found. Software design and classroom implementation implications of these findings are discussed. The frequency of interpersonal scaffolding provided by teachers highlights the need to consider scaffolding holistically and synergistically, with design decisions for software tools made in light of careful analysis as to what human and non-human agents can and should each provide.

Grade 3 Learners' Representation of Their Solutions to a Design Problem through Drawing: A Semiotic Analysis

ERIC Educational Resources Information Center

Alant, Busisiwe P.; Sherwood, Marion P.

2017-01-01

Literature suggests that drawing has an important role in the development of learning and thinking skills and the communication of ideas. However, the role and use of drawing by young learners within the process of designing is poorly understood. Working with 22 Grade 3 learners from a well-resourced school in KwaZulu-Natal, this study sought to…

Designing Human Immunodeficiency Virus Counselling and Testing Services to Maximize Uptake Among High School Learners in South Africa: What Matters?

PubMed

Strauss, Michael; George, Gavin; Rhodes, Bruce

2017-05-01

Increasing human immunodeficiency virus (HIV) testing in South Africa is vital for the HIV response. Targeting young people is important as they become sexually active and because HIV risk rapidly increases as youth enter their 20s. This study aims to increase the understanding of high school learners' preferences regarding the characteristics of HIV testing service delivery models and to inform policy makers and implementers regarding potential barriers to and facilitators of HIV testing. An attitudinal survey was used to examine HIV testing preferences among 248 high school learners in KwaZulu-Natal. Statistical tests were used to identify the most favored characteristics of testing service delivery models and examine key differences in preferences based on demographic characteristics and testing history. Most learners were found to prefer testing offered at a clinic on a Saturday (43%), using a finger prick test (59%), conducted by a doctor (61%) who also provides individual counselling (60%). Shorter testing times were preferred, as well as a monetary incentive to cover any associated expenses. Time, location, the type of test, and who conducts the test were most important. However, stratified analysis suggests that preferences diverge, particularly around gender, grade, but also sexual history and previous testing experience. Human immunodeficiency virus testing services can be improved in line with preferences, but there is no single optimal design that caters to the preferences of all learners. It is unlikely that a "one-size-fits-all" approach will be effective to reach HIV testing targets. A range of options may be required to maximize coverage.

Mural Painting as Inclusive Art Learning Experience

ERIC Educational Resources Information Center

Ho, Kong

2010-01-01

Traditional art education, like other academic disciplines, emphasizes competitiveness and individualism. Through a mural painting curriculum, learners participate in mural art and history appreciation, are active in mural theme or content construction, and engage in hands-on mural design and painting processes. When mural paintings are produced…

Peace Corps Language Training Curriculum.

ERIC Educational Resources Information Center

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

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

A Study of a Social Annotation Modeling Learning System

ERIC Educational Resources Information Center

Samuel, Roy David; Kim, Chanmin; Johnson, Tristan E.

2011-01-01

The transition from classroom instruction to e-learning raises pedagogical challenges for university instructors. A controlled integration of e-learning tools into classroom instruction may offer learners tangible benefits and improved effectiveness. This design-based research (DBR) study engaged students in e-learning activities integrated into…

The Impact of Students' Exploration Strategies on Discovery Learning Using Computer-Based Simulations

ERIC Educational Resources Information Center

Dalgarno, Barney; Kennedy, Gregor; Bennett, Sue

2014-01-01

Discovery-based learning designs incorporating active exploration are common within instructional software. However, researchers have highlighted empirical evidence showing that "pure" discovery learning is of limited value and strategies which reduce complexity and provide guidance to learners are important if potential learning…

Doing Academic Planning: Effective Tools for Decision Making.

ERIC Educational Resources Information Center

Nedwek, Brian P., Ed.

This sourcebook was designed to provide academic planners with the tools to perform core functions and activities that facilitate the transformation of higher education institutions from provider-centered cultures and organizations to learner-centered franchises. The readings examine partnerships and alliances needed for higher education to…

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

PubMed Central

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

2007-01-01

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

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

PubMed

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

2007-11-27

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

Exploring the story, science, and adventure of small worlds

NASA Astrophysics Data System (ADS)

Swann, J. L.; Elkins-Tanton, L. T.; Anbar, A. D.; Klug Boonstra, S.; Tamer, A. J.; Mead, C.; Hunsley, D.

2017-12-01

Small worlds are a strategic focus at NASA, reflected by missions such as Osiris Rex and Psyche among others. The Infiniscope project, with funding from NASA SMD, is building on this scientific and public interest to teach formal and informal learners about asteroids and other small worlds. The digital learning experience, "Where are the small worlds?", and future Infiniscope experiences, incorporate a design theory that we describe as "education through exploration" (ETX) which is provided through an adaptive e-learning platform. This design ensures that learners actively engage in exploration and discovery, while receiving targeted feedback to push through challenges. To ensure that this and future experiences reach and meet the needs of as many educators as possible, Infiniscope includes a digital teaching network to host the experiences and support the reuse and adaptation of digital resources in new lessons. "Where are the small worlds?" puts learners in an interactive simulation of the solar system and provides a mission structure in which they hunt for "astrocaches" on near earth objects, main belt asteroids, and Kuiper-belt objects. These activities allow the learner to discover the locations of the small worlds in the solar system and develop an intuitive understanding for the relative motion of objects at various distances from the Sun. The experience is NGSS-aligned and accompanied by a lesson plan for integration into the classroom. In testing with more than 500 middle-school students, 83% of participants said they wanted to do more experiences like "Where are the small worlds?" They also found the experience both "fun" and "interesting" while being moderately difficult. "Where are the small worlds?" is one of many visualizations and lessons that is available within the Infiniscope teaching network. The network already has hundreds of members and is expected to grow in both numbers and engagement over time. Currently, educators can search and use pre-existing experiences, but as the visualization library expands and educators learn more about exploration-learning design, they may modify existing experiences and even build entirely new experiences to meet specific needs. In parallel, we are also developing a professional development program that builds understanding of the principles of ETX design.

Failing to Learn: Towards a Unified Design Approach for Failure-Based Learning

ERIC Educational Resources Information Center

Tawfik, Andrew A.; Rong, Hui; Choi, Ikseon

2015-01-01

To date, many instructional systems are designed to support learners as they progress through a problem-solving task. Often these systems are designed in accordance with instructional design models that progress the learner efficiently through the problem-solving process. However, theories from various fields have discussed failure as a strategic…

Channeling Children's Energy through Vocabulary Activities

ERIC Educational Resources Information Center

Schindler, Andrea

2006-01-01

In this article, the author shares vocabulary development activities for young learners. These activities channel students' energy and make learning more effective and fun. The author stresses the importance of giving young learners a good language-learning experience, and the challenges of teaching young learners who are not literate in their L1.…

Does the Visual Appeal of Instructional Media Affect Learners' Motivation toward Learning?

ERIC Educational Resources Information Center

Tomita, Kei

2018-01-01

While authors like Mayer (2009) suggest that designers should avoid using visuals for the purpose of attracting learners' interests, some scholars suggest that visuals could influence learners' emotions. In this study the author investigated whether the perception of the visual appeal of instructional handouts affects learners' self-reported…

Factors associated with perception of risk of contracting HIV among secondary school female learners in Mbonge subdivision of rural Cameroon

PubMed Central

Tarkang, Elvis Enowbeyang

2014-01-01

Introduction Since learners in secondary schools fall within the age group hardest hit by HIV/AIDS, it is obvious that these learners might be at high risk of contracting HIV/AIDS. However, little has been explored on the perception of risk of contracting HIV among secondary school learners in Cameroon. This study aimed at examining the perception of risk of contracting HIV among secondary school learners in Mbonge subdivision of rural Cameroon using the Health Belief Model (HBM) as framework. Methods A quantitative, correlational design was adopted, using a self-administered questionnaire to collect data from 210 female learners selected through disproportional, stratified, simple random sampling technique, from three participating senior secondary schools. Statistics were calculated using SPSS version 20 software program. Results Only 39.4% of the respondents perceived themselves to be at high risk of contracting HIV, though the majority, 54.0% were sexually active. Multinomial logistic regression analyses show that sexual risk behaviours (p=0.000) and the Integrated Value Mapping (IVM) of the perception components of the HBM are the most significant factors associated with perception of risk of contracting HIV at the level p<0.05. Conclusion The findings of this study can play an instrumental role in the development of effective preventive and interventional messages for adolescents in Cameroon. PMID:25309659

Process-based Assignment-Setting Change for Support of Overcoming Bottlenecks in Learning by Problem-Posing in Arithmetic Word Problems

NASA Astrophysics Data System (ADS)

Supianto, A. A.; Hayashi, Y.; Hirashima, T.

2017-02-01

Problem-posing is well known as an effective activity to learn problem-solving methods. Monsakun is an interactive problem-posing learning environment to facilitate arithmetic word problems learning for one operation of addition and subtraction. The characteristic of Monsakun is problem-posing as sentence-integration that lets learners make a problem of three sentences. Monsakun provides learners with five or six sentences including dummies, which are designed through careful considerations by an expert teacher as a meaningful distraction to the learners in order to learn the structure of arithmetic word problems. The results of the practical use of Monsakun in elementary schools show that many learners have difficulties in arranging the proper answer at the high level of assignments. The analysis of the problem-posing process of such learners found that their misconception of arithmetic word problems causes impasses in their thinking and mislead them to use dummies. This study proposes a method of changing assignments as a support for overcoming bottlenecks of thinking. In Monsakun, the bottlenecks are often detected as a frequently repeated use of a specific dummy. If such dummy can be detected, it is the key factor to support learners to overcome their difficulty. This paper discusses how to detect the bottlenecks and to realize such support in learning by problem-posing.

Processing of action- but not stimulus-related prediction errors differs between active and observational feedback learning.

PubMed

Kobza, Stefan; Bellebaum, Christian

2015-01-01

Learning of stimulus-response-outcome associations is driven by outcome prediction errors (PEs). Previous studies have shown larger PE-dependent activity in the striatum for learning from own as compared to observed actions and the following outcomes despite comparable learning rates. We hypothesised that this finding relates primarily to a stronger integration of action and outcome information in active learners. Using functional magnetic resonance imaging, we investigated brain activations related to action-dependent PEs, reflecting the deviation between action values and obtained outcomes, and action-independent PEs, reflecting the deviation between subjective values of response-preceding cues and obtained outcomes. To this end, 16 active and 15 observational learners engaged in a probabilistic learning card-guessing paradigm. On each trial, active learners saw one out of five cues and pressed either a left or right response button to receive feedback (monetary win or loss). Each observational learner observed exactly those cues, responses and outcomes of one active learner. Learning performance was assessed in active test trials without feedback and did not differ between groups. For both types of PEs, activations were found in the globus pallidus, putamen, cerebellum, and insula in active learners. However, only for action-dependent PEs, activations in these structures and the anterior cingulate were increased in active relative to observational learners. Thus, PE-related activity in the reward system is not generally enhanced in active relative to observational learning but only for action-dependent PEs. For the cerebellum, additional activations were found across groups for cue-related uncertainty, thereby emphasising the cerebellum's role in stimulus-outcome learning. Copyright © 2014 Elsevier Ltd. All rights reserved.

Acquisition of Mathematical Language: Suggestions and Activities for English Language Learners

ERIC Educational Resources Information Center

Cirillo, Michelle; Bruna, Katherine Richardson; Herbel-Eisenmann, Beth

2010-01-01

In this article, we describe aspects of mathematical language that could be problematic to English-language learners, provide recommendations for teaching English-language learners, and suggest activities intended to foster language development in mathematics. (Contains 1 figure.)

Doing Your Part To Help Your Child Become SMART (Successful, Motivated, Autonomous, Responsible, Thoughtful): Six Workshops on Parenting SMART Learners.

ERIC Educational Resources Information Center

Sattes, Beth; Walsh, Jackie; Hickman, Mickey

A SMART Learner is a lifelong learner who can adapt to rapid change and who possesses characteristics associated with success in and out of school. These workshop materials to help parents help their children become SMART learners provide: information from current research and best practice; learning activities that will actively engage parents in…

Seeing is Believing: Video Mock-Ups to Evaluate and Demonstrate Multimedia Designs

ERIC Educational Resources Information Center

Fadde, Peter J.

2007-01-01

A video mock-up is a "design story", described by Patrick Parrish in a recent "TechTrends" article as "imagining the journey of a learner's experience in engaging with a finished design". A design story allows designers to show their design vision to others and to observe features and benefits of the program as a learner would experience it. The…

A Self-Help Inservice-Guide for the Improvement of Teaching. A North Dakota Adaptation of the Utah Skills Project.

ERIC Educational Resources Information Center

North Dakota Univ., Grand Forks. Coll. of Education.

The purpose of this manual is to identify teaching skills and their justification and objectives in a learning situation and to suggest a few of a wide selection of professional activities and services which meet these objectives and satisfy learner needs. The manual is designed for inservice teacher education activities or supervisory programs.…

"Careful, Now You Are Both the Learner and the Teacher!": Student Teachers' Evaluation of Inquiry-Based Peer Lecturing as a Tool in Teacher Training

ERIC Educational Resources Information Center

Seroussi, Dominique-Esther; Yaffe, Yossi; Sharon, Rakefet

2017-01-01

Linking between pedagogical content knowledge and high-level subject-matter knowledge in science teacher training remains a challenge. This paper analyses the reaction of beginning student teachers to an activity designed for this purpose, "peer lecturing." This activity was a part of the requirements of an introductory zoology course,…

Students' Ideas about Their Conceptualization: Their Elicitation through Instruction.

ERIC Educational Resources Information Center

Hennessey, M. Gertrude

Project META (Metacognitive Enhancing Teaching Activities) is a 3-year naturalistic case study designed to explicitly enhance the metacognitive capabilities of learners in order to illuminate the nature of metacognitive interactions among elementary students and to describe the impact this type of enhancement has on the formation of students'…

Developing Course Materials for Technology-Mediated Chinese Language Learning

ERIC Educational Resources Information Center

Kubler, Cornelius C.

2018-01-01

This article discusses principles involved in developing course materials for technology-mediated Chinese language learning, with examples from a new course designed to take into account the needs of distance and independent learners. Which learning environment is most efficient for a given learning activity needs to be carefully considered. It…

Decimals, Denominators, Demons, Calculators, and Connections

ERIC Educational Resources Information Center

Sparrow, Len; Swan, Paul

2005-01-01

The authors provide activities for overcoming some fraction misconceptions using calculators specially designed for learners in primary years. The writers advocate use of the calculator as a way to engage children in thinking about mathematics. By engaging with a calculator as part of mathematics learning, children are learning about and using the…

Distributed Emotions in the Design of Learning Technologies

ERIC Educational Resources Information Center

Kim, Beaumie; Kim, Mi Song

2010-01-01

Learning is a social activity, which requires interactions with the environment, tools, people, and also ourselves (e.g., our previous experiences). Each interaction provides different meanings to learners, and the associated emotion affects their learning and performance. With the premise that emotion and cognition are distributed, the authors…

A LEARNER'S SYNOPSIS OF SWAHILI STRUCTURE.

ERIC Educational Resources Information Center

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

WRITTEN SPECIFICALLY TO HELP STUDENTS LEARN TO READ SWAHILI NEWSPAPERS, THIS BRIEF INTRODUCTION TO THAT LANGUAGE EMPHASIZES VOCABULARY AND GRAMMAR PATTERNS MOST COMMONLY FOUND IN EAST AFRICAN NEWSWRITING. IT ASSUMES NO PRIOR KNOWLEDGE OF SWAHILI AND IS DESIGNED TO BE USED WITH LESSONS 1-25 OF "AN ACTIVE INTRODUCTION TO NEWSPAPER…

Learning through Creating Robotic Models of Biological Systems

ERIC Educational Resources Information Center

Cuperman, Dan; Verner, Igor M.

2013-01-01

This paper considers an approach to studying issues in technology and science, which integrates design and inquiry activities towards creating and exploring technological models of scientific phenomena. We implemented this approach in a context where the learner inquires into a biological phenomenon and develops its representation in the form of a…

A Recipe for Artful Schooling

ERIC Educational Resources Information Center

Booth, Eric

2013-01-01

Guided by its arts educators, every school can learn to design activities that foster the serious play of a creatively invested learner. Bring arts educators into one's planning meetings; give them opportunities at faculty meetings to catalyze teachers' creative instincts. This effort does not require a new program or new curriculum. Teachers…

What Can K-12 School Leaders Learn from Video Games and Gaming?

ERIC Educational Resources Information Center

Halverson, Richard

2005-01-01

Schools have much to learn from video games and the gaming community. By providing compelling activities for motivating otherwise indifferent learners, video games can potentially help teachers improve the design of learning environments. However, there are considerable rhetorical and practical barriers between the schooling and gaming communities…

Blueprint for Student Success: A Guide to Research-Based Teaching Practices K-12.

ERIC Educational Resources Information Center

Jones, Susan J.

This book presents a reality-based approach to classroom instruction designed to help learners at all levels achieve lifelong success. It offers teaching strategies, activities, and applications to enhance student achievement, stressing the importance of learning through discovery, creativity, application, adaptation, and high level thinking. It…

Drama Techniques in Language Learning.

ERIC Educational Resources Information Center

Maley, Alan; Duff, Alan

The drama activities in this teaching guide are designed to develop second language learning skills by constructing situations that require the student to concentrate on the meaning and emotional content of language rather than on its structure. In an attempt to involve the whole personality of the learner in the acquisition of language, the…

Science: A Second Language for ELL Students

ERIC Educational Resources Information Center

Nabors, Martha L.; Edwards, Linda Carol

2011-01-01

In today's inclusive classrooms, teachers are challenged to incorporate a variety of instructional activities designed to support learning for all--including children who are English Language Learners (ELLs). In science lessons at the early childhood level, ELLs not only must learn science concepts, but also the vocabulary essential for mastering…

Oral History as a Motivating Factor among Adult Learners.

ERIC Educational Resources Information Center

Lawrence, Janet H.; Lehman, Esther

An exploratory study was designed to assess (1) whether a class created around older adults' personal recollections would motivate the class's involvement in adult education activities, (2) the oral history preparation process's impact on younger interviewers and older respondents, and (3) the instructional approach's strengths and weaknesses. The…

Instructional Uses of Instant Messaging (IM) during Classroom Lectures

ERIC Educational Resources Information Center

Kinzie, Mable B.; Whitaker, Stephen D.; Hofer, Mark J.

2005-01-01

Can "Information Age" learners effectively multi-task in the classroom? Can synchronous classroom activities be designed around conceptually related tasks, to encourage deeper processing and greater learning of classroom content? This research was undertaken to begin to address these questions. In this study, we explored the use of…

Designing Asynchronous, Text-Based Computer Conferences: Ten Research-Based Suggestions

ERIC Educational Resources Information Center

Choitz, Paul; Lee, Doris

2006-01-01

Asynchronous computer conferencing refers to the use of computer software and a network enabling participants to post messages that allow discourse to continue even though interactions may be extended over days and weeks. Asynchronous conferences are time-independent, adapting to multiple time zones and learner schedules. Such activities as…

Professional Learning Design Framework: Supporting Technology Integration in Alberta

ERIC Educational Resources Information Center

van Thiel, Lydia

2018-01-01

Researchers around the world are interested in knowing how to support teachers in developing both their technology skills and their understanding of how educational technologies can provide opportunity to engage all learners at their skill and interest level in learning activities that were not possible without technology. The solution involves…

The Consumer Experience (First Offering). Course Evaluation Report.

ERIC Educational Resources Information Center

Aversa, Frances M.

This report documents the conduct and results of activities to evaluate the first offering of The Consumer Experience to adult learners through the State University of Nebraska (SUN). A project of the University of Nebraska, SUN is a nontraditional, open learning program designed to extend postsecondary educational opportunities to persons who…

Reducing the distance: providing challenging and engaging online postgraduate education in pain management.

PubMed

Devonshire, Elizabeth; Henderson, Sarah E

2012-05-01

1. Health professionals need access to flexible, high-quality, advanced education in pain management. 2. There are multiple pedagogical distances to be negotiated in the delivery of effective postgraduate education. 3. A critical consideration in the design and delivery of effective online learning for postgraduate education in pain management is how to: actively engage students in the learning process; and encourage students to become lifelong learners. 4. Conceptual frameworks for encouraging student interaction online provide a useful tool in the design of postgraduate online learning activities.

Instructional Design as Manipulation of, or Cooperation with, Learners?

ERIC Educational Resources Information Center

Matthews, Michael T.; Yanchar, Stephen C.

2018-01-01

We present a qualitative study of the tension between manipulative and cooperative approaches to instructional design. We found that our participants struggled to resist manipulative tendencies in their work contexts. More specifically, our findings suggest that our participants sought to design with their learners in mind to foster a more…

Learner-Generated Designs in Participatory Culture: What They Are and How They Are Shaping Learning

ERIC Educational Resources Information Center

Kim, Beaumie; Tan, Lynde; Bielaczyc, Katerine

2015-01-01

In this special issue, the authors purport to interrogate and further their understanding of the commonly cited term, "design," specifically "learner-generated designs." This issue brings together scholars from multiple disciplines, including learning sciences, literacy studies, science education, digital media, and pedagogy,…

Designing Creative User Interactions for Learning

ERIC Educational Resources Information Center

Hong, Yi-Chun; Clinton, Gregory; Rieber, Lloyd P.

2014-01-01

Profitable creative ideas can emerge from within virtually any phase of the instructional design and development process. However, the design of user interactions is perhaps where learners can most directly experience the benefits of such ideas. In this article, the authors discuss principles of learner interaction as found in the instructional…

Misconceptions as necessary stepping stones

NASA Astrophysics Data System (ADS)

Blanton, Patricia

2010-04-01

I've been reading an online book called Ready, Set, Science! Putting Research to Work in K-8 Science Classrooms (www.nap.edu/catalog.php?record_id=11882) and have found the discussion very enlightening. I think that any beginning science teacher might want to look at this book for guidance in designing lessons and managing student discussions to help students become more thoughtful, productive, and independent learners. While the book gives examples of K-8 classrooms, the examples of classroom discourse could serve as a road map for teachers at any level who want to make their classrooms more student centered and a place where all learners are actively engaged.

Developing Computational Methods to Measure and Track Learners' Spatial Reasoning in an Open-Ended Simulation

ERIC Educational Resources Information Center

Mallavarapu, Aditi; Lyons, Leilah; Shelley, Tia; Minor, Emily; Slattery, Brian; Zellner, Moria

2015-01-01

Interactive learning environments can provide learners with opportunities to explore rich, real-world problem spaces, but the nature of these problem spaces can make assessing learner progress difficult. Such assessment can be useful for providing formative and summative feedback to the learners, to educators, and to the designers of the…

The Role of Affect in Intraindividual Variability in Task Performance for Young Learners

ERIC Educational Resources Information Center

Butler, Yuko Goto

2017-01-01

Young learners (defined as children ages 5-12) of English as a foreign language are growing in number worldwide. At the policy level, foreign language (FL) programs for young learners are increasingly emphasizing the use of task-based language teaching (TBLT). In practice, however, designing and implementing tasks for young learners poses numerous…

The Adult Learner: Some Things We Know

ERIC Educational Resources Information Center

Fogarty, Robin J.; Pete, Brian M.

2007-01-01

This book addresses the "warrior" who rises to the challenge of teaching the adult learner. The discussion is designed as a catalyst for dialogue about the adult learner and to uncover the complexities of teaching this rare and riveting species. This book is organized around three interlocking themes: some things we know about the adult learner;…

Non-Native Chinese Language Learners' Attitudes towards Online Vision-Based Motion Games

ERIC Educational Resources Information Center

Hao, Yungwei; Hong, Jon-Chao; Jong, Jyh-Tsorng; Hwang, Ming-Yueh; Su, Chao-Ya; Yang, Jin-Shin

2010-01-01

Learning to write Chinese characters is often thought to be a very challenging and laborious task. However, new learning tools are being designed that might reduce learners' tedium. This study explores one such tool, an online program in which learners can learn Chinese characters through vision-based motion games. The learner's gestures are…

Visual representations in science education: The influence of prior knowledge and cognitive load theory on instructional design principles

NASA Astrophysics Data System (ADS)

Cook, Michelle Patrick

2006-11-01

Visual representations are essential for communicating ideas in the science classroom; however, the design of such representations is not always beneficial for learners. This paper presents instructional design considerations providing empirical evidence and integrating theoretical concepts related to cognitive load. Learners have a limited working memory, and instructional representations should be designed with the goal of reducing unnecessary cognitive load. However, cognitive architecture alone is not the only factor to be considered; individual differences, especially prior knowledge, are critical in determining what impact a visual representation will have on learners' cognitive structures and processes. Prior knowledge can determine the ease with which learners can perceive and interpret visual representations in working memory. Although a long tradition of research has compared experts and novices, more research is necessary to fully explore the expert-novice continuum and maximize the potential of visual representations.

The effects of Team-Based Learning on learning behaviors in the maternal-child nursing course.

PubMed

Cheng, Ching-Yu; Liou, Shwu-Ru; Tsai, Hsiu-Min; Chang, Chia-Hao

2014-01-01

The Team-Based Learning (TBL) method has been used as a teaching strategy in many disciplines. It is instructor-led, learner-centered learning with functions similar to those of problem-based learning, but it is more cost-effective. However, little is known about the application of TBL to nursing education. The objectives of the study are to employ the TBL approach in a Maternal-Child Nursing course and to evaluate its effects on learning outcomes. We present one-group pretest-posttest research design with the intervention of the TBL teaching strategy. The study was conducted in one of the nursing universities in Taiwan. One-hundred-four students in 2011 and 103 students in 2012 in an RN-to-BSN program who enrolled in the Maternal-Child Nursing course participated in this study. These students had graduated from a five-year nursing diploma program before enrolling in the RN-BSN program. Data were collected before and after the implementation of the TBL, which included active learning, in-class activities, and application exercises. The Class Engagement Survey (CES), Value of Teams (VTs), Self-Directed Learning Instrument (SDLI), and exam scores were used to measure students' learning outcomes. TBL significantly influenced the students' learning outcomes. Students who expressed that TBL increased their learning interests had a higher score on VT; and students who had high achievement from the current TBL course had higher scores on the CES, VT, and SDLI. The means of the group test scores and the final examination score were significantly higher than the individual scores from the in-class tests in both 2011, 2012, and the combination of 2011 and 2012. The TBL design requires out-of-class preparation before all classes, which requires active and self-directed learning. TBL provides opportunities to foster learner-to-learner interactions, which lead to more active engagement and teamwork among learners. It also promotes the students' class engagement and teamwork values, and it increases academic performance. The TBL is suggested to have a greater effect on academically weaker students. Copyright © 2013 Elsevier Ltd. All rights reserved.

Constructing Interpretative Views of Learners' Interaction Behavior in an Open Learner Model

ERIC Educational Resources Information Center

Papanikolaou, Kyparisia A.

2015-01-01

In this paper, we discuss how externalizing learners' interaction behavior may support learners' explorations in an adaptive educational hypermedia environment that provides activity-oriented content. In particular, we propose a model for producing interpretative views of learners' interaction behavior and we further apply this model to…

The Study and Design of Adaptive Learning System Based on Fuzzy Set Theory

NASA Astrophysics Data System (ADS)

Jia, Bing; Zhong, Shaochun; Zheng, Tianyang; Liu, Zhiyong

Adaptive learning is an effective way to improve the learning outcomes, that is, the selection of learning content and presentation should be adapted to each learner's learning context, learning levels and learning ability. Adaptive Learning System (ALS) can provide effective support for adaptive learning. This paper proposes a new ALS based on fuzzy set theory. It can effectively estimate the learner's knowledge level by test according to learner's target. Then take the factors of learner's cognitive ability and preference into consideration to achieve self-organization and push plan of knowledge. This paper focuses on the design and implementation of domain model and user model in ALS. Experiments confirmed that the system providing adaptive content can effectively help learners to memory the content and improve their comprehension.

We are what we do: Examining learner-generated content in the anatomy laboratory through the lens of activity theory.

PubMed

Doubleday, Alison F; Wille, Sarah J

2014-01-01

Video and photography are often used for delivering content within the anatomical sciences. However, instructors typically produce these resources to provide instructional or procedural information. Although the benefits of learner-generated content have been explored within educational research, virtually no studies have investigated the use of learner-generated video and photograph content within anatomy dissection laboratories. This study outlines an activity involving learner-generated video diaries and learner-generated photograph assignments produced during anatomy laboratory sessions. The learner-generated photographs and videos provided instructors with a means of formative assessment and allowed instructors to identify evidence of collaborative behavior in the laboratory. Student questionnaires (n = 21) and interviews (n = 5), as well as in-class observations, were conducted to examine student perspectives on the laboratory activities. The quantitative and qualitative data were examined using the framework of activity theory to identify contradictions between student expectations of, and engagement with, the activity and the actual experiences of the students. Results indicate that learner-generated photograph and video content can act as a rich source of data on student learning processes and can be used for formative assessment, for observing collaborative behavior, and as a starting point for class discussions. This study stresses the idea that technology choice for activities must align with instructional goals. This research also highlights the utility of activity theory as a framework for assessing classroom and laboratory activities, demonstrating that this approach can guide the development of laboratory activities. © 2014 American Association of Anatomists.

Using WebQuests as Idea Banks for Fostering Autonomy in Online Language Courses

ERIC Educational Resources Information Center

Sadaghian, Shirin; Marandi, S. Susan

2016-01-01

The concept of language learner autonomy has influenced Computer-Assisted Language Learning (CALL) to the extent that Schwienhorst (2012) informs us of a paradigm change in CALL design in the light of learner autonomy. CALL is not considered a tool anymore, but a learner environment available to language learners anywhere in the world. Based on a…

On the Relationship between Iranian L2 Teachers' Pedagogical Beliefs and L2 Learners' Attitudes

ERIC Educational Resources Information Center

Sharajabian, Maryam; Hashemian, Mahmood

2015-01-01

The present study employed a descriptive survey design to investigate L2 learners' attitudes towards language learning, and the possible effects of teachers' beliefs on learners' attitudes. Participants were chosen from among 2 groups: Twenty EFL teachers were asked to take part in this study and 80 from a pool of 213 learners at 2 language…

Exploring the Use of a Cartoon as a Learner Scaffold in the Planning of Scientific Investigations

ERIC Educational Resources Information Center

Ramnarain, Umesh

2012-01-01

Despite curriculum imperatives, in South Africa and worldwide, for learners to have more autonomy in investigations, they remain largely teacher controlled with learners having only limited opportunities in planning. This design-based study explored how a cartoon can be employed in a Grade 9 Natural Sciences class in prompting learners to plan…

Designing for Learner Success (D4LS) at Otago Polytechnic: From an E-learning Designer's Perspective

ERIC Educational Resources Information Center

Gedera, Dilani S. P.

2016-01-01

Otago Polytechnic (OP) is currently redesigning and redeveloping its programmes and courses under an institution-wide initiative called Designing for Learner Success (D4LS). This initiative has several phases--design, development, delivery, and evaluation. This article focuses on the processes and considerations in the development phase of D4LS,…

Interactions between and among Heritage Language Learners and Second Language Learners during Collaborative Writing Activities: How Learners Attend to Language

ERIC Educational Resources Information Center

Walls, Laura

2013-01-01

This study investigates the dynamics in the Spanish classroom between heritage language learner (HLL) dyads, second language learner (L2L) dyads, and mixed HLL-L2L dyads. Specifically, it examines oral, written and embodied discourse that informs our understanding of how learners attend to language. Analysis for this dissertation examined…

Developing Pedagogical Practices for English-Language Learners: A Design-Based Approach

ERIC Educational Resources Information Center

Iddings, Ana Christina DaSilva; Rose, Brian Christopher

2012-01-01

This study draws on the application of sociocultural theory to second-language learning and teaching to examine the impact of a design-based research approach on teacher development and literacy instruction to English-language learners (ELLs). Design-based research methodology was employed to derive theoretical suppositions relating to the process…

Visual Representations in Science Education: The Influence of Prior Knowledge and Cognitive Load Theory on Instructional Design Principles

ERIC Educational Resources Information Center

Cook, Michelle Patrick

2006-01-01

Visual representations are essential for communicating ideas in the science classroom; however, the design of such representations is not always beneficial for learners. This paper presents instructional design considerations providing empirical evidence and integrating theoretical concepts related to cognitive load. Learners have a limited…

Investigative Research: How It Changes Learner Status.

ERIC Educational Resources Information Center

Kenny, Brian

1993-01-01

What matters about an educational activity is how learners respond to it. This article examines a program concerned with the learners' needs, through the expression of learners' own meanings, and advances the concept of investigative research as a suitable vehicle for more autonomous learning, through a change in learner status. (26 references)…

Computing of Learner's Personality Traits Based on Digital Annotations

ERIC Educational Resources Information Center

Omheni, Nizar; Kalboussi, Anis; Mazhoud, Omar; Kacem, Ahmed Hadj

2017-01-01

Researchers in education are interested in modeling of learner's profile and adapt their learning experiences accordingly. When learners read and interact with their reading materials, they do unconscious practices like annotations which may be, a key feature of their personalities. Annotation activity requires readers to be active, to think…

Improving the EFL Learners' Speaking Ability through Interactive Storytelling

ERIC Educational Resources Information Center

Marzuki; Prayogo, Johannes Ananto; Wahyudi, Arwijati

2016-01-01

This present research was aimed to improve the EFL learners' speaking ability and their classroom activities through the implementation of Interactive Storytelling Strategy. Therefore, this study was directed to explore the beneficial of Interactive Storytelling that closely related to the EFL learners' everyday activities at their home and…

Supporting the development of curricular knowledge among novice physics instructors

NASA Astrophysics Data System (ADS)

Robertson, Amy D.

2018-04-01

In this paper, my aim is to problematize the invisibility (to instructors) of the purposes of particular exercises within research-based instructional materials (RBIMs) and to provide one possible solution to this problem that other teacher educators may adapt for their institutional contexts. In particular, I show that many RBIMs anticipate and respond to particular (often incorrect) learner ideas, that teachers often do not recognize this, and that not recognizing this can cause teachers to miss opportunities to build on learner ideas and/or engage students in scientific practices. I share an instructional activity I designed that is meant to support teachers—including university physics Learning Assistants—in recognizing the purposes of particular questions or sequences of questions within RBIMs, and I illustrate that this activity can be a productive starting place for conversation about RBIMs.

Methods of Science Investigation Part 2: Results of Implementation of a Curriculum Fostering Original Scientific Research

NASA Astrophysics Data System (ADS)

Danch, J. M.

2008-12-01

Originally designed to allow secondary students with special needs to participate in original scientific research, the Methods of Science Curriculum was piloted in 2008. Students participating included those with special needs, English language learners, and the general population. Students were incrementally graduated from traditional inquiry activities towards authentic student-generated research projects. Students were evaluated via class work grades, an in-school symposium and a pre/post test. 100 percent of participants successfully completed and presented their original research. The pre/post evaluation demonstrated improvement for 91 percent of participants. An unanticipated result was the performance and growth of English language learners, possibly because of the emphasis on the creative and active process of science rather than vocabulary. A teacher-training program is being developed for expansion of the curriculum to additional schools in 2009.

Bringing your a-game: Educational gaming for student success.

PubMed

Strickland, Haley P; Kaylor, Sara K

2016-05-01

The purpose of this article is to describe the theoretical basis for the integration of gaming in nursing education and discuss aspects related to the implementation of "The Race for Nursing Student Success" game. This game was designed for 112 junior-level baccalaureate nursing students enrolled in a fundamentals nursing course. Students were divided into groups of 5-8 and rotated through ten specific learning activities that took place in various locations throughout the nursing building. Student and faculty feedback indicated positive responses to this instructional strategy and also promoted a learner-centered teaching environment. This learning activity supports the use of educational gaming as a means to develop learner-centered environments that provide experiential experiences, enhance learning, and stimulate interest, and motivation for students to learn. Copyright © 2016 Elsevier Ltd. All rights reserved.

Are One-to-One Computers Necessary? An Analysis of Collaborative Web Exploration Activities Supported by Shared Displays

ERIC Educational Resources Information Center

Chang, Chia-Jung; Liu, Chen-Chung; Shen, Yan-Jhih

2012-01-01

Collaborative web exploration, in which learners work together to explore the World Wide Web, has become a key learning activity in education contexts. Learners can use a shared computer with a shared display to explore the web together. However, such a shared-computer approach may limit active participation among learners. To address this issue,…

The Child as an Active Learner: Views, Practices, and Barriers in Chinese Early Childhood Education

ERIC Educational Resources Information Center

Tang, Fengling

2006-01-01

The Chinese view of the child is in the process of changing from the dependent child of traditional Chinese society to the child as an active learner in contemporary China. The view of the child as an active learner forces early childhood practitioners to rethink the features of the child's learning and development, individuality, and needs and…

Viewpoints: Teaching and Learning with Games?

ERIC Educational Resources Information Center

Williamson, Ben

2007-01-01

In this article, findings from a recent one-year research project that investigated the use of games in a variety of school settings are described and discussed. The project involved four schools and 12 teachers designing classroom activities around specific games to support learners both within the formal national curriculum and in the context of…

Learning through Making: Emerging and Expanding Designs for College Classes

ERIC Educational Resources Information Center

Trust, Torrey; Maloy, Robert W.; Edwards, Sharon

2018-01-01

As higher education institutions seek to prepare an increasingly diverse population of students for a rapidly changing future, makerspaces offer a pedagogical approach for engaging all learners in active thinking and hands-on learning while promoting creativity, problem solving, and collaboration skills. In this paper, we discuss ways to integrate…

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

ERIC Educational Resources Information Center

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

2006-01-01

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

An Interactive Robotic Fish Exhibit for Designed Settings in Informal Science Learning

ERIC Educational Resources Information Center

Phamduy, Paul; Leou, Mary; Milne, Catherine; Porfiri, Maurizio

2017-01-01

Informal science learning aims to improve public understanding of STEM. Free-choice learners can be engaged in a wide range of experiences, ranging from watching entertaining educational videos to actively participating in hands-on projects. Efforts in informal science learning are often gauged by their ability to elicit interaction, to foster…

Collaboration and Knowledge Sharing Using 3D Virtual World on "Second Life"

ERIC Educational Resources Information Center

Rahim, Noor Faridah A.

2013-01-01

A collaborative and knowledge sharing virtual activity on "Second Life" using a learner-centred teaching methodology was initiated between Temasek Polytechnic and The Hong Kong Polytechnic University (HK PolyU) in the October 2011 semester. This paper highlights the author's experience in designing and implementing this e-learning…

The Business of: School Furniture: Innovative Designs for Tomorrow's Learning

ERIC Educational Resources Information Center

Lacey, Kylie

2013-01-01

As instruction shifts to a learner-centric, individualized approach with a focus on small group activities, heavy furniture that small hands cannot move on their own have become less desirable. The most popular pieces are lightweight, portable, and colorful. The Smith System furniture company encourages schools to select chairs and desks in their…

Triple Scheme of Learning Support Design for Scientific Discovery Learning Based on Computer Simulation: Experimental Research

ERIC Educational Resources Information Center

Zhang, Jianwei; Chen, Qi; Sun, Yanquing; Reid, David J.

2004-01-01

Learning support studies involving simulation-based scientific discovery learning have tended to adopt an ad hoc strategies-oriented approach in which the support strategies are typically pre-specified according to learners' difficulties in particular activities. This article proposes a more integrated approach, a triple scheme for learning…

College Online Developmental Reading Instruction: Creating a Path to Independent and Active Learning

ERIC Educational Resources Information Center

Johnson, E. Janet

2010-01-01

Online courses require students to be independent readers and efficient learners. College students who need developmental reading lack these qualities; consequently, faculty do not generally view developmental reading courses as appropriate for an online format. However, an effectively designed online course based on best practices can engage less…

Am I Extravert or Introvert? Considering the Personality Effect toward e-Learning System

ERIC Educational Resources Information Center

Al-Dujaily, Amal; Kim, Jieun; Ryu, Hokyoung

2013-01-01

A concern of computer-based learning system design is how to accommodate learners' individual differences during learning activities. Previous research suggests that adaptive e-learning systems can effectively address such individual differences and, consequently, they enable more directed tutoring via computer-assisted instruction. In this paper,…

Ownership, Risk-Taking, and Collaboration in an Elementary Language Arts Classroom.

ERIC Educational Resources Information Center

Sturdivant, Cynthia

1992-01-01

A teacher of fourth-, fifth-, and sixth-grade students with deafness in a residential school shares methods and activities found to be effective. The methods stress the importance of expectations for learners, ways that design of the learning environment can encourage student ownership, risk taking, and responsibility. (Author/DB)

Leveraging Digital Tools to Build Educative Curricula for Teachers: Two Promising Approaches

ERIC Educational Resources Information Center

Bates, Meg S.

2017-01-01

Well-designed curriculum materials include educative components that help teachers effectively plan, implement, and adapt activities for diverse learners. Digital materials offer several affordances over print materials in the format, fit, and flexibility of the educative information provided to teachers, as well as the ability of the materials to…

Activities for Differentiated Instruction Addressing All Levels of Bloom's Taxonomy and Eight Multiple Intelligences.

ERIC Educational Resources Information Center

Rule, Audrey C., Ed.; Lord, Linda Hurley, Ed.

This manuscript contains 13 curriculum units designed to enhance differentiated instruction for learners with special needs from grades 1-12, including gifted students. It integrates Benjamin S. Bloom's levels of cognitive understanding with Howard Gardner's eight domains of intelligence to provide a framework for individualized instruction. Each…

The Reading Disc: Learning to Read Using Interactive CD.

ERIC Educational Resources Information Center

Shaw, Simon

1991-01-01

Describes the development of an interactive compact disc on CD-ROM XA that was designed to help adults learn to read. The application of technology to learning is discussed, differences in learner control in computer-based systems are considered, virtual writing is described, and assessment activities available on the disc are explained. (five…

Status of teaching elementary science for English learners in science, mathematics and technology centered magnet schools

NASA Astrophysics Data System (ADS)

Han, Alyson Kim

According to the California Commission on Teacher Credentialing (2001), one in three students speaks a language other than English. Additionally, the Commission stated that a student is considered to be an English learner if the second language acquisition is English. In California more than 1.4 million English learners enter school speaking a variety of languages, and this number continues to rise. There is an imminent need to promote instructional strategies that support this group of diverse learners. Although this was not a California study, the results derived from the nationwide participants' responses provided a congruent assessment of the basic need to provide effective science teaching strategies to all English learners. The purpose of this study was to examine the status of elementary science teaching practices used with English learners in kindergarten through fifth grade in public mathematics, science, and technology-centered elementary magnet schools throughout the country. This descriptive research was designed to provide current information and to identify trends in the areas of curriculum and instruction for English learners in science themed magnet schools. This report described the status of elementary (grades K-5) school science instruction for English learners based on the responses of 116 elementary school teachers: 59 grade K-2, and 57 grade 3-5 teachers. Current research-based approaches support incorporating self-directed learning strategy, expository teaching strategy, active listening strategies, questioning strategies, wait time strategy, small group strategy, peer tutoring strategy, large group learning strategy, demonstrations strategy, formal debates strategy, review sessions strategy, mediated conversation strategy, cooperative learning strategy, and theme-based instruction into the curriculum to assist English learners in science education. Science Technology Society (STS) strategy, problem-based learning strategy, discovery learning strategy, constructivist learning strategy, learning cycle strategy, SCALE technique strategy, conceptual change strategy, inquiry-based strategy, cognitive academic language learning approach (CALLA) strategy, and learning from text strategy provide effective science teaching instruction to English learners. These science instructional strategies assist elementary science teachers by providing additional support to make science instruction more comprehensible for English learners.

Between the Social and the Selfish: Learner Autonomy in Online Environments

ERIC Educational Resources Information Center

Lewis, Tim

2013-01-01

This paper explores what it means to be an autonomous learner in an online social context. Using distinctions originally drawn by Jürgen Habermas, it argues that classic accounts of learner autonomy as teleological action are inadequate to explain learner activity in group settings. It points out that learners in such settings display attitudes…

Incorporating Different Designs of Interaction into Vocabulary Instruction: Its Effect on Learners' Lexical Depth in an EFL Context

ERIC Educational Resources Information Center

Zoghi, Masoud; Moradinejad, Alireza

2016-01-01

This study examined the effect of the interaction approach on young EFL learners' lexical depth in a private language institute in Talesh, Iran. To achieve this, a Michigan test was administered to 40 EFL learners. Those language learners who met the selection criterion, i.e., performed one standard deviation above and below the mean on the test…

Investigating Climate Change Issues With Web-Based Geospatial Inquiry Activities

NASA Astrophysics Data System (ADS)

Dempsey, C.; Bodzin, A. M.; Sahagian, D. L.; Anastasio, D. J.; Peffer, T.; Cirucci, L.

2011-12-01

In the Environmental Literacy and Inquiry middle school Climate Change curriculum we focus on essential climate literacy principles with an emphasis on weather and climate, Earth system energy balance, greenhouse gases, paleoclimatology, and how human activities influence climate change (http://www.ei.lehigh.edu/eli/cc/). It incorporates a related set of a framework and design principles to provide guidance for the development of the geospatial technology-integrated Earth and environmental science curriculum materials. Students use virtual globes, Web-based tools including an interactive carbon calculator and geologic timeline, and inquiry-based lab activities to investigate climate change topics. The curriculum includes educative curriculum materials that are designed to promote and support teachers' learning of important climate change content and issues, geospatial pedagogical content knowledge, and geographic spatial thinking. The curriculum includes baseline instructional guidance for teachers and provides implementation and adaptation guidance for teaching with diverse learners including low-level readers, English language learners and students with disabilities. In the curriculum, students use geospatial technology tools including Google Earth with embedded spatial data to investigate global temperature changes, areas affected by climate change, evidence of climate change, and the effects of sea level rise on the existing landscape. We conducted a designed-based research implementation study with urban middle school students. Findings showed that the use of the Climate Change curriculum showed significant improvement in urban middle school students' understanding of climate change concepts.

Photography activities for developing students’ spatial orientation and spatial visualization

NASA Astrophysics Data System (ADS)

Hendroanto, Aan; van Galen, Frans; van Eerde, D.; Prahmana, R. C. I.; Setyawan, F.; Istiandaru, A.

2017-12-01

Spatial orientation and spatial visualization are the foundation of students’ spatial ability. They assist students’ performance in learning mathematics, especially geometry. Considering its importance, the present study aims to design activities to help young learners developing their spatial orientation and spatial visualization ability. Photography activity was chosen as the context of the activity to guide and support the students. This is a design research study consisting of three phases: 1) preparation and designing 2) teaching experiment, and 3) retrospective analysis. The data is collected by tests and interview and qualitatively analyzed. We developed two photography activities to be tested. In the teaching experiments, 30 students of SD Laboratorium UNESA, Surabaya were involved. The results showed that the activities supported the development of students’ spatial orientation and spatial visualization indicated by students’ learning progresses, answers, and strategies when they solved the problems in the activities.

Analysis of a mammography teaching program based on an affordance design model.

PubMed

Luo, Ping; Eikman, Edward A; Kealy, William; Qian, Wei

2006-12-01

The wide use of computer technology in education, particularly in mammogram reading, asks for e-learning evaluation. The existing media comparative studies, learner attitude evaluations, and performance tests are problematic. Based on an affordance design model, this study examined an existing e-learning program on mammogram reading. The selection criteria include content relatedness, representativeness, e-learning orientation, image quality, program completeness, and accessibility. A case study was conducted to examine the affordance features, functions, and presentations of the selected software. Data collection and analysis methods include interviews, protocol-based document analysis, and usability tests and inspection. Also some statistics were calculated. The examination of PBE identified that this educational software designed and programmed some tools. The learner can use these tools in the process of optimizing displays, scanning images, comparing different projections, marking the region of interests, constructing a descriptive report, assessing one's learning outcomes, and comparing one's decisions with the experts' decisions. Further, PBE provides some resources for the learner to construct one's knowledge and skills, including a categorized image library, a term-searching function, and some teaching links. Besides, users found it easy to navigate and carry out tasks. The users also reacted positively toward PBE's navigation system, instructional aids, layout, pace and flow of information, graphics, and other presentation design. The software provides learners with some cognitive tools, supporting their perceptual problem-solving processes and extending their capabilities. Learners can internalize the mental models in mammogram reading through multiple perceptual triangulations, sensitization of related features, semantic description of mammogram findings, and expert-guided semantic report construction. The design of these cognitive tools and the software interface matches the findings and principles in human learning and instructional design. Working with PBE's case-based simulations and categorized gallery, learners can enrich and transfer their experience to their jobs.

Instructional Design and E-Learning: Examining Learners' Perspective in Malaysian Institutions of Higher Learning

ERIC Educational Resources Information Center

Hussin, Husnayati; Bunyarit, Fatimah; Hussein, Ramlah

2009-01-01

Purpose: This study aims to investigate the elements of effective instructional design in an e-learning environment in selected Malaysian higher learning institutions. In addition, the study also seeks to investigate the e-learning use behaviour among these e-learners. Design/methodology/approach: The study used the interview method of data…

Dualism-Based Design of the Introductory Chinese MOOC "Kit de contact en langue chinoise"

ERIC Educational Resources Information Center

Wang-Szilas, Jue; Bellassen, Joël

2017-01-01

This article reviews the existing Chinese language Massive Open Online Courses (MOOCs) and points out three problems in their design: the monism-based teaching method, the non-integration of cultural elements, and the lack of learner-learner interactions. It then presents the design principles of the Introductory Chinese MOOC in an attempt to…

Who Benefits from Cooperative Learning with Movement Activity?

ERIC Educational Resources Information Center

Shoval, Ella; Shulruf, Boaz

2011-01-01

The goal of this study is to identify learners who are most likely to benefit from a small group cooperative learning strategy, which includes tasks involving movement activities. The study comprised 158 learners from five second and third grade classes learning about angles. The research tools included structured observation of each learner and…

Confidence-based learning CME: overcoming barriers in irritable bowel syndrome with constipation.

PubMed

Cash, Brooks; Mitchner, Natasha A; Ravyn, Dana

2011-01-01

Performance of health care professionals depends on both medical knowledge and the certainty with which they possess it. Conventional continuing medical education interventions assess the correctness of learners' responses but do not determine the degree of confidence with which they hold incorrect information. This study describes the use of confidence-based learning (CBL) in an activity designed to enhance learners' knowledge, confidence in their knowledge, and clinical competence with regard to constipation-predominant IBS (IBS-C), a frequently underdiagnosed and misdiagnosed condition. The online CBL activity included multiple-choice questions in 2 modules: Burden of Care (BOC; 28 questions) and Patient Scenarios (PS; 9 case-based questions). After formative assessment, targeted feedback was provided, and the learner focused on material with demonstrated knowledge and/or confidence gaps. The process was repeated until 85% of questions were answered correctly and confidently (ie, mastery was attained). Of 275 participants (24% internal medicine, 13% gastroenterology, 32% family medicine, and 31% other), 249 and 167 completed the BOC and PS modules, respectively. Among all participants, 61.8% and 98.2% achieved mastery in the BOC and PS modules, respectively. Baseline mastery levels between specialties were significantly different in the BOC module (p = 0.002); no significant differences were evident between specialties in final mastery levels. Approximately one-third of learners were confident and wrong in topics of epidemiology, defining IBS and constipation, and treatments in the first iteration. No significant difference was observed between specialties for the PS module in either the first or last iterations. Learners achieved mastery in topics pertaining to IBS-C regardless of baseline knowledge or specialty. These data indicate that CME activities employing CBL can be used to address knowledge and confidence gaps. Copyright © 2010 The Alliance for Continuing Medical Education, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education.

Interprofessional Education and Practice Guide No. 6: Developing practice-based interprofessional learning using a short placement model.

PubMed

Anderson, Elizabeth Susan; Ford, Jenny; Kinnair, Daniel James

2016-07-01

Offering undergraduate and post-qualified learners opportunities to take part in, and reflect on, the nature of interprofessional working when in practice remains an important goal for interprofessional educators. There are a plethora of opportunities within hospital and community care for learners to actively participate in health and social care delivery where collaborative practice prevails. However, it remains challenging to know how to establish and sustain meaningful interprofessional practice-based learning. This is because profession-specific teaching is prioritised and many teams are under-resourced, leaving little time for additional teaching activities. In some instances, practitioners lack the knowledge concerning how to design meaningful interprofessional learning and often feel unprepared for this teaching because of limited interprofessional faculty development. Others are simply unaware of the presence of the different students within their practice area. This guide offers key lessons developed over many years for setting up practice-based interprofessional education. The learning model has been adapted and adopted in different settings and countries and offers a method for engaging clinical front-line practitioners in learning with, and from learners who can help support and in some instances advance care delivery.

The Lifelong Learner.

ERIC Educational Resources Information Center

Gross, Ronald

Designed to provide a general guide and stimuli for lifelong learning, this book examines all the positive factors of independent study. Lifelong learning is defined as self-directed growth free from the traditional schooling procedures. Chapters discuss the following: the lifelong learner; profiles of such learners in action; how to be…

Fundamental Elements of Transition Program Design

ERIC Educational Resources Information Center

Karmelita, Courtney

2017-01-01

Adult learners require supports and services to help them successfully transition into taking on the demands and expectations of college students. Transition programs have grown in popularity as a means to aid adult learners as they transition to higher education. Unfortunately, previous research on adult learner participation in transition…

Video Self-Modeling for English Language Learners

ERIC Educational Resources Information Center

Boisvert, Précille; Rao, Kavita

2015-01-01

Teachers of English language learners (ELLs), expected to address grade-level standards and prepare ELLs for standardized assessments, have the difficult task of designing instruction that meets the range of needs in their classrooms. When these learners have experienced limited or interrupted education, the challenges intensify. Whereas…

Online Learner Engagement: Opportunities and Challenges with Using Data Analytics

ERIC Educational Resources Information Center

Bodily, Robert; Graham, Charles R.; Bush, Michael D.

2017-01-01

This article describes the crossroads between learning analytics and learner engagement. The authors do this by describing specific challenges of using analytics to support student engagement from three distinct perspectives: pedagogical considerations, technological issues, and interface design concerns. While engaging online learners presents a…

Career Guidance for Special Needs Learners.

ERIC Educational Resources Information Center

White, Francis A., Jr.

1982-01-01

A career guidance institute for educators working with handicapped and disadvantaged learners included 10 hours of seminar/classroom guidance experiences devoted to theory. Each participant then undertook a 40-hour work internship designed to provide experiences and information about entry-level jobs that special needs learners could perform. (SK)

Leveraging e-learning in medical education.

PubMed

Lewis, Kadriye O; Cidon, Michal J; Seto, Teresa L; Chen, Haiqin; Mahan, John D

2014-07-01

e-Learning has become a popular medium for delivering instruction in medical education. This innovative method of teaching offers unique learning opportunities for medical trainees. The purpose of this article is to define the present state of e-learning in pediatrics and how to best leverage e-learning for educational effectiveness and change in medical education. Through addressing under-examined and neglected areas in implementation strategies for e-learning, its usefulness in medical education can be expanded. This study used a systematic database review of published studies in the field of e-learning in pediatric training between 2003 and 2013. The search was conducted using educational and health databases: Scopus, ERIC, PubMed, and search engines Google and Hakia. A total of 72 reference articles were suitable for analysis. This review is supplemented by the use of "e-Learning Design Screening Questions" to define e-learning design and development in 10 randomly selected articles. Data analysis used template-based coding themes and counting of the categories using descriptive statistics.Our search for pediatric e-learning (using Google and Hakia) resulted in six well-defined resources designed to support the professional development of doctors, residents, and medical students. The majority of studies focused on instructional effectiveness and satisfaction. There were few studies about e-learning development, implementation, and needs assessments used to identify the institutional and learners' needs. Reviewed studies used various study designs, measurement tools, instructional time, and materials for e-learning interventions. e-Learning is a viable solution for medical educators faced with many challenges, including (1) promoting self-directed learning, (2) providing flexible learning opportunities that would offer continuous (24h/day/7 days a week) availability for learners, and (3) engaging learners through collaborative learning communities to gain significant learning and augment continuous professional development. Several important recommendations for faculty instructors interested in providing and/or improving e-learning activities for today's learners are detailed. Copyright © 2014 Mosby, Inc. All rights reserved.

Universal Design for Instruction and Learning: A Pilot Study of Faculty Instructional Methods and Attitudes Related to Students with Disabilities in Higher Education

ERIC Educational Resources Information Center

Black, R. David; Weinberg, Lois A.; Brodwin, Martin G.

2014-01-01

Universal design in the education setting is a framework of instruction that aims to be inclusive of different learners to reduce barriers for all students, including those with disabilities. We used the principles of Universal Design for Learning (UDL focuses on the learner) and Universal Design for Instruction (UDI focuses on instruction) as the…

L2 Learners' Informal Online Interactions in Social Network Communities

ERIC Educational Resources Information Center

Malerba, Maria-Luisa

2012-01-01

This paper reports on a study on the use of social network sites (SNSs) designed for L2 learning, such as "Livemocha" and "Busuu", where learners autonomously seek opportunities for authentic interaction in spontaneous ways. The study consists in a longitudinal multiple case study approach to investigate learners' informal…

A Learner-Centred Mock Conference Model for Undergraduate Teaching

ERIC Educational Resources Information Center

Kumar, Kari

2011-01-01

This essay describes a mock conference model of instruction suitable for use in undergraduate teaching, and which adheres to principles of learner-centred instruction and universal design for learning. A staged process of learner preparation for the conference is outlined, and student and instructor roles during preconference, conference, and…

Relational Aggression: The Voices of Primary School Learners

ERIC Educational Resources Information Center

Botha, Johan

2014-01-01

The aim of this research was to explore and describe primary school learners' experiences of relational aggression at school. This was done within a qualitative research design with a phenomenological approach. In order to give a voice to primary school learners' lived experiences of relational aggression, 25 individual interviews were conducted…

Examining Distance Learners in Hybrid Synchronous Instruction: Successes and Challenges

ERIC Educational Resources Information Center

Romero-Hall, Enilda; Vicentini, Cristiane

2017-01-01

This paper reports on a case study investigating distance learners participating in graduate-level hybrid synchronous instruction. This research helps inform the design of hybrid synchronous instruction in which face-to-face and distance learners engage in class sessions. Data were collected using electronic journals, individual interviews, and a…

Appling Andragogy Theory in Photoshop Training Programs

ERIC Educational Resources Information Center

Alajlan, Abdulrahman Saad

2015-01-01

Andragogy is a strategy for teaching adults that can be applied to Photoshop training. Photoshop workshops are frequented by adult learners, and thus andragogical models for instruction would be extremely helpful for prospective trainers looking to improve their classroom designs. Adult learners are much different than child learners, given the…

Making It Personal: Performance-Based Assessments, Ubiquitous Technology, and Advanced Learners

ERIC Educational Resources Information Center

Arispe, Kelly; Burston, Jack

2017-01-01

This pedagogical implementation study advocates for performance-driven assessments to help learners become aware of and improve upon presentational speaking skills at the advanced level. A social media content creation tool, Adobe Spark Video, enabled learners to practice oral skills outside of class. The task design, implementation, and…

Learners with Dyslexia: Exploring Their Experiences with Different Online Reading Affordances

ERIC Educational Resources Information Center

Chen, Chwen Jen; Keong, Melissa Wei Yin; Teh, Chee Siong; Chuah, Kee Man

2015-01-01

To date, empirically derived guidelines for designing accessible online learning environments for learners with dyslexia are still scarce. This study aims to explore the learning experience of learners with dyslexia when reading passages using different online reading affordances to derive some guidelines for dyslexia-friendly online text. The…

Enhancement of collaboration activities utilizing 21st century learning design rubric

NASA Astrophysics Data System (ADS)

Cubero, Dave D.; Gargar, Clare V., Lady; Nallano, Gerlett Grace D.; Magsayo, Joy R.; Guarin, Rica Mae B.; Lahoylahoy, Myrna E.

2018-01-01

Twenty first century learners have incredibly diverse learning interests, needs, and aspirations. Engaging middle school students and sculpting successful, confident, and creative learners is a constant endeavor for educators [4]. In the 21st century classroom environments in which students can develop the skills they need in workplace. Collaboration occurs when students work together to create, discuss challenge and develop deeper critical thinking. In today's workplace, collaboration is essential as only few tasks are completed alone (Calgary and Park, 2016). The collaborative project-based curriculum used in this classroom develops the higher order thinking skills, effective communication skills, and knowledge of technology that students will need in the 21st century workplace. The study therefore aims to promote collaboration skills among learners as it is deemed as one of the top 21st century skills. Collaborative learning unleashes a unique intellectual and social synergy. This study aims to enhance the collaborative skills of students through conducting collaboration activities in learning the Ecosystem. This research utilizes pretest-posttest and employs descriptive research designs. It uses modified activities about the lesson on Ecosystem and utilizes a Collaboration Rubric to rate the modified activities. The activities were rated by ten In-Service teachers and there are 105 students who participated in doing the activities. The paired t-test is then used to analyze the data. The In-Service teachers evaluated the 1st and 2nd adapted activity and are rated as fair. Thus, the modified activities were enhanced since the ratings of each activity did not meet the criterion of the collaboration rubric. As for the 3rd adapted activity is rated as excellent and is ready for implementation. The evaluators provided comments and suggestions such as producing colored pictures on the activities, omitting some questions, and making the words simpler to enhance the activities. The findings of the study shows the students' performance in the posttest is higher than the pretest which indicates that there is a significant difference between the two tests given. The students' conceptual understanding was also improved after conducting the activities. Some students' outputs were Outstanding, Satisfactory, Fairly Satisfactory and Did Not Meet the Expectation. These results indicate that the students learned and developed their collaborative skills. The students found the activity interesting, enjoyable and useful. Furthermore, they understood the concept behind the activity.

Transformational Processes and Learner Outcomes for Online Learning: An Activity Theory Case Study of Spanish Students

ERIC Educational Resources Information Center

Terantino, Joseph M.

2009-01-01

The purpose of this exploratory study was to examine the actions of online language learners from an activity theoretical perspective. It also attempted to explain how the students' learning outcomes evolved from their online learning experiences. This explanation placed an emphasis on the learners' previous experiences, defining their activity…

Training Learners to Use Quizlet Vocabulary Activities on Mobile Phones in Vietnam with Facebook

ERIC Educational Resources Information Center

Tran, Phuong

2016-01-01

Mobile phone ownership among university students in Vietnam has reached almost 100%, exceeding that of Internet-capable desktop computers. This has made them increasingly popular to allow learners to carry out learning activities outside of the classroom, but some studies have suggested that learners are not always willing to engage in activities…

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…

Curriculum Planning for All Learners: Applying Universal Design for Learning (UDL) to a High School Reading Comprehension Program

ERIC Educational Resources Information Center

Meo, Grace

2008-01-01

The universal design for learning (UDL) principles provide a blueprint for designing a curriculum that addresses the diverse needs of all learners. The author provides an overview of UDL, connections to curriculum planning, and practical techniques that guide general and special education teachers in planning and implementing curriculum, using the…

Student knowledge and confidence in an elective clinical toxicology course using active-learning techniques.

PubMed

Thomas, Michael C; Macias-Moriarity, Liliairica Z

2014-06-17

To measure changes in students' knowledge and confidence scores after completing an elective clinical toxicology course in an accelerated doctor of pharmacy (PharmD) program. Various active-learning techniques were used to create a learner-centered environment. Approximately two-thirds of the course used student-led presentations. Some of those not presenting were assigned to be evaluators, responsible for asking the presenter a question or writing quiz questions based on the presented material. Other learner-centered activities included weekly quizzes and discussions at the conclusion of each presented topic. A test instrument designed to measure students' knowledge and associated level of confidence on each item was administered at the beginning and end of the course. Students' knowledge and confidence scores increased significantly from pretest to posttest. Students' increased confidence and knowledge scores were well correlated after course completion, indicating students were better able to self-assess these areas. These findings suggest that confidence could be an additional measure of students' metacognitive skill development.

The Development of Expert Learners in the Classroom

ERIC Educational Resources Information Center

Rahman, Saemah; Mahmud, Zuria; Yassin, Siti Fatimah Mohd; Amir, Ruslin; Ilias, Khadijah Wan

2010-01-01

The term "expert learner" refers to students who are actively engaged with the materials learned and take responsibility for their own learning. Literature reviews suggested the use of metacognitive approach to help develop students to become expert learners. Research on development of expert learners can be traced from movements that…

The Effect of Reading on Second-Language Learners' Production in Tasks

ERIC Educational Resources Information Center

Collentine, Karina

2016-01-01

Tasks provide engaging ways to involve learners in meaningful, real-world activities with the foreign language (FL). Yet selecting classroom tasks suitable to learners' linguistic readiness is challenging, and task-based research is exploring the relationship between learners' overall abilities (e.g., reading, grammatical) and the complexity and…

Multi-Perspective Indexing of Diverse Spatial Characteristics of an Outdoor Field toward Redesigning of Real-World Learning

ERIC Educational Resources Information Center

Okada, Masaya; Tada, Masahiro

2014-01-01

Real-world learning is important because it encourages learners to obtain knowledge through various experiences. To design effective real-world learning, it is necessary to analyze the diverse learning activities that occur in real-world learning and to develop effective strategies for learning support. By inventing the technologies of multimodal…

Teaching Physical Education in the Secondary Schools.

ERIC Educational Resources Information Center

Lindeburg, Franklin A.

This book, based upon the unit plan of teaching, is designed as a guide for the physical education teacher who must teach an activity in an area in which (s)he is not expert. It is divided into three sections: the student-teacher relationship; the teacher-learner process; and the teacher-student classroom learning situation. Section One presents a…

A Constructionism Framework for Designing Game-Like Learning Systems: Its Effect on Different Learners

ERIC Educational Resources Information Center

Li, Zhong-Zheng; Cheng, Yuan-Bang; Liu, Chen-Chung

2013-01-01

Game-like learning systems such as simulation games and digital toys are increasingly being applied to foster higher-level abilities in educational contexts, as they may facilitate an active learning experience. However, the effect of such game-like learning systems is not guaranteed because students may only be interested in the fantasy…

Emotion Recognition and Communication for Reducing Second-Language Speaking Anxiety in a Web-Based One-to-One Synchronous Learning Environment

ERIC Educational Resources Information Center

Chen, Chih-Ming; Lee, Tai-Hung

2011-01-01

e-Learning is becoming an increasingly popular educational paradigm because of the rapid growth of the Internet. Recent studies have argued that affective modelling (ie, considering a learner's emotional or motivational state) should also be considered while designing learning activities. Many studies indicated that various learning emotions…

Security. Review Software for Advanced CHOICE. CHOICE (Challenging Options in Career Education).

ERIC Educational Resources Information Center

Pitts, Ilse M.; And Others

CHOICE Security is an Apple computer game activity designed to help secondary migrant students memorize their social security numbers and reinforce job and role information presented in "Career Notes, First Applications." The learner may choose from four time options and whether to have the social security number visible on the screen or…

Designing, Developing and Implementing a Software Tool for Scenario Based Learning

ERIC Educational Resources Information Center

Norton, Geoff; Taylor, Mathew; Stewart, Terry; Blackburn, Greg; Jinks, Audrey; Razdar, Bahareh; Holmes, Paul; Marastoni, Enrique

2012-01-01

The pedagogical value of problem-based and inquiry-based learning activities has led to increased use of this approach in many courses. While scenarios or case studies were initially presented to learners as text-based material, the development of modern software technology provides the opportunity to deliver scenarios as e-learning modules,…

A New Model for the World of Instructional Design: A New Model

ERIC Educational Resources Information Center

Isman, Aytekin; Caglar, Mehmet; Dabaj, Fahme; Ersozlu, Hatice

2005-01-01

Like all models, the new model is also based on a theoretical foundation; constructivism, which emphasis is placed on the learner or the student rather than the teacher or the instructor. Students learn by fitting new information together with what they already know. People learn best when they actively construct their own understanding. The new…

Designing a Women's Refuge: An Interdisciplinary Health, Architecture and Landscape Collaboration

ERIC Educational Resources Information Center

Dean, Suzanne; Williams, Claire; Donnelly, Samantha; Levett-Jones, Tracy

2017-01-01

University programs are currently faced with a number of challenges: how to engage students as active learners, how to ensure graduates are "work ready" with broad and relevant professional skills, and how to support students to see their potential as agents of social change and contributors to social good. This paper presents the…

A Systematic Approach to Educating the Emerging Adult Learner in Undergraduate Management Courses

ERIC Educational Resources Information Center

Dachner, Alison M.; Polin, Beth

2016-01-01

Management education research has provided educators with new instructional tools to improve course design and update the methods used in the classroom. In an effort to provide the typical undergraduate management student with the best possible learning experience and outcomes, it is important to recognize how and why these new activities benefit…

Encouraging Contributions in Learning Networks Using Incentive Mechanisms

ERIC Educational Resources Information Center

Hummel, H. G. K.; Burgos, D.; Tattersall, C.; Brouns, F.; Kurvers, H.; Koper, R.

2005-01-01

We investigate incentive mechanisms to increase active participation in Learning Networks (LNs). The LN under study is LN4LD, an LN for the exchange of information about the IMS Learning Design specification. We examine how to encourage learners in LN4LD to contribute their knowledge, and whether incentive mechanisms can increase the level of…

Designing Social Online Math Activities

ERIC Educational Resources Information Center

Gedeborg, Samuel

2016-01-01

One of the major benefits of the face-to-face teaching environment is that social interaction opportunities are a natural part of the course: Learners meet in the same room for the same allotted period of time each week. This social opportunity is not organic to online courses; therefore, to have this social interaction as a part of online classes…

How to Start Your Own Business. Women Entrepreneurs Project. Instructional Materials.

ERIC Educational Resources Information Center

McCaslin, Barbara S.; McNamara, Patricia P.

This text consisting of eight learning activities packages (LAP's) was developed during the California Women Entrepreneurs Project for use in a course designed to help women entrepreneurs learn how to start their own small business. The LAP's included here are self-paced, student-centered modules which take the learner step by step through the…

On-Line Learning Materials for the Science Classroom: Design Methodology and Implementation.

ERIC Educational Resources Information Center

Hoffman, Joseph L.; And Others

The recent introduction of the Internet into classrooms provides an opportunity for learners to access a wide range of digital resources on the World Wide Web. The development of on-line learning materials can support inquiry-based activities for students as they pursue questions of interest, plan searches, and analyze their findings. This paper…

Methods and Strategies: Using Acorns to Generate an Entire Alphabet. Nature Walks Empower Young Bilingual Learners

ERIC Educational Resources Information Center

Arreguin-Anderson, Maria Guadalupe; Alanis, Iliana; Gonzalez, Irasema Salinas

2016-01-01

The increasing presence of linguistically diverse young children in U.S. public schools has prompted science educators to recognize the need for approaches that are inclusive and sensitive to students' academic needs. The challenge is to design lessons that provide language support while actively engaging children in authentic scientific inquiry.…

Making Connections: Intentional Teaching for Integrative Learning

ERIC Educational Resources Information Center

Higgs, Bettie, Ed.; Kilcommins, Shane, Ed.; Ryan, Tony, Ed.

2010-01-01

In this volume the authors document examples of programmes/courses/activities that are designed intentionally to build students' capacity to be integrative thinkers and learners. In doing so they try to analyse and name the learning that is taking place, and so make it visible to the reader. The work is intended as a resource for all those…

Helping Students To Persist in a Distance Education Program: The Role of the Teacher.

ERIC Educational Resources Information Center

Care, W. Dean

Teachers can assume different roles in a distance education environment, but teachers should appreciate their importance in helping learners persist in a distance education activity. In order to discover what distance education students regarded as helpful teacher behaviors, a questionnaire was designed and mailed to 334 1993-94 graduates of the…

Increasing Student Interest and Attitudes in STEM: Professional Development and Activities to Engage and Inspire Learners

ERIC Educational Resources Information Center

Hayden, Katherine; Ouyang, Youwen; Scinski, Lidia; Olszewski, Brandon; Bielefeldt, Talbot

2011-01-01

The iQUEST (investigations for Quality Understanding and Engagement for Students and Teachers) project is designed to promote student interest and attitudes toward careers in science, technology, engineering, and mathematics (STEM). The project targets seventh- and eighth-grade science classrooms that serve high percentages of Hispanic students.…

Enhancing Academic Investment through Home-School Connections and Building on ELL Students' Scholastic Funds of Knowledge

ERIC Educational Resources Information Center

Johnson, Eric J.; Johnson, Angela B.

2016-01-01

This discussion examines an academic intervention designed to enhance the motivation and classroom engagement of English Language Learners (ELLs) during literacy-based activities. Stemming from a sociocultural perspective of literacy (Au, 1993; Perez, 2004) within a funds of knowledge framework (González, Moll, & Amanti , 2005), our approach…

From Tutor Scripts to Talking Sticks: 100 Ways to Differentiate Instruction in K-12 Inclusive Classrooms

ERIC Educational Resources Information Center

Kluth, Paula; Danaher, Sheila

2010-01-01

Differentiated instruction engages students of all abilities as active learners, decision-makers, and problem solvers--making educational experiences more meaningful for all. This one-of-a-kind book proves that designing differentiated instruction can be simple and fun! Packed with creative adaptation ideas like fidget bags, doodle notes, and…

Demonstrating the CollaTrEx Framework for Collaborative Context-Aware Mobile Training and Exploration

ERIC Educational Resources Information Center

Botev, Jean

2016-01-01

The CollaTrEx framework for collaborative context-aware mobile training and exploration is designed for the in-situ collaboration within groups of learners performing together diverse educational activities to explore their environment in a fun and intuitive way. It employs both absolute and relative spatio-temporal context for determining…

Immigrant Learners and Their Families: Literacy To Connect the Generations. Language in Education: Theory & Practice 84.

ERIC Educational Resources Information Center

Weinstein-Shr, Gail, Ed.; Quintero, Elizabeth, Ed.

Teachers' and developers' descriptions of intergenerational literacy programs for immigrants are collected here. Topics addressed include appropriate program design, the quality of intergenerational collaboration, student journals, learner-centered curriculum design, traditional and personal storytelling as a literacy approach, education and…

Can the Physical Environment Have an Impact on the Learning Environment?

ERIC Educational Resources Information Center

Lippman, Peter C.

2010-01-01

This article argues in favour of challenging "best practice" generally accepted by the architectural profession by embracing a responsive design approach for creating learning environments. Such an approach accepts that the environment shapes the learner, and that learners influence their environment. A responsive design approach would embrace the…

Learner Assessment Methods Using a Computer Based Interactive Videodisc System.

ERIC Educational Resources Information Center

Ehrlich, Lisa R.

This paper focuses on item design considerations faced by instructional designers and evaluators when using computer videodisc delivery systems as a means of assessing learner comprehension and competencies. Media characteristics of various interactive computer/videodisc training systems are briefly discussed as well as reasons for using such…

Microevaluating Learners' Task-Specific Motivation in a Task-Based Business Spanish Course

ERIC Educational Resources Information Center

Torres, Julio; Serafini, Ellen J.

2016-01-01

Scholars of task-based language teaching (TBLT) advocate for the identification of learners' communicative needs to inform syllabus design, particularly in language for specific purposes contexts (e.g., Long 2015). However, little research has applied TBLT principles in designing Spanish for specific purposes curricula. Moreover, despite the…

Can You Keep Learners Online?

ERIC Educational Resources Information Center

Zielinski, Dave

2000-01-01

Reasons people do not complete online training courses include (1) no incentives, (2) lack of connectedness, (3) learner preference for instructor-led courses, (4) poor course design, (5) "some is enough," and (6) lack of perks. Course delivery must consider three elements: the technology, course design, and the learning environment. (JOW)

Universal Design for Learning: Guidelines for Accessible Online Instruction

ERIC Educational Resources Information Center

Rogers-Shaw, Carol; Carr-Chellman, Davin J.; Choi, Jinhee

2018-01-01

Universal Design for Learning (UDL) is a framework for the teaching-learning transaction that conceptualizes knowledge through learner-centered foci emphasizing accessibility, collaboration, and community. Given the importance of access to achieving social justice, UDL is a promising approach to meeting all learners' needs more effectively. In…

Research Report

NASA Astrophysics Data System (ADS)

Dawes, Lyn

2004-06-01

This paper examines what is important about talk between learners during school science and, having identified this, suggests how we can ensure that what we consider important happens. By looking at the interaction between teachers and learners talking about science, it is possible to indicate ways in which learners can be helped to continue this learning conversation with one another when teacher support is withdrawn. Strategies for teaching and learning are examined. The paper reports on the findings of a research project designed to teach children how to negotiate their ideas about science concepts through rational dialogue. Children's development of scientific concepts in classrooms is undertaken through structured activity and mediated through oral language. Children must move forward simultaneously in their use of specialized vocabulary and in their understanding of current scientific explanations, models and ideas. New language and new ways of using language are learned by doing, which means for children, primarily speaking and listening. Children's understanding of science can benefit from teaching them to understand that spoken language is a powerful tool for thinking together.

The Effects of Generative Learning Strategy Prompts and Metacognitive Feedback on Learners' Self-Regulation, Generation Process, and Achievement

ERIC Educational Resources Information Center

Lee, Hyeon Woo

2008-01-01

Instructional designers need to understand the internal processes of learning, identify learners' cognitive difficulties with those processes, and create strategies to help learners overcome those difficulties. Generative learning theory, one conception of human learning about cognitive functioning and process, emphasizes that meaningful learning…

Building Guided Inquiry Teams for 21st-Century Learners

ERIC Educational Resources Information Center

Kuhlthau, Carol C.; Maniotes, Leslie K.

2010-01-01

How can students learn to think for themselves, make good decisions, develop expertise, and become lifelong learners in a rapidly changing information environment? How can students learn, create, and find meaning from multiple sources of information? These are fundamental questions facing educators in designing schools for 21st-century learners.…

How Learners' Interactions Sustain Engagement: A MOOC Case Study

ERIC Educational Resources Information Center

Sunar, Ayse Saliha; White, Su; Abdullah, Nor Aniza; Davis, Hugh C.

2017-01-01

In 2015, 35 million learners participated online in 4,200 MOOCs organized by over 500 universities. Learning designers orchestrate MOOC content to engage learners at scale and retain interest by carefully mixing videos, lectures, readings, quizzes, and discussions. Universally, far fewer people actually participate in MOOCs than originally sign up…

Cognitive Style FD/I: An Important Learner Characteristic for Educational Technologists.

ERIC Educational Resources Information Center

Chinien, Chris A.; Boutin, France

1993-01-01

Reviews the literature on the cognitive style field dependent/field independent (FD/FI) and suggests implications for educational technologists in their efforts to address individual differences among learners during the instructional design process that would narrow the differential learning gain between FD and FI learners. Testing for FD/FI is…

Teaching Iranian Elementary EFL Learners to Say "No" Politely: An Interlanguage Pragmatic Study

ERIC Educational Resources Information Center

Sa'd, Seyyed Hatam Tamimi; Gholami, Javad

2017-01-01

This quasi-experimental study adopted a pretest/posttest design to investigate the effect of instructional intervention in teaching polite refusal strategies explicitly on Iranian EFL learners' performance of the speech act of refusing. The participants, consisting of 24 male elementary EFL learners aged 12-18, responded to a discourse completion…

Scaffolding Learner Autonomy in Online University Courses

ERIC Educational Resources Information Center

Ribbe, Elisa; Bezanilla, María José

2013-01-01

This paper deals with the question in what ways teachers and course designers can support the development and exertion of learner autonomy among online university students. It advocates that a greater attention to learner autonomy could help more students to complete their course successfully and thus contribute the decrease of the high dropout…

Effectiveness of Adaptive Assessment versus Learner Control in a Multimedia Learning System

ERIC Educational Resources Information Center

Chen, Ching-Huei; Chang, Shu-Wei

2015-01-01

The purpose of this study was to explore the effectiveness of adaptive assessment versus learner control in a multimedia learning system designed to help secondary students learn science. Unlike other systems, this paper presents a workflow of adaptive assessment following instructional materials that better align with learners' cognitive…

The Healthy Learner Model for Student Chronic Condition Management--Part II: The Asthma Initiative

ERIC Educational Resources Information Center

Erickson, Cecelia DuPlessis; Splett, Patricia L.; Mullett, Sara Stoltzfus; Jensen, Charlotte; Belseth, Stephanie Bisson

2006-01-01

The Healthy Learner Asthma Initiative (HLAI) was designed as a comprehensive, school-community initiative to improve asthma management and produce healthy learners. National asthma guidelines were translated into components of asthma management in the school setting that defined performance expectations and lead to greater quality and consistency…

The Effectiveness of Storytelling on Adult Learning

ERIC Educational Resources Information Center

Caminotti, Enzo; Gray, Jeremy

2012-01-01

Purpose: As two doctoral students and adult learners, the authors strongly believe that story telling can be a great tool for educators working with adult learners. The purpose of this paper is to increase awareness of how effective storytelling can be for adult learners. Design/methodology/approach: The approach of this paper is one of gathering…

Digital Native and Digital Immigrant Use of Scholarly Network for Doctoral Learners

ERIC Educational Resources Information Center

Berman, Ronald; Hassell, Deliesha

2014-01-01

The Doctoral Community Network (DC) is a learner driven, scholarly community designed to help online doctoral learners successfully complete their dissertation and program of study. While digital natives grew up in an environment immersed in technology, digital immigrants adapted to this environment through their ability to learn and adjust to…

Logs Analysis of Adapted Pedagogical Scenarios Generated by a Simulation Serious Game Architecture

ERIC Educational Resources Information Center

Callies, Sophie; Gravel, Mathieu; Beaudry, Eric; Basque, Josianne

2017-01-01

This paper presents an architecture designed for simulation serious games, which automatically generates game-based scenarios adapted to learner's learning progression. We present three central modules of the architecture: (1) the learner model, (2) the adaptation module and (3) the logs module. The learner model estimates the progression of the…

Addressing the Assessment Dilemma of Additional Language Learners through Dynamic Assessment

ERIC Educational Resources Information Center

Omidire, M. F.; Bouwer, A. C.; Jordaan, J. C.

2011-01-01

Many learners with an additional language (AL) as their language of learning and teaching (LoLT) have not acquired the level of proficiency required for them to demonstrate their knowledge and achieve the desired outcome on assessment tasks given in that language. Using instruments designed for fully fluent learners and covertly including…

Assessing Adult Learner's Numeracy as Related to Gender and Performance in Arithmetic

ERIC Educational Resources Information Center

Awofala, Adeneye O. A.; Anyikwa, Blessing E.

2014-01-01

The study investigated adult learner numeracy as related to gender and performance in arithmetic among 32 Nigerian adult learners from one government accredited adult literacy centre in Lagos State using the quantitative research method within the blueprint of descriptive survey design. Data collected were analysed using the descriptive statistics…

Learner Perceptions of Biophilia and the Learning Environment: A Phenomenological Study

ERIC Educational Resources Information Center

Matteson, Donna

2013-01-01

The purpose of this study was to address a local university's need to promote learner-centered instruction and collaboration through classroom design. Learner-centered collaborative experiences were proposed by the local university to enhance student satisfaction and build social connections and appreciation of diversity. This study builds on…

Advanced Heritage Learners of Spanish: A Sociolinguistic Profile for Pedagogical Purposes

ERIC Educational Resources Information Center

Alarcon, Irma

2010-01-01

This article reports on an extensive survey administered to advanced heritage language (HL) learners to examine their language behaviors, attitudes, and backgrounds. To date, there have been no detailed categorizations of advanced HL learners to guide classroom instruction and curriculum design. Thus the present study is a first attempt to fill…

The Effect of Pacing on Learners' Perceptions of Pedagogical Agents

ERIC Educational Resources Information Center

Schroeder, Noah L.; Craig, Scotty D.

2017-01-01

This study examined the influence of three levels of learner control on learners' perceptions when learning with a pedagogical agent. Pedagogical agents have shown promise for improving learning and connections with learning materials within video-based instruction, and research has shown that agent design choices can influence how agents are…

Pseudoscience in Instructional Technology: The Case of Learner Control Research.

ERIC Educational Resources Information Center

Reeves, Thomas C.

Scientific research that is conducted without the structure of a supporting scientific paradigm should be labeled pseudoscience in that such research is deceptive or false science. It is argued that much of the research in educational technology is pseudoscience, with the focus on learner control research. Learner control is the design feature of…

Designing Mobile LMS Interfaces: Learners' Expectations and Experiences

ERIC Educational Resources Information Center

Ssekakubo, Grace; Suleman, Hussein; Marsden, Gary

2013-01-01

Purpose: This paper aims to present findings of a study that was carried out to identify strategies of enabling learners in developing countries to fully exploit the potential of learning management systems (LMSs). The study set out to: identify the services of learning management systems that are most needed and desired by university learners in…

Developing Exemplar Interactive Multimedia Instruction for Unmanned Aircraft System Repairers

DTIC Science & Technology

2017-08-01

material and also compared the effectiveness of two different IMI design approaches used to progress the learner through the various training modules...instruction. For the Hydraulics Theory and Components, we compared the learner-controlled Interactive Multimedia Instruction and the designer ... Design Three UAS Repairer IMI modules were developed, and the effectiveness of each was compared to the current live instruction covering the

Motivational Elements of Digital Instructional Games: A Study of Young L2 Learners' Game Designs

ERIC Educational Resources Information Center

Butler, Yuko Goto

2017-01-01

This article focuses on the design of digital instructional game (DIG) tasks for young second language (L2) learners. The aim of the study is to identify motivational task elements based on what children respond to positively in games and incorporate into their own L2 vocabulary learning game designs. Eighty-two sixth-grade students (ages 11-12…

Comparing Learner Community Behavior in Multiple Presentations of a Massive Open Online Course

ERIC Educational Resources Information Center

Gallagher, Silvia Elena; Savage, Timothy

2015-01-01

Massive Online Open Courses (MOOCs) can create large scale communities of learners who collaborate, interact and discuss learning materials and activities. MOOCs are often delivered multiple times with similar content to different cohorts of learners. However, research into the differences of learner communication, behavior and expectation between…

Comparing Learner Community Behavior in Multiple Presentations of a Massive Open Online Course

ERIC Educational Resources Information Center

Gallagher, Silvia Elena; Savage, Timothy

2016-01-01

Massive Online Open Courses (MOOCs) can create large scale communities of learners who collaborate, interact and discuss learning materials and activities. MOOCs are often delivered multiple times with similar content to different cohorts of learners. However, research into the differences of learner communication, behavior and expectation between…

Investigating the Measurement of Grammatical Knowledge and Civics Content Knowledge in the Context of an English-for Specific-Purposes Program Designed for Adult Learners with Low English Proficiency

ERIC Educational Resources Information Center

Dakin, Jee Wha

2010-01-01

In the context of adult learners with low English proficiency enrolled in an organization offering instruction in both language and civics content, the purpose of the study was to determine. (1) the nature of grammatical knowledge in the context in the learners' second language (L2) and the nature of civics content knowledge in the learners' first…

Motivation Classification and Grade Prediction for MOOCs Learners

PubMed Central

Xu, Bin; Yang, Dan

2016-01-01

While MOOCs offer educational data on a new scale, many educators find great potential of the big data including detailed activity records of every learner. A learner's behavior such as if a learner will drop out from the course can be predicted. How to provide an effective, economical, and scalable method to detect cheating on tests such as surrogate exam-taker is a challenging problem. In this paper, we present a grade predicting method that uses student activity features to predict whether a learner may get a certification if he/she takes a test. The method consists of two-step classifications: motivation classification (MC) and grade classification (GC). The MC divides all learners into three groups including certification earning, video watching, and course sampling. The GC then predicts a certification earning learner may or may not obtain a certification. Our experiment shows that the proposed method can fit the classification model at a fine scale and it is possible to find a surrogate exam-taker. PMID:26884747

Motivation Classification and Grade Prediction for MOOCs Learners.

PubMed

Xu, Bin; Yang, Dan

2016-01-01

While MOOCs offer educational data on a new scale, many educators find great potential of the big data including detailed activity records of every learner. A learner's behavior such as if a learner will drop out from the course can be predicted. How to provide an effective, economical, and scalable method to detect cheating on tests such as surrogate exam-taker is a challenging problem. In this paper, we present a grade predicting method that uses student activity features to predict whether a learner may get a certification if he/she takes a test. The method consists of two-step classifications: motivation classification (MC) and grade classification (GC). The MC divides all learners into three groups including certification earning, video watching, and course sampling. The GC then predicts a certification earning learner may or may not obtain a certification. Our experiment shows that the proposed method can fit the classification model at a fine scale and it is possible to find a surrogate exam-taker.

Emotion Chat: A Web Chatroom with Emotion Regulation for E-Learners

NASA Astrophysics Data System (ADS)

Zheng, Deli; Tian, Feng; Liu, Jun; Zheng, Qinghua; Qin, Jiwei

In order to compensate for lack of emotion communication between teachers and students in e-learning systems, we have designed and implemented the EmotionChat -- a web chatroom with emotion regulation. EmotionChat perceives e-learners' emotional states based on interactive text. And it recommends resources such as music, cartoons, and mottos to an e-learner when it detects negative emotional states. Meanwhile, it recommends emotion regulation cases to the e-learner's listeners and teachers. The result of our initial experiment shows that EmotionChat can recommend valuable emotion regulation policies for e-learners.

Trait Based Assessment on Teaching Writing Skill for EFL Learners

ERIC Educational Resources Information Center

Asrobi, Maman; Prasetyaningrum, Ari

2017-01-01

This study was conducted in order to investigate the effectiveness of trait based assessment on teaching writing skill for EFL learners. Designed as pre-experimental study with one group pretest and posttest design, it examined 20 students of the second semester of English Department of "Hamzanwadi University" in the academic year…

Real-Time Courseware Design: The LAVAC Video Sequencer[R].

ERIC Educational Resources Information Center

Toma, Tony

Teachers have acknowledged the richer learning environment and interactivity of multimedia teaching, its flexibility to different learning styles, and learner control that allows the learner to fully engage in the learning process. However, they still have problems in courseware design because their work is mainly centered on exercises and not on…

Exploring an Appropriate Instructional Design Model for Continuing Medical Education

ERIC Educational Resources Information Center

Omrani, Soghra; Fardanesh, Hashem; Hemmati, Nima; Hemmati, Naser

2012-01-01

Instruction, even when designed and based on sound instructional principles, oftentimes does not stimulate learners' motivation to learn. The result may be that learners may not be motivated to pursue lifelong learning and use the knowledge and skills learned to deliver patient care. The purpose of this study was to identify an appropriate…

Learner Perspectives on Task Design for Oral-Visual eTandem Language Learning

ERIC Educational Resources Information Center

El-Hariri, Yasmin

2016-01-01

Constituting a more specific form of online collaboration, eTandem Language Learning (eTLL) shows great potential for non-formal, self-directed language learning. Research in this field, particularly regarding task design, is still scarce. Focusing on their beliefs and attitudes, this article examines what learners think about how…

Factors Impacting Students' Online Learning Experience in a Learner-Centred Course

ERIC Educational Resources Information Center

Wu, Y.

2016-01-01

Technologies bring a new era of content presentation for online teaching and learning. With more instructors adopting new tools to design online teaching materials, students are often put into learning contexts with certain new design components. Assessing learner experience and outcome in these contexts is challenging because of the complexity…

Learning by Example: Designing and Developing Linked Data Application

ERIC Educational Resources Information Center

Tharani, Karim

2016-01-01

According to constructivist theory of learning, new knowledge is learned on the basis of what is already known by learners. Thus for an emerging and transformative technology such as Linked Data to be learned, the technology must be made relevant for learners and must be compatible with their skillset. Designing and developing Linked Data…

Online Survey on Instructional Strategies for English Language Learners with Disabilities. Report 13

ERIC Educational Resources Information Center

Albus, Deb; Shyyan, Vitaliy; Thurlow, Martha L.

2006-01-01

The current study, an online survey about instructional strategies for English language learners (ELLs) with disabilities, was designed to build on the findings of the previous study about educator perceptions of instructional strategies. Although the current study did not use consensus building methods, it was similarly designed to obtain…

Design Criteria for Visual Cues Used in Disruptive Learning Interventions within Sustainability Education

ERIC Educational Resources Information Center

Tillmanns, Tanja; Holland, Charlotte; Filho, Alfredo Salomão

2017-01-01

This paper presents the design criteria for Visual Cues--visual stimuli that are used in combination with other pedagogical processes and tools in Disruptive Learning interventions in sustainability education--to disrupt learners' existing frames of mind and help re-orient learners' mind-sets towards sustainability. The theory of Disruptive…

Learner-Generated Content and Engagement in Second Language Task Performance

ERIC Educational Resources Information Center

Lambert, Craig; Philp, Jenefer; Nakamura, Sachiko

2017-01-01

This study investigates the benefits of designing second language (L2) learning tasks to operate on learner-generated content (related to actual content in their lives and experiences) as opposed to teacher-generated content typical of current approaches to L2 task design (fictitious ideas and events created to provide an opportunity for…

Common Mobile Learning Characteristics--An Analysis of Mobile Learning Models and Frameworks

ERIC Educational Resources Information Center

Imtinan, Umera; Chang, Vanessa; Issa, Tomayess

2013-01-01

Mobile learning offers learning opportunities to learners without the limitations of time and space. Mobile learning has introduced a number of flexible options to the learners across disciplines and at different educational levels. However, designing mobile learning content is an equally challenging task for the instructional designers.…

Dynamic visualizations as tools for supporting cosmological literacy

NASA Astrophysics Data System (ADS)

Buck, Zoe Elizabeth

My dissertation research is designed to improve access to STEM content through the development of cosmology visualizations that support all learners as they engage in cosmological sense-making. To better understand how to design visualizations that work toward breaking cycles of power and access in the sciences, I orient my work to following "meta-question": How might educators use visualizations to support diverse ways of knowing and learning in order to expand access to cosmology, and to science? In this dissertation, I address this meta-question from a pragmatic epistemological perspective, through a sociocultural lens, following three lines of inquiry: experimental methods (Creswell, 2003) with a focus on basic visualization design, activity analysis (Wells, 1996; Ash, 2001; Rahm, 2012) with a focus on culturally and linguistically diverse learners, and case study (Creswell, 2000) with a focus on expansive learning at a planetarium (Engestrom, 2001; Ash, 2014). My research questions are as follows, each of which corresponds to a self contained course of inquiry with its own design, data, analysis and results: 1) Can mediational cues like color affect the way learners interpret the content in a cosmology visualization? 2) How do cosmology visualizations support cosmological sense-making for diverse students? 3) What are the shared objects of dynamic networks of activity around visualization production and use in a large, urban planetarium and how do they affect learning? The result is a mixed-methods design (Sweetman, Badiee & Creswell, 2010) where both qualitative and quantitative data are used when appropriate to address my research goals. In the introduction I begin by establishing a theoretical framework for understanding visualizations within cultural historical activity theory (CHAT) and situating the chapters that follow within that framework. I also introduce the concept of cosmological literacy, which I define as the set of conceptual, semiotic and cognitive resources required to understand the scientific Universe on a cosmological scale. In the first chapter I use quantitative methods to investigate how 122 postsecondary learners relied on mediational cues like color to interpret dark matter in a cosmology visualization. My results show that color can have a profound effect on the way that audiences interpret a dynamic cosmology visualization, suggesting a closer look at learning activity. Thus in the second chapter I look at how the visualizations are used by small groups of community college students to make sense of cosmology visualizations. I present evidence that when we look past linguistic fluency, visualizations can scaffold cosmological sense-making, which I define as engaging in object-oriented learning activity mediated by concepts and practices associated with cosmological literacy. In the third chapter I present a case study of an urban planetarium trying to define its goals at a time of transition, during and after the development of a visualization-based planetarium show. My analysis reveals several historical contradictions that appear to impel a shift toward affective goals within the institution, and driving the implementation of visualizations, particularly in the context of immersive planetarium shows. I problematize this result by repositioning the shift toward affective goals in the context of equity and diversity. Finally in my conclusion I present broad recommendations for visualization design and implementation based on my findings.

Popular Culture, English Out-of-Class Activities, and Learner Autonomy among Highly Proficient Secondary Students in Hong Kong

ERIC Educational Resources Information Center

Chan, Hoi Wing

2016-01-01

This paper reports on how and why proficient learners of English in Hong Kong participated in popular culture, out-of-class activities, with an emphasis on their development of learner autonomy. Autonomy in language learning is defined as an individual's ability and responsibility to take charge of his or her own learning [1]. Out-of-class…

Personalized E- learning System Based on Intelligent Agent

NASA Astrophysics Data System (ADS)

Duo, Sun; Ying, Zhou Cai

Lack of personalized learning is the key shortcoming of traditional e-Learning system. This paper analyzes the personal characters in e-Learning activity. In order to meet the personalized e-learning, a personalized e-learning system based on intelligent agent was proposed and realized in the paper. The structure of system, work process, the design of intelligent agent and the realization of intelligent agent were introduced in the paper. After the test use of the system by certain network school, we found that the system could improve the learner's initiative participation, which can provide learners with personalized knowledge service. Thus, we thought it might be a practical solution to realize self- learning and self-promotion in the lifelong education age.

Gamification in Action: Theoretical and Practical Considerations for Medical Educators.

PubMed

Rutledge, Chrystal; Walsh, Catharine M; Swinger, Nathan; Auerbach, Marc; Castro, Danny; Dewan, Maya; Khattab, Mona; Rake, Alyssa; Harwayne-Gidansky, Ilana; Raymond, Tia T; Maa, Tensing; Chang, Todd P

2018-02-20

Gamification involves the application of game design elements to traditionally non-game contexts. It is increasingly being used as an adjunct to traditional teaching strategies in medical education to engage the millennial learner and enhance adult learning. The extant literature has focused on determining whether the implementation of gamification results in better learning outcomes, leading to a dearth of research examining its theoretical underpinnings within the medical education context. The authors define gamification, explore how gamification works within the medical education context using self-determination theory as an explanatory mechanism for enhanced engagement and motivation, and discuss common roadblocks and challenges to implementing gamification.While previous gamification research has largely focused on determining whether implementation of gamification in medical education leads to better learning outcomes, the authors recommend that future research should explore how and under what conditions gamification is likely to be effective. Selective, purposeful gamification that aligns with learning goals has the potential to increase learner motivation and engagement and, ultimately, learning. In line with self-determination theory, game design elements can be used to enhance learners' feelings of relatedness, autonomy, and competence to foster learners' intrinsic motivation. Poorly applied game design elements, however, may undermine these basic psychological needs by the overjustification effect or through negative effects of competition. Educators must, therefore, clearly understand the benefits and pitfalls of gamification in curricular design, take a thoughtful approach when integrating game design elements, and consider the types of learners and overarching learning objectives.

The Effect of Visual Cueing and Control Design on Children's Reading Achievement of Audio E-Books with Tablet Computers

ERIC Educational Resources Information Center

Wang, Pei-Yu; Huang, Chung-Kai

2015-01-01

This study aims to explore the impact of learner grade, visual cueing, and control design on children's reading achievement of audio e-books with tablet computers. This research was a three-way factorial design where the first factor was learner grade (grade four and six), the second factor was e-book visual cueing (word-based, line-based, and…

The Effects of an Instructional Method on Adult Learners' Perceptions of Self-Efficacy: A Quantitative Study

ERIC Educational Resources Information Center

Croasmun, James T.

2010-01-01

The adult student undergraduate population is growing at the fastest rate on campuses in the United States and many undergraduates are still developing adult learning characteristics. Historically, college courses are generally not designed to meet the needs of adult learner or foster adult learning characteristics in developing adult learners. Is…

Connecting Online Learners with Diverse Local Practices: The Design of Effective Common Reference Points for Conversation

ERIC Educational Resources Information Center

Friend Wise, Alyssa; Padmanabhan, Poornima; Duffy, Thomas M.

2009-01-01

This mixed-methods study probed the effectiveness of three kinds of objects (video, theory, metaphor) as common reference points for conversations between online learners (student teachers). Individuals' degree of detail-focus was examined as a potentially interacting covariate and the outcome measure was learners' level of tacit knowledge related…

Smartphones in Public Secondary Schools: Views of Matric Graduates

ERIC Educational Resources Information Center

Mavhunga, Francis Z.; Kibirige, Israel; Chigonga, Benard; Ramaboka, Manthiba

2016-01-01

Many schools in South Africa ban smartphones. The decision does not take into account the views of the learners. The purpose of this paper was to elicit learners' views regarding smartphones in schools. A survey design was used and data were collected from 93 learners using a questionnaire consisting of closed- and open-ended items. Data were…

The Effect of Vocabulary Self-Selection Strategy and Input Enhancement Strategy on the Vocabulary Knowledge of Iranian EFL Learners

ERIC Educational Resources Information Center

Masoudi, Golfam

2017-01-01

The present study was designed to investigate empirically the effect of Vocabulary Self-Selection strategy and Input Enhancement strategy on the vocabulary knowledge of Iranian EFL Learners. After taking a diagnostic pretest, both experimental groups enrolled in two classes. Learners who practiced Vocabulary Self-Selection were allowed to…

The Impact of Concept Mapping on EFL Learners' Critical Thinking Ability

ERIC Educational Resources Information Center

Khodadady, Ebrahim; Ghanizadeh, Afsaneh

2011-01-01

The present study investigated the influence of concept mapping as a post-reading strategy on EFL learners' critical thinking ability. The study utilized a pretest-posttest control and experimental group design. To do so, thirty six EFL learners at upper intermediate and advanced levels were randomly assigned to experimental (n=18) and control…

Learner Views about a Distance Education Course

ERIC Educational Resources Information Center

Durak, Gurhan; Ataizi, Murat

2016-01-01

The purpose of the study was to investigate the views of learners experienced in the Distance Learning Platform (DLP), which was prepared according to an online course design model. The participants of the study were 19 learners who took the programming languages course (via the DLP for 14 weeks). Before the application, the preparation of the DLP…

Adult MOOC Learners as Self-Directed: Perceptions of Motivation, Success, and Completion

ERIC Educational Resources Information Center

Loizzo, Jamie; Ertmer, Peggy A.; Watson, William R.; Watson, Sunnie Lee

2017-01-01

Despite the increased attention given to MOOCs over the last four years, learners' voices have been noticeably absent. This virtual ethnographic study was designed to examine the experiences of 12 adult learners with bachelors' and masters' degrees, enrolled in a four-week MOOC on the topic of human trafficking. Through the lenses of self-directed…

Comparison of Collaboration and Performance in Groups of Learners Assembled Randomly or Based on Learners' Topic Preferences

ERIC Educational Resources Information Center

Cela, Karina L.; Sicilia, Miguel Ángel; Sánchez, Salvador

2015-01-01

Teachers and instructional designers frequently incorporate collaborative learning approaches into their e-learning environments. A key factor of collaborative learning that may affect learner outcomes is whether the collaborative groups are assigned project topics randomly or based on a shared interest in the topic. This is a particularly…

Learning Organization: Reorganizing Learners, Learning Process, Settings, Time, and Staff in the Comprehensive High School.

ERIC Educational Resources Information Center

Pearce, Kathryn; And Others

The New Designs for the Comprehensive High School project should provide for an organization of the school that is aligned with learner outcomes and learning process. Components of the organization must be aligned among themselves. High school models for organizing learners that meet student needs for connectedness and improved interpersonal…

Effects of Redundancy and Modality on the Situational Interest of Adult Learners in Multimedia Learning

ERIC Educational Resources Information Center

Dousay, Tonia A.

2016-01-01

This study investigated the effects of two design principles as prescribed by the cognitive theory of multimedia learning on the situational interest of adult learners in a multimedia-based continuing education training program. One hundred and two adult learners employed by an emergency medical service were randomly assigned to one of three…

From Welfare to Work: Lessons for ESL Learners.

ERIC Educational Resources Information Center

Green, Elaine

This lesson plan guide is designed to be used by English-as-a-Second-Language (ESL) teachers to help their learners deal with new welfare legislation--Temporary Assistance to Needy Families (TANF)--and to prepare them for the world of work. Learners at the high beginner to low intermediate level and above will benefit from this instruction. All…

Learners' Attitudes toward "English-Only" Institutional Policies: Language Use outside the Classroom

ERIC Educational Resources Information Center

Shvidko, Elena

2017-01-01

It is commonly believed that intensive English programs (IEP) are designed to immerse learners in an English-speaking environment to help them effectively develop their language skills. Therefore, despite countless studies on the importance of a learner's first language (L1) in second language learning, some IEPs enforce English-only policies that…

Student Experiences and Perceptions of Digital Literacy Skills Development: Engaging Learners by Design?

ERIC Educational Resources Information Center

Hall, Marion; Nix, Ingrid; Baker, Kirsty

2013-01-01

In the current digital environment, it is vital for learners to develop digital literacy skills. The UK's Quality Assurance Agency for Higher Education (HE) requires graduates to demonstrate digital literacy. Employers consider these skills essential. With the high cost of HE in the UK, learners themselves also expect university courses to…

The Achievement Progress of English Learner Students in Nevada. REL 2016-154

ERIC Educational Resources Information Center

Haas, Eric; Huang, Min; Tran, Loan; Yu, Airong

2016-01-01

The purpose of this study was to examine the cumulative progress of English learner students in Nevada in English language proficiency (ELP) and in academic content knowledge in both reading and mathematics. This study identified students in grades kindergarten, 3, and 6 who were designated as English learner students in 2006/07 and examined their…

Learner Support Requirements for Online Workplace Training in the South African Furniture Industry

ERIC Educational Resources Information Center

MacDonald, Iain S.; Bullen, Mark; Kozak, Robert A.

2010-01-01

A qualitative research project was conducted to evaluate the suitability of e-learning as a means of delivering training to workplace learners in the South African furniture manufacturing sector. Twenty learners participated in a three-month pilot e-learning course and were monitored throughout. While the study was designed primarily to…

The Effect of Authentic Problem-Based Vocabulary Tasks on Vocabulary Learning of EFL Learners

ERIC Educational Resources Information Center

Mohammadi, Fateme Shir

2017-01-01

Language learners' cognitive engagement with the content in language classes has been advocated in the last few decades (Laufer & Hulstjin, 2001). To this end, the researcher designed authentic problem-based tasks which make use of learners' cognitive and metacognitive skills to solve real-life vocabulary tasks. Nelson vocabulary test was…

The Impact of Problem-Based Learning on Iranian EFL Learners' Speaking Proficiency

ERIC Educational Resources Information Center

Ansarian, Loghman; Adlipour, Ali Akbar; Saber, Mehrnoush Akhavan; Shafiei, Elmira

2016-01-01

The study investigated the effect of problem-based learning through cognition-based tasks on speaking proficiency of Iranian intermediate EFL learners in comparison to the effect of objective-based tasks. To this end, a true experimental research design was employed. Ninety five (N = 95) language learners studying at a language institute in the…

Using a Scaffolded Multi-Component Intervention to Support the Reading and Writing Development of English Learners

ERIC Educational Resources Information Center

Fullerton, Susan King; McCrea-Andrews, Heather; Robson, Kimberly

2015-01-01

Growing numbers of English learners (National Clearinghouse for English Language Acquisition, 2010) suggest the critical need for effective research-based interventions to support them. Interventions that are designed to help English learners make reading-writing connections are more likely to capitalize on the reciprocal nature of both reading…

Concept-Based Teaching and Spanish Modality in Heritage Language Learners: A Vygotskyan Approach

ERIC Educational Resources Information Center

Garcia Frazier, Elena

2013-01-01

This study analyzed how six Heritage language learners at the university level gained conscious awareness and control of the concept of modality as revealed in student verbalizations (Vygotsky, 1998) throughout five different written communicative events. This work took place in the only course designed for Heritage language learners at a large…

Characterizing Engineering Learners' Preferences for Active and Passive Learning Methods

ERIC Educational Resources Information Center

Magana, Alejandra J.; Vieira, Camilo; Boutin, Mireille

2018-01-01

This paper studies electrical engineering learners' preferences for learning methods with various degrees of activity. Less active learning methods such as homework and peer reviews are investigated, as well as a newly introduced very active (constructive) learning method called "slectures," and some others. The results suggest that…

Estimating the Effectiveness and Feasibility of a Game-Based Project for Early Foreign Language Learning

ERIC Educational Resources Information Center

Griva, Eleni; Semoglou, Klio

2012-01-01

This paper outlines the rationale for and the purpose of designing and implementing a project aiming to make very young EFL learners develop their language skills through their involvement in interactive psychomotor activities. The project, which is a part of a broader longitudinal project having introduced EFL in the first primary school grade,…

An Online Community: Department of Defense Education Activity (DoDEA) and the University of Hawai'i

ERIC Educational Resources Information Center

Speitel, Thomas

2003-01-01

Online communities are meeting places for learners on the Internet designed to facilitate interaction and collaboration among people who share common interests and needs. Most participants are drawn by an opportunity to share a sense of community with like-minded strangers, regardless of were they live. School communities can be distinguished by…

Mobile Voting Systems for Creating Collaboration Environments and Getting Immediate Feedback: A New Curriculum Model of a University Lecture

ERIC Educational Resources Information Center

Titova, Svetlana; Talmo, Tord

2014-01-01

Mobile devices can enhance learning and teaching by providing instant feedback and better diagnosis of learning problems, helping design new assessment models, enhancing learner autonomy and creating new formats of enquiry-based activities. The objective of this paper is to investigate the pedagogical impact of mobile voting tools. The authors'…

The neural coding of expected and unexpected monetary performance outcomes: dissociations between active and observational learning.

PubMed

Bellebaum, C; Jokisch, D; Gizewski, E R; Forsting, M; Daum, I

2012-02-01

Successful adaptation to the environment requires the learning of stimulus-response-outcome associations. Such associations can be learned actively by trial and error or by observing the behaviour and accompanying outcomes in other persons. The present study investigated similarities and differences in the neural mechanisms of active and observational learning from monetary feedback using functional magnetic resonance imaging. Two groups of 15 subjects each - active and observational learners - participated in the experiment. On every trial, active learners chose between two stimuli and received monetary feedback. Each observational learner observed the choices and outcomes of one active learner. Learning performance as assessed via active test trials without feedback was comparable between groups. Different activation patterns were observed for the processing of unexpected vs. expected monetary feedback in active and observational learners, particularly for positive outcomes. Activity for unexpected vs. expected reward was stronger in the right striatum in active learning, while activity in the hippocampus was bilaterally enhanced in observational and reduced in active learning. Modulation of activity by prediction error (PE) magnitude was observed in the right putamen in both types of learning, whereas PE related activations in the right anterior caudate nucleus and in the medial orbitofrontal cortex were stronger for active learning. The striatum and orbitofrontal cortex thus appear to link reward stimuli to own behavioural reactions and are less strongly involved when the behavioural outcome refers to another person's action. Alternative explanations such as differences in reward value between active and observational learning are also discussed. Copyright © 2011 Elsevier B.V. All rights reserved.

The role of nurse educators' self-perception and beliefs in the use of learner-centered teaching in the classroom.

PubMed

Ellis, D Michele

2016-01-01

This study was designed to investigate the role of nurse educators' beliefs and self-perception in their use of Learner-Centered Teaching in the nursing education classroom. A sample of 122 nurse educators completed an online questionnaire that explored self-perception, beliefs and the correlation with their use of behaviors indicative of Learner-Centered Teaching. Findings demonstrated that nurse educators who identify themselves as learner-centered are more likely to use Learner-Centered Teaching in their classrooms, and nurse educators who strongly believe learner-centered teaching is beneficial in understanding and applying nursing concepts are also somewhat more likely to use Learner-Centered Teaching in the classroom. The results of this study produced a picture of the role of self-perception and beliefs about Learner-Centered Teaching, and the influence this may have on actual utilization of Learner-Centered Teaching. It is clear that valuing Learner-Centered Teaching and believing in its efficacy are only part of the answer to convincing nurse educators to widely adopt this teaching framework. Copyright © 2015 Elsevier Ltd. All rights reserved.

Teachers Fostering the Co-Development of Science Literacy and Language Literacy with English Language Learners

ERIC Educational Resources Information Center

Carrejo, David J.; Reinhartz, Judy

2014-01-01

Thirty-five elementary teachers participated in a yearlong professional development (PD) program that was designed to foster a culture of on-going teacher learning to promote the co-development of science and language literacy for English language learners (ELL). An explanatory design methodology was used to determine the degree to which science…

Implementing the Learner-Designed Individual Program Style in Physical Education

ERIC Educational Resources Information Center

Chatoupis, Constantine

2018-01-01

The purpose of this article is to guide the teacher in implementing the learner-designed individual program style (LDIP) in physical education settings. The LDIP style is one of the 11 spectrum teaching styles that promote self-directed learning. The spectrum of teaching styles is a conceptual framework that helps describe and organize the…

The Temporal Attentive Observation (TAO) Scale: Development of an Instrument to Assess Attentive Behavior Sequences during Serious Gameplay

ERIC Educational Resources Information Center

Folkestad, James E.; McKernan, Brian; Train, Stephanie; Martey, Rosa Mikeal; Rhodes, Matthew G.; Kenski, Kate; Shaw, Adrienne; Stromer-Galley, Jennifer; Clegg, Benjamin A.; Strzalkowski, Tomek

2018-01-01

The engaging nature of video games has intrigued learning professionals attempting to capture and retain learners' attention. Designing learning interventions that not only capture the learner's attention, but also are designed around the natural cycle of attention will be vital for learning. This paper introduces the temporal attentive…

Increase Online Student Retention with Universal Design for Learning

ERIC Educational Resources Information Center

Tobin, Thomas J.

2014-01-01

Adopting Universal Design for Learning (UDL) principles in order to create online course content allows higher education faculty members to reach out, not only to learners with disabilities, but also to learners who are increasingly using mobile devices to connect to campus and to each other. This article outlines 5 key strategies for creating and…

Designing Interactive and Collaborative Learning Tasks in a 3-D Virtual Environment

ERIC Educational Resources Information Center

Berns, Anke; Palomo-Duarte, Manuel; Fernández, David Camacho

2012-01-01

The aim of our study is to explore several possibilities to use virtual worlds (VWs) and game-applications with learners of the A1 level (CEFR) of German as a foreign language. Our interest focuses especially on designing those learning tools which increase firstly, learner motivation towards online-learning and secondly, enhance autonomous…

The Foundations of a Theory-Aware Authoring Tool for CSCL Design

ERIC Educational Resources Information Center

Isotani, Seiji; Mizoguchi, Riichiro; Inaba, Akiko; Ikeda, Mitsuru

2010-01-01

One of the most useful ways to enhance collaboration is to create scenarios where learners are able to interact more effectively. Nevertheless, the design of pedagogically sound and well-thought-out collaborative learning scenarios is a complex issue. This is due to the context of group learning where the synergy among learners' interactions…

Innovation in Doctoral Degrees Designed for Adult Learners: A Hybrid Model in Personal Financial Planning

ERIC Educational Resources Information Center

Grable, John E.

2011-01-01

Innovation in doctoral degree program development and delivery provides an effective counterpoint to the expert-apprentice model established in the Middle Ages. The author outlines the importance of innovation in reaching adult learners and describes an innovative hybrid PhD program designed to allow aspiring doctoral adult-age students to pursue…

Designing for Learner Engagement in Middle School Science: Technology, Inquiry, and the Hierarchies of Engagement

ERIC Educational Resources Information Center

Harmer, Andrea J.; Cates, Ward Mitchell

2007-01-01

Engaging middle-school students in scientific inquiry is typically recognized as important, but difficult. Designed to foster learner engagement, this method used an online, problem-based, science inquiry that investigated the West Nile virus during four weeks of collaborative classroom sessions. The inquiry prototype was authored in WISE, the…

Research-Based Design and Development of a Simulation of Liquid-Vapor Equilibrium

ERIC Educational Resources Information Center

Akaygun, Sevil; Jones, Loretta L.

2013-01-01

Helping learners to visualize the structures and dynamics of particles through the use of technology is challenging. Animations and simulations can be difficult for learners to interpret and can even lead to new misconceptions. A systematic approach to development based on the findings of cognitive science was used to design, develop, and evaluate…

Practitioner Toolkit: Working with Adult English Language Learners.

ERIC Educational Resources Information Center

Lieshoff, Sylvia Cobos; Aguilar, Noemi; McShane, Susan; Burt, Miriam; Peyton, Joy Kreeft; Terrill, Lynda; Van Duzer, Carol

2004-01-01

This document is designed to give support to adult education and family literacy instructors who are new to serving adult English language learners and their families in rural, urban, and faith- and community-based programs. The Toolkit is designed to have a positive impact on the teaching and learning in these programs. The results of two…

Cognitive Theory of Multimedia Learning, Instructional Design Principles, and Students with Learning Disabilities in Computer-Based and Online Learning Environments

ERIC Educational Resources Information Center

Greer, Diana L.; Crutchfield, Stephen A.; Woods, Kari L.

2013-01-01

Struggling learners and students with Learning Disabilities often exhibit unique cognitive processing and working memory characteristics that may not align with instructional design principles developed with typically developing learners. This paper explains the Cognitive Theory of Multimedia Learning and underlying Cognitive Load Theory, and…

Evaluation of the Effectiveness of a Web-Based Learning Design for Adult Computer Science Courses

ERIC Educational Resources Information Center

Antonis, Konstantinos; Daradoumis, Thanasis; Papadakis, Spyros; Simos, Christos

2011-01-01

This paper reports on work undertaken within a pilot study concerned with the design, development, and evaluation of online computer science training courses. Drawing on recent developments in e-learning technology, these courses were structured around the principles of a learner-oriented approach for use with adult learners. The paper describes a…

Adult Learners' Week in Australia.

ERIC Educational Resources Information Center

Cross, John

2002-01-01

Promotional materials and activities for Australia's Adult Learners Week, which are shaped by a variety of stakeholders , include media strategies and a website. Activities are evaluated using a market research company and website and telephone hotline statistics. (SK)

Feedback in clinical education: untying the Gordian knot.

PubMed

Weinstein, Debra F

2015-05-01

Feedback is essential to clinical education, especially in the era of competencies, milestones, and entrustable professional activities. It is, however, an area where medical educators often fall short. Although educational leaders and faculty supervisors provide feedback in a variety of clinical settings, surveys show important gaps in medical student and resident satisfaction with the feedback received, suggesting lost opportunities to identify performance problems as well as to help each learner reach his or her greatest potential.In this issue of Academic Medicine, Telio and colleagues extend the empirically validated concept of a "therapeutic alliance" to propose the "educational alliance" as a framework for enhancing feedback in medical education. They highlight the importance of source credibility, which depends on the teacher-learner relationship and alignment of values, the teacher's understanding of the learner's role and goals, the teacher's direct observation of the learner, and the learner's perception of the teacher's good intentions. The author of this Commentary suggests that the educational alliance framework should prompt medical educators to reconsider feedback and explore opportunities for optimizing it. Most medical schools and graduate medical education programs are not designed in a way that supports the education alliance model, but the Commentary author offers suggestions for cultivating educational alliances, including rethinking supervisor selection criteria. Such interventions should be combined with ongoing faculty development and efforts to improve coaching and mentoring for students, residents, and fellows. Untying the Gordian knot of effective feedback will require innovative approaches, exchange of successful strategies, and continued research.

Validation of learning style measures: implications for medical education practice.

PubMed

Chapman, Dane M; Calhoun, Judith G

2006-06-01

It is unclear which learners would most benefit from the more individualised, student-structured, interactive approaches characteristic of problem-based and computer-assisted learning. The validity of learning style measures is uncertain, and there is no unifying learning style construct identified to predict such learners. This study was conducted to validate learning style constructs and to identify the learners most likely to benefit from problem-based and computer-assisted curricula. Using a cross-sectional design, 3 established learning style inventories were administered to 97 post-Year 2 medical students. Cognitive personality was measured by the Group Embedded Figures Test, information processing by the Learning Styles Inventory, and instructional preference by the Learning Preference Inventory. The 11 subscales from the 3 inventories were factor-analysed to identify common learning constructs and to verify construct validity. Concurrent validity was determined by intercorrelations of the 11 subscales. A total of 94 pre-clinical medical students completed all 3 inventories. Five meaningful learning style constructs were derived from the 11 subscales: student- versus teacher-structured learning; concrete versus abstract learning; passive versus active learning; individual versus group learning, and field-dependence versus field-independence. The concurrent validity of 10 of 11 subscales was supported by correlation analysis. Medical students most likely to thrive in a problem-based or computer-assisted learning environment would be expected to score highly on abstract, active and individual learning constructs and would be more field-independent. Learning style measures were validated in a medical student population and learning constructs were established for identifying learners who would most likely benefit from a problem-based or computer-assisted curriculum.

Supporting Reflective Activities in Information Seeking on the Web

NASA Astrophysics Data System (ADS)

Saito, Hitomi; Miwa, Kazuhisa

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

A Route for Every Learner: Universal Design for Learning (UDL) as a Framework for Supporting Learning and Improving Achievement for All Learners in Maryland, Prekindergarten through Higher Education

ERIC Educational Resources Information Center

Maryland State Department of Education, 2011

2011-01-01

Universal Design for Learning (UDL) is a framework for curriculum design, instruction, and assessment that gives all students equal opportunities to learn and to demonstrate what they have learned. UDL is built on the premise that there is not one kind of learning. Learning differs across tasks, across development, and among individuals. UDL is…

Fostering significant learning in graduate nursing education.

PubMed

Marrocco, Geraldine F

2014-03-01

Faculty who want to energize graduate students with creative classes that lead to long-lasting learning will benefit by designing course objectives, learning activities, and assessment tools using Fink's taxonomy of significant learning and Wiggins's insights on performance-based or educative assessments. Research shows that course designs relying on content-driven lectures and written examinations do not promote significant learning among adult learners. This article reviews six types of significant learning using Fink's taxonomy and examines Wiggins's "backward" approach to designing courses using performance-based assessments that gauge true learning and learning that promotes a lasting change. When designing courses, educators should ask: "What do I really want students to get out of this course?" The answers will direct the design of objectives, learning activities, and assessment tools. Designing graduate courses using Fink's taxonomy and Wiggins's backward approach can lead to significant learning to better prepare nurse practitioners for the future of health care. Copyright 2014, SLACK Incorporated.

Humanizing Instructional Videos in Physics: When Less Is More

NASA Astrophysics Data System (ADS)

Schroeder, Noah L.; Traxler, Adrienne L.

2017-06-01

Many instructors in science, technology, engineering, and mathematics fields are striving to create active learning environments in their classrooms and in doing so are frequently moving the lecture portion of their course into online video format. In this classroom-based study, we used a two group randomized experimental design to examine the efficacy of an instructional video that incorporates a human hand demonstrating and modeling how to solve frictional inclined plane problems compared to an identical video that did not include the human hand. The results show that the learners who viewed the video without the human hand present performed significantly better on a learning test and experienced a significantly better training efficiency than the learners who viewed the video with the human hand present. Meanwhile, those who learned with the human hand present in the instructional video rated the instructor as being more humanlike and engaging. The results have implications for both theory and practice. Implications for those designing instructional videos are discussed, as well as the limitations of the current study.

Does Family Structure Matter? Comparing the Life Goals and Aspirations of Learners in Secondary Schools

ERIC Educational Resources Information Center

Davids, Eugene Lee; Roman, Nicolette Vanessa

2013-01-01

The aim of this study was to compare the goals and aspirations of learners from single- and two-parent families. The study used a quantitative methodology with a cross-sectional comparative group design. The sample consisted of 853 Grade 11 learners from secondary schools in the Northern, Southern and Metro Central education districts in the…

The Effects of Different Interaction Types in Web-Based Teaching on the Attitudes of Learners towards Web-Based Teaching and Internet

ERIC Educational Resources Information Center

Turkish Online Journal of Distance Education, 2013

2013-01-01

It might be said that attitudes impact success directly in web-based teaching and timely and appropriate fulfillment of learners' expectations bear utmost significance for their success. From this perspective a properly designed web supported teaching application can provide positive contribution as well to learners' attitudes towards web…

An Adult Learner's Learning Style Should Inform but Not Limit Educational Choices

ERIC Educational Resources Information Center

Barry, Margot; Egan, Arlene

2018-01-01

Adult learners are attracted to learning opportunities (e.g. course offers) which seem promising in terms of allowing them to match their choices to their own perceived predispositions. To find out more about their personal learning style, some adult learners may fill in a questionnaire designed by researchers who aim (and claim) to enable both…

What Would Grade 8 to 10 Learners Prefer as Context for Mathematical Literacy? The Case of Masilakele Secondary School

ERIC Educational Resources Information Center

Julie, Cyril; Mbekwa, Monde

2005-01-01

Contexts are currently enjoying much prominence in school mathematics. Generally, the contextual issues and situations learners are exposed to and deal with in Mathematical Literacy are, with good reason, determined by curriculum, learning resource and test designers. This article reports on a study that investigated contexts that learners would…

The Influence of Chinese Character Handwriting Diagnosis and Remedial Instruction System on Learners of Chinese as a Foreign Language

ERIC Educational Resources Information Center

Hsiao, Hsien-Sheng; Chang, Cheng-Sian; Chen, Chiao-Jia; Wu, Chia-Hou; Lin, Chien-Yu

2015-01-01

This study designed and developed a Chinese character handwriting diagnosis and remedial instruction (CHDRI) system to improve Chinese as a foreign language (CFL) learners' ability to write Chinese characters. The CFL learners were given two tests based on the CHDRI system. One test focused on Chinese character handwriting to diagnose the CFL…

Between Learning and Playing? Exploring Learners' Perceptions of Corrective Feedback in an Immersive Game for English Pragmatics

ERIC Educational Resources Information Center

Cornillie, Frederik; Clarebout, Geraldine; Desmet, Piet

2012-01-01

This paper aims to provide a rationale for the utility of corrective feedback (CF) in digital games designed for language learning, with specific reference to learners' perceptions. Explicit and elaborate CF has the potential to increase learners' understanding of language, but might not be found useful in a game-based learning environment where…

A Program Based on the Pragmatic Theory to Develop Grammatical Structure Comprehension Skills for Foreign Learners of Arabic

ERIC Educational Resources Information Center

Elsamman, Marwan

2014-01-01

This study aimed at designing a program based on the Pragmatic theory to develop grammatical structure comprehension skills for foreign learners of Arabic and examining its effectiveness. Hence, the problem of the study has been summarized in the weakness of grammatical structure comprehension skills for foreign learners of Arabic and in the need…

The Impact of an Instructional Intervention on the Science and Language Learning of Middle Grade English Language Learners

ERIC Educational Resources Information Center

August, Diane; Branum-Martin, Lee; Cardenas-Hagan, Elsa; Francis, David

2010-01-01

The goal of this study was to assess the effectiveness of an intervention--Quality English and Science Teaching (QuEST)--designed to develop the science knowledge and academic language of middle grades English language learners studying science in their second language and their English-proficient classmates. Both English language learners and…

Exploring Design Features to Enhance Computer-Based Assessment: Learners' Views on Using a Confidence-Indicator Tool and Computer-Based Feedback

ERIC Educational Resources Information Center

Nix, Ingrid; Wyllie, Ali

2011-01-01

Many institutions encourage formative computer-based assessment (CBA), yet competing priorities mean that learners are necessarily selective about what they engage in. So how can we motivate them to engage? Can we facilitate learners to take more control of shaping their learning experience? To explore this, the Learning with Interactive…

A Corpus-Based Discourse Information Analysis of Chinese EFL Learners' Autonomy in Legal Case Brief Writing

ERIC Educational Resources Information Center

Chen, Jinshi

2017-01-01

Legal case brief writing is pedagogically important yet insufficiently discussed for Chinese EFL learners majoring in law. Based on process genre approach and discourse information theory (DIT), the present study designs a corpus-based analytical model for Chinese EFL learners' autonomy in legal case brief writing and explores the process of case…

Model Learner Outcomes for Physical Education. Teaching Learners To Think on Their Feet.

ERIC Educational Resources Information Center

Minnesota State Dept. of Education, St. Paul.

This guide is designed to encourage educators as well as parents and community members to view physical education as an integral component of the school's educational program. It can be used for curriculum building and as an example of what represents current best practices in physical education. Model learner outcomes cover eight areas of study:…

Conceptualization of an Innovative Educational Taxonomy for the 21st Century Learners

ERIC Educational Resources Information Center

V, Viji; Benedict, K. Y.

2017-01-01

The key purpose of this study was to design and develop a new taxonomy of educational objectives for the 21st century learners; in view of the recent theoretical perspectives, needs of learners, value-based education and the up-to-date technological advancements, in order to accustom to the distinct educational and cultural milieus in India. This…

Attention to Irregular Verbs by Beginning Learners of German: An Eye-Movement Study

ERIC Educational Resources Information Center

Schierloh, Maren

2011-01-01

In this study I examine the noticing of verbs with stem vowel changes by beginning adult learners of L2 German who have not been formally introduced to this linguistic feature. Two research questions (RQs) guided the experimental design and the empirical analyses in this study: (1) Do adult beginning learners of German who are unfamiliar with…

The Achievement Progress of English Learner Students in Utah. REL 2016-155

ERIC Educational Resources Information Center

Haas, Eric; Huang, Min; Tran, Loan; Yu, Airong

2016-01-01

The purpose of this study was to examine the cumulative progress of English learner students in Utah in English language proficiency (ELP) and in academic content knowledge in both English language arts (ELA) and mathematics. This study identified students in grades kindergarten, 3, and 6 who were designated as English learner students in 2006/07…

Serving Young Dual Language Learners in Illinois

ERIC Educational Resources Information Center

Meléndez, Luisiana; Chamberlain, Patricia

2018-01-01

Between 2000 and 2010, the foreign born population in Illinois increased by over 200,000, and the number of young dual language learners (DLLs) also grew. By 2015, DLLs were thought to account for more than a quarter of the state's three- and four-year-olds. In addition, more K-12 children in Illinois were being designated as English learners and…

Instructional Constraints Faced by Learners with Muscular Dystrophy: A Case of Joytown Special Primary School, Thika, Kenya

ERIC Educational Resources Information Center

Wang'ang'a, Annrose Wanjiku; Wamocho, Franciscah Irangi; Kioy, Paul

2015-01-01

The purpose of this study was to investigate the instructional constraints facing learners with muscular dystrophy in Joy Town special primary school, Thika, Kenya. Descriptive design was used for this study. The target population were all the 20 learners suffering from muscular dystrophy from S.A Joy Town Special Primary School. The total target…

Bridging the Gap: Identifying Perceptions of Effective Teaching Methods for Age 50+ Baby Boomer Learners

ERIC Educational Resources Information Center

Newberry, Sheila

2013-01-01

The purpose of this study was to identify effective teaching methods for age 50+ baby boomer learners. The study used a mixed methods research design. The qualitative paradigm used focus group sessions and the quantitative paradigm was completed through surveys. Fifteen age 50+ baby boomer learners and 11 faculty who teach them comprised the two…

Exploring Factors Affecting Learner's Perception of Learning Information and Communication Technology: A HLM Analysis of a National Farmers' Training Program in Taiwan

ERIC Educational Resources Information Center

Yueh, Hsiu-Ping; Chen, Tzy-Ling; Chiu, Li-An; Lin, Wei-Chien

2013-01-01

The present study, pertaining to a national information literacy training program for both farmers and rural communities in Taiwan, explores factors that affect learners' perception of learning information and communication technology (ICT). It further analyzes effects of individual characteristics and varied training designs on learners'…

Pre-Reading Materials from Subject Matter Texts--Learner Choices and the Underlying Learner Characteristics

ERIC Educational Resources Information Center

Huang, Shu-Chen; Cheng, Yuh-Show; Chern, Chiou-Lan

2006-01-01

In this study, attempts were made to design pre-reading materials for EAP reading using resources available from the subject matter texts. These materials were considered more facilitative in motivating learners to read and helping them to understand rather than to decode the texts. EFL college participants read three articles with three types of…

Word Function and Dictionary Use; A Work-Book for Advanced Learners of English.

ERIC Educational Resources Information Center

Osman, Neile

The present volume is designed as a workbook for advanced learners of English as a second or foreign language which will train them through instruction and exercises to use an all-English dictionary. The contents are based on the second edition of Hornby, Gatenby, and Wakefield's "The Advanced Learner's Dictionary of Current English," 1963, Oxford…

Perceptions of Support for Secondary School Learners with Dyslexia in France and in Wales: Case Study Analyses

ERIC Educational Resources Information Center

Mccormack-Colbert, Anna; Wyn Jones, Susan; Ware, Jean

2017-01-01

The lack of consensus over the origins of dyslexia, assessment practices and the impact on learners across languages has led to different approaches to support being adopted across Europe. This study uses a case study design and aims at gaining an understanding of learners with dyslexic tendencies' experiences and perceptions of Welsh and French…

Learners' Perceptions of the Benefits of Voice Tool-Based Tasks on Their Spoken Performance

ERIC Educational Resources Information Center

Wilches, Astrid

2014-01-01

The purpose of this study is to investigate learners' perceptions of the benefits of tasks using voice tools to reinforce their oral skills. Additionally, this study seeks to determine what aspects of task design affected the students' perceptions. Beginner learners aged 18 to 36 with little or no experience in the use of technological tools for…

Effects of Learner Cognitive Styles and Metacognitive Tools on Information Acquisition Paths and Learning in Hyperspace Environments.

ERIC Educational Resources Information Center

Hsu, T. Ella; And Others

This study was designed to investigate the effects of the presence or absence of metacognitive skill tools available in hyperspace environments on field independent and field dependent learners. Learners were engaged in problem solving in an information-rich hyperspace based on a lesson on the attack on Pearl Harbor. Forty undergraduates were…

EGameFlow: A Scale to Measure Learners' Enjoyment of E-Learning Games

ERIC Educational Resources Information Center

Fu, Fong-Ling; Su, Rong-Chang; Yu, Sheng-Chin

2009-01-01

In an effective e-learning game, the learner's enjoyment acts as a catalyst to encourage his/her learning initiative. Therefore, the availability of a scale that effectively measures the enjoyment offered by e-learning games assist the game designer to understanding the strength and flaw of the game efficiently from the learner's points of view.…

Getting Your Speech Act Together: The Pragmatic Ability of Second Language Learners. Working Papers on Bilingualism, No. 17.

ERIC Educational Resources Information Center

Rintell, Ellen

A role-playing procedure for elicitation of speech acts was designed to study aspects of the communicative competence of second language learners, namely, their language variation with respect to deference when the age and sex of the addressee are systematically manipulated. Sixteen Spanish-speaking adult learners of English as a second language…

Spoken Language Activation Alters Subsequent Sign Language Activation in L2 Learners of American Sign Language.

PubMed

Williams, Joshua T; Newman, Sharlene D

2017-02-01

A large body of literature has characterized unimodal monolingual and bilingual lexicons and how neighborhood density affects lexical access; however there have been relatively fewer studies that generalize these findings to bimodal (M2) second language (L2) learners of sign languages. The goal of the current study was to investigate parallel language activation in M2L2 learners of sign language and to characterize the influence of spoken language and sign language neighborhood density on the activation of ASL signs. A priming paradigm was used in which the neighbors of the sign target were activated with a spoken English word and compared the activation of the targets in sparse and dense neighborhoods. Neighborhood density effects in auditory primed lexical decision task were then compared to previous reports of native deaf signers who were only processing sign language. Results indicated reversed neighborhood density effects in M2L2 learners relative to those in deaf signers such that there were inhibitory effects of handshape density and facilitatory effects of location density. Additionally, increased inhibition for signs in dense handshape neighborhoods was greater for high proficiency L2 learners. These findings support recent models of the hearing bimodal bilingual lexicon, which posit lateral links between spoken language and sign language lexical representations.

Exploring Mechanisms for Effective Technology-Enhanced Simulation-based Education in Wilderness Medicine: A Systematic Review.

PubMed

MacKinnon, Ralph; Aitken, Deborah; Humphries, Christopher

2015-12-17

 Technology-enhanced simulation is well-established in healthcare teaching curricula, including those regarding wilderness medicine. Compellingly, the evidence base for the value of this educational modality to improve learner competencies and patient outcomes are increasing.  The aim was to systematically review the characteristics of technology-enhanced simulation presented in the wilderness medicine literature to date. Then, the secondary aim was to explore how this technology has been used and if the use of this technology has been associated with improved learner or patient outcomes.  EMBASE and MEDLINE were systematically searched from 1946 to 2014, for articles on the provision of technology-enhanced simulation to teach wilderness medicine. Working independently, the team evaluated the information on the criteria of learners, setting, instructional design, content, and outcomes.  From a pool of 37 articles, 11 publications were eligible for systematic review. The majority of learners in the included publications were medical students, settings included both indoors and outdoors, and the main focus clinical content was initial trauma management with some including leadership skills. The most prevalent instructional design components were clinical variation and cognitive interactivity, with learner satisfaction as the main outcome.  The results confirm that the current provision of wilderness medicine utilizing technology-enhanced simulation is aligned with instructional design characteristics that have been used to achieve effective learning. Future research should aim to demonstrate the translation of learning into the clinical field to produce improved learner outcomes and create improved patient outcomes.

The effects of activating prior topic and metacognitive knowledge on text comprehension scores.

PubMed

Kostons, Danny; van der Werf, Greetje

2015-09-01

Research on prior knowledge activation has consistently shown that activating learners' prior knowledge has beneficial effects on learning. If learners activate their prior knowledge, this activated knowledge serves as a framework for establishing relationships between the knowledge they already possess and new information provided to them. Thus far, prior knowledge activation has dealt primarily with topic knowledge in specific domains. Students, however, likely also possess at least some metacognitive knowledge useful in those domains, which, when activated, should aid in the deployment of helpful strategies during reading. In this study, we investigated the effects of both prior topic knowledge activation (PTKA) and prior metacognitive knowledge activation (PMKA) on text comprehension scores. Eighty-eight students in primary education were randomly distributed amongst the conditions of the 2 × 2 (PTKA yes/no × PMKA yes/no) designed experiment. Results show that activating prior metacognitive knowledge had a beneficial effect on text comprehension, whereas activating prior topic knowledge, after correcting for the amount of prior knowledge, did not. Most studies deal with explicit instruction of metacognitive knowledge, but our results show that this may not be necessary, specifically in the case of students who already have some metacognitive knowledge. However, existing metacognitive knowledge needs to be activated in order for students to make better use of this knowledge. © 2015 The British Psychological Society.

Evaluation of a learner-designed course for teaching health research skills in Ghana

PubMed Central

Bates, Imelda; Ansong, Daniel; Bedu-Addo, George; Agbenyega, Tsiri; Akoto, Alex Yaw Osei; Nsiah-Asare, Anthony; Karikari, Patrick

2007-01-01

Background In developing countries the ability to conduct locally-relevant health research and high quality education are key tools in the fight against poverty. The objective of our study was to evaluate the effectiveness of a novel UK accredited, learner-designed research skills course delivered in a teaching hospital in Ghana. Methods Study participants were 15 mixed speciality health professionals from Komfo Anokye Teaching Hospital, Kumasi, Ghana. Effectiveness measures included process, content and outcome indicators to evaluate changes in learners' confidence and competence in research, and assessment of the impact of the course on changing research-related thinking and behaviour. Results were verified using two independent methods. Results 14/15 learners gained research competence assessed against UK Quality Assurance Agency criteria. After the course there was a 36% increase in the groups' positive responses to statements concerning confidence in research-related attitudes, intentions and actions. The greatest improvement (45% increase) was in learners' actions, which focused on strengthening institutional research capacity. 79% of paired before/after responses indicated positive changes in individual learners' research-related attitudes (n = 53), 81% in intention (n = 52) and 85% in action (n = 52). The course had increased learners' confidence to start and manage research, and enhanced life-long skills such as reflective practice and self-confidence. Doing their own research within the work environment, reflecting on personal research experiences and utilising peer support and pooled knowledge were critical elements that promoted learning. Conclusion Learners in Ghana were able to design and undertake a novel course that developed individual and institutional research capacity and met international standards. Learning by doing and a supportive peer community at work were critical elements in promoting learning in this environment where tutors were scarce. Our study provides a model for delivering and evaluating innovative educational interventions in developing countries to assess whether they meet external quality criteria and achieve their objectives. PMID:17596260

Form-Focused Discovery Activities in English Classes

ERIC Educational Resources Information Center

Ogeyik, Muhlise Cosgun

2011-01-01

Form-focused discovery activities allow language learners to grasp various aspects of a target language by contributing implicit knowledge by using discovered explicit knowledge. Moreover, such activities can assist learners to perceive and discover the features of their language input. In foreign language teaching environments, they can be used…

Implementing Verbal and Non-Verbal Activities in an Intercultural Collaboration Project for English Education

ERIC Educational Resources Information Center

Fujii, Kiyomi; Hirotani, Maki

2015-01-01

Technological development offers language teachers a myriad of options for collaborative activities. Learners, in turn, benefit from increased opportunities to interact with people who can speak their target language. Research has previously highlighted the importance of developing learners' intercultural competence through such activities. The…

Phonemic awareness of English second language learners

PubMed Central

2017-01-01

Background The PA skills of phonological blending and segmentation and auditory word discrimination relate directly to literacy and may be weak in English second language (EL2) learners. In South Africa, literacy skills have been found to be poor in especially EL2 learners. Objectives The purpose of this paper is to determine the effects of vowel perception and production intervention on phonemic awareness (PA) and literacy skills of Setswana first language (L1) learners. These learners are English second language (EL2) learners in Grade 3. Method The present study employed a quasi-experimental, pre-test–post-test design. Results The findings of low–literacy skill levels concurred with previous investigations. However, post-test results of intervention in PA seemed to improve the literacy skills of EL2 learners. Conclusion PA skills should be a crucial part of the literacy curriculum in South Africa. PMID:28155282

Guiding Learners through Technology-Based Instruction: The Effects of Adaptive Guidance Design and Individual Differences on Learning over Time

ERIC Educational Resources Information Center

Kanar, Adam M.; Bell, Bradford S.

2013-01-01

Adaptive guidance is an instructional intervention that helps learners to make use of the control inherent in technology-based instruction. The present research investigated the interactive effects of guidance design (i.e., framing of guidance information) and individual differences (i.e., pretraining motivation and ability) on learning basic and…

The Effects of Instructor Control of Online Learning Environments on Satisfaction and Perceived Learning

ERIC Educational Resources Information Center

Costley, Jamie; Lange, Christopher

2016-01-01

Instructional design is important as it helps set the discourse, context, and content of learning in an online environment. Specific instructional design decisions do not only play a part in the discourse of the learners, but they can affect the learners' levels of satisfaction and perceived learning as well. Numerous studies have shown the value…

Participants' Perceptions of the Instructional Design of an Online Professional Development Module for Teaching English Language Learners: A Q Methodology Study

ERIC Educational Resources Information Center

Collins, Linda J.

2009-01-01

Using Q methodology, thirteen online instructors shared subjective opinions about the instructional design of an online professional development module intended to provide teachers with basic information for supporting English language learners academically. The researcher selected a set of thirty-six sort items comprised of screen shots taken…

Proposing a New Pedagogy-Based Website Design: A Usability Test with Lifelong Learners

ERIC Educational Resources Information Center

Khlaisang, Jintavee

2017-01-01

This study aimed to create a new pedagogy-based website based on the analysis of the needs of 7147 website users who visited the Thailand Cyber University (TCU) project website during 2011-2013. The study consisted of 4 stages: (1) examining learners' needs and literature related to developing a lifelong learning framework, (2) designing a site…

Universal Design for Learning in the Classroom: Practical Applications. What Works for Special-Needs Learners Series

ERIC Educational Resources Information Center

Hall, Tracey E., Ed.; Meyer, Anne, Ed.; Rose, David H., Ed.

2012-01-01

Clearly written and well organized, this book shows how to apply the principles of universal design for learning (UDL) across all subject areas and grade levels. The editors and contributors describe practical ways to develop classroom goals, assessments, materials, and methods that use UDL to meet the needs of all learners. Specific teaching…

Mitigation of Cognitive Bias with a Serious Game: Two Experiments Testing Feedback Timing and Source

ERIC Educational Resources Information Center

Dunbar, Norah E.; Jensen, Matthew L.; Miller, Claude H.; Bessarabova, Elena; Lee, Yu-Hao; Wilson, Scott N.; Elizondo, Javier; Adame, Bradley J.; Valacich, Joseph; Straub, Sara; Burgoon, Judee K.; Lane, Brianna; Piercy, Cameron W.; Wilson, David; King, Shawn; Vincent, Cindy; Schuetzler, Ryan M.

2017-01-01

One of the benefits of using digital games for education is that games can provide feedback for learners to assess their situation and correct their mistakes. We conducted two studies to examine the effectiveness of different feedback design (timing, duration, repeats, and feedback source) in a serious game designed to teach learners about…

Guiding the Design of Lessons by Using the MAPLET Framework: Matching Aims, Processes, Learner Expertise and Technologies

ERIC Educational Resources Information Center

Ifenthaler, Dirk; Gosper, Maree

2014-01-01

This paper introduces the MAPLET framework that was developed to map and link teaching aims, learning processes, learner expertise and technologies. An experimental study with 65 participants is reported to test the effectiveness of the framework as a guide to the design of lessons embedded within larger units of study. The findings indicate the…

Does English Language Learner (ELL) Identification Predict College Remediation Designation? A Comparison by Race and Ethnicity, and ELL Waiver Status

ERIC Educational Resources Information Center

Flores, Stella M.; Drake, Timothy A.

2014-01-01

Using individual-level longitudinal state administrative data, this analysis examines whether English language learner (ELL) status increases the likelihood of being designated as needing college remediation. We track a cohort of ELL and non-ELL students from first grade to college entry and investigate whether there are differences in students'…

Increasing Writing Self-Efficacy of Adult Learners: Different Approaches, Different Results

ERIC Educational Resources Information Center

Plakhotnik, Maria S.; Rocco, Tonette S.

2016-01-01

To help graduate students with academic writing, a college of education at a large university implemented a new service, Writing Support Circles. Based on the results of the first series of this service, we changed its design. The purpose of this article is to share how changes in the design affected these adult learners' writing self-efficacy and…

The Euroversity Good Practice Framework (EGPF) and Its Application to Minority Languages and Elder Learners

ERIC Educational Resources Information Center

Motteram, Gary; Koenraad, Ton; Outakoski, Hanna; Jauregi, Kristi; Molka-Danielsen, Judith; Schneider, Christel

2014-01-01

The Euroversity Network project (2011-2014) has built a Good Practice Framework (GPF) that functions as a heuristic for course and activity designers wishing to develop courses and other materials for use in a range of virtual worlds. This framework has been tested with a number of courses during the running of the project and the aim is that it…

Patterns and Principles for Blended Synchronous Learning: Engaging Remote and Face-to-Face Learners in Rich-Media Real-Time Collaborative Activities

ERIC Educational Resources Information Center

Bower, Matt; Kenney, Jacqueline; Dalgarno, Barney; Lee, Mark J. W.; Kennedy, Gregor E.

2014-01-01

Blended synchronous learning involves using rich-media technologies to enable remote and face-to-face students to jointly participate in the same live classes. This article presents blended synchronous learning designs from seven case studies that were part of a project funded by the Australian Government Office for Learning and Teaching and…

Teaching "Casual" and/or "Impolite" Language through Multimedia: The Case of Non-Honorific Panmal Speech Styles in Korean

ERIC Educational Resources Information Center

Brown, Lucien

2013-01-01

This article reports on the design, implementation and evaluation of an activity used to teach non-honorific speech styles through multimedia to a class of intermediate learners at a university in Europe. Although much emphasis has been placed in Korean language learning and teaching on the importance of honorific styles, my article reveals that…

A Beach and Dune Community. 4-H Marine Science. Member's Guide. Activity I. MSp 1.

ERIC Educational Resources Information Center

Auburn Univ., AL. Cooperative Extension Service.

The investigation in this booklet is designed to provide 4-H members with opportunities to identify common plants and animals found on beaches and sand dunes and to determine the role of the plants and animals in this community. Learners are provided with a picture of a hypothetical beach and sand dune and a list of organisms (included in the…

Analytics in Online and Offline Language Learning Environments: The Role of Learning Design to Understand Student Online Engagement

ERIC Educational Resources Information Center

Rienties, Bart; Lewis, Tim; McFarlane, Ruth; Nguyen, Quan; Toetenel, Lisette

2018-01-01

Language education has a rich history of research and scholarship focusing on the effectiveness of learning activities and the impact these have on student behaviour and outcomes. One of the basic assumptions in foreign language pedagogy and CALL in particular is that learners want to be able to communicate effectively with native speakers of…

Direct Teaching of Vocabulary after Listening: Is It Worth the Effort and What Method is Best?

ERIC Educational Resources Information Center

Hennebry, Mairin; Rogers, Vivienne; Macaro, Ernesto; Murphy, Victoria

2017-01-01

This paper reports a study comparing the effects of vocabulary instruction on recognition and recall through provision of either an L1 equivalent or an L2 (French) definition. Instruction was in the context of a focus-on-meaning listening activity. The study employed a quasi-experimental design, involving 262 Year 9 learners of French in seven…

Age of acquisition modulates neural activity for both regular and irregular syntactic functions

PubMed Central

Hernandez, Arturo E.; Hofmann, Juliane; Kotz, Sonja A.

2007-01-01

Studies have found that neural activity is greater for irregular grammatical items than regular items. Findings with monolingual Spanish speakers have revealed a similar effect when making gender decisions for visually presented nouns. The current study extended previous studies by looking at the role of regularity in modulating differences in groups that differ in the age of acquisition of a language. Early and late learners of Spanish matched on measures of language proficiency were asked to make gender decisions to regular (-o for masculine and –a for feminine) and irregular items (which can end in e,l,n,r,s,t and z). Results revealed increased activity in left BA 44 for irregular compared to regular items in separate comparisons for both early and late learners. In addition, within group-comparisons revealed that neural activity for irregulars extended into left BA 47 for late learners and into left BA 6 for early learners. Direct comparisons between-groups revealed increased activity in left BA 44/45 for irregular items indicating the need for more extensive syntactic processing in late learners. The results revealed that processing of irregular grammatical gender leads to increased activity in left BA 44 and adjacent areas in the left IFG regardless of when a language is learned. Furthermore, these findings suggest differential recruitment of brain areas associated with grammatical processing in late learners. The results are discussed with regard to a model which considers L2 learning as emerging from the competitive interplay between two languages. PMID:17490895

Concept mapping for virtual rehabilitation and training of the blind.

PubMed

Sanchez, Jaime; Flores, Hector

2010-04-01

Concept mapping is a technique that allows for the strengthening of the learning process, based on graphic representations of the learner's mental schemes. However, due to its graphic nature, it cannot be utilized by learners with visual disabilities. In response to this limitation we implemented a study that involves the design of AudiodMC, an audio-based, virtual environment for concept mapping designed for use by blind users and aimed at virtual training and rehabilitation. We analyzed the stages involved in the design of AudiodMC from a user-centered design perspective, considering user involvement and usability testing. These include an observation stage to learn how blind learners construct conceptual maps using concrete materials, a design stage to design of a software tool that aids blind users in creating concept maps, and a cognitive evaluation stage using AudiodMC. We also present the results of a study implemented in order to determine the impact of the use of this software on the development of essential skills for concept mapping (association, classification, categorization, sorting and summarizing). The results point to a high level of user acceptance, having identified key sound characteristics that help blind learners to learn concept codification and selection skills. The use of AudiodMC also allowed for the effective development of the skills under review in our research, thus facilitating meaningful learning.

How Do Concept-Maps Function for Reading Comprehension Improvement of Iranian Advanced EFL Learners of Both Genders?

ERIC Educational Resources Information Center

Khaghaninejad, Mohammad Saber; Arefinejad, Mansour

2015-01-01

This study was an attempt to examine the effect of concept mapping on reading comprehension of Iranian EFL learners. Pretest-posttest design was employed to scrutinize the possible improvement of the study's participants who were male and female learners whose ages ranged from 19 to 40 and had taken general English courses at Islamic Azad…

A Case Study on English Language Learners' Task-Based Interaction and Avatar Identities in Second Life: A Mixed-Methods Design

ERIC Educational Resources Information Center

Chen, Julian ChengChiang

2014-01-01

English as a foreign language (EFL) learners' language use in 3-D virtual environments is a vibrant avenue that still deserves more research attention in the field of CALL. To contribute research and pedagogical implications to the current Second Life (SL) literature, this study aims to examine EFL adult learners' use of communication strategies…

Designing a Topic-Based Syllabus for Young Learners

ERIC Educational Resources Information Center

Bourke, James M.

2006-01-01

In recent years there has been a good deal of debate on the teaching of English to young learners. Although the article looks at the teaching of English to lower primary children in an ESL context in Southeast Asia, it is not specific to one region. The young learners in question are aged 6 to 8 years. The main focus of the article is how best to…

Effects of Form-Focused Instruction and Corrective Feedback on L2 Pronunciation Development of /[alveolar approximant]/ by Japanese Learners of English

ERIC Educational Resources Information Center

Saito, Kazuya; Lyster, Roy

2012-01-01

Sixty-five Japanese learners of English participated in the current study, which investigated the acquisitional value of form-focused instruction (FFI) with and without corrective feedback (CF) on learners' pronunciation development. All students received a 4-hr FFI treatment designed to encourage them to notice and practice the target feature of…

Giving English Language Learners the Time They Need to Succeed: Profiles of Three Expanded Learning Time Schools

ERIC Educational Resources Information Center

Farbman, David A.

2015-01-01

With the number of students who are English language learners (ELLs) likely to double in coming years, it is more important than ever for schools across the U.S. to design and implement educational practices and strategies that best meet ELLs' learning needs, says the report, "Giving English Language Learners the Time They Need to…

The Role of Music in Speech Intelligibility of Learners with Post Lingual Hearing Impairment in Selected Units in Lusaka District

ERIC Educational Resources Information Center

Katongo, Emily Mwamba; Ndhlovu, Daniel

2015-01-01

This study sought to establish the role of music in speech intelligibility of learners with Post Lingual Hearing Impairment (PLHI) and strategies teachers used to enhance speech intelligibility in learners with PLHI in selected special units for the deaf in Lusaka district. The study used a descriptive research design. Qualitative and quantitative…

Effects of a Cross-Age Peer Learning Program on the Vocabulary and Comprehension of English Learners and Non-English Learners in Elementary School

ERIC Educational Resources Information Center

Silverman, Rebecca D.; Martin-Beltran, Melinda; Peercy, Megan M.; Hartranft, Anna M.; McNeish, Daniel M.; Artzi, Lauren; Nunn, Stephanie

2017-01-01

This study evaluated the effects of a cross-age peer learning program targeting vocabulary and comprehension in kindergarten and fourth-grade classrooms with substantial proportions of English Learners (ELs). The study followed a quasi-experimental design with 12 classrooms (6 kindergarten and 6 fourth grade) in the intervention group and 12…

Emotional and cultural impacts of ICT on learners: A case study of Opuwo, Namibia

NASA Astrophysics Data System (ADS)

Hambira, N.; Lim, C. K.; Tan, K. L.

2017-10-01

It is believed that the integration of Information and Communication Technologies (ICT) among learners and teachers can tremendously enhance the quality of teaching and learning. Besides, the advancement of the ICT technology is also used to improve the academic performance of the learners in learning and has given space to the teachers to boost their teaching in a more effective manner. However, it is also crucial to identify the impacts on the cultural and emotional among the learners. Nonetheless, it is also difficult to imagine contemporary learning environments that are not supported by ICT since the impacts of these technological developments vary among the various communities. In this paper, the contributions are three folds: (i) to investigate the impacts in the cultural and emotional aspects from the perceptions of the teachers about the learners in disadvantaged and marginalized communities, (ii) to design an assessment instrument to survey and determine the different impacts of ICT use on learners from various communities through a set of questionnaires and (iii) to validate the assessment instrument through Cronbach's Alpha reliability testing. Then, the survey is conducted on learners from disadvantaged and marginalized communities in Opuwo, Namibia that makes it an ideal case study for the context of this research. This study made use of a quantitative approach using survey research design through the application of questionnaires to collect data. The size of the population of these community is approximately 500 teachers (from 16 schools, 2 High schools and 14 Primary) and the sample size that is taken into consideration is 42 (8.4% of approximate population). The research revealed that the use of ICT has emotional benefits as well cultural impacts on learners. Careful planning of ICT curriculum was suggested as it will be beneficial to the disadvantaged and marginalized learners.

Annotation-Based Learner's Personality Modeling in Distance Learning Context

ERIC Educational Resources Information Center

Omheni, Nizar; Kalboussi, Anis; Mazhoud, Omar; Kacem, Ahmed Hadj

2016-01-01

Researchers in distance education are interested in observing and modeling learners' personality profiles, and adapting their learning experiences accordingly. When learners read and interact with their reading materials, they do unselfconscious activities like annotation which may be key feature of their personalities. Annotation activity…

Get it together: Issues that facilitate collaboration in teams of learners in intensive care.

PubMed

Conte, Helen; Jirwe, Maria; Scheja, Max; Hjelmqvist, Hans

2016-05-01

The study describes issues that facilitate collaboration in teams of learners in an interprofessional education unit in intensive care. A descriptive qualitative study design was applied using semi-structured interviews based on the critical incident technique and qualitative content analysis. Nineteen participants, eight learners in their specialist training, nine supervisors and two head supervisors in Sweden identified 47 incidents. Teams of learners having control was the core issue. Motivation, time, experiences and reflection were central issues for facilitating collaboration. Efficiently training teams how to collaborate requires learners having control while acting on their common understanding and supervisors taking a facilitating role supporting teams to take control of their critical analysis.

Upscaling the number of learners, fragmenting the role of teachers: How do massive open online courses (MOOCs) form new conditions for learning design?

NASA Astrophysics Data System (ADS)

Buhl, Mie; Andreasen, Lars Birch; Pushpanadham, Karanam

2018-03-01

The proliferation and expansion of massive open online courses (MOOCs) prompts a need to revisit classical pedagogical questions. In what ways will MOOCs facilitate and promote new e-learning pedagogies? Is current learning design adequate for the "massiveness" and "openness" of MOOCs? This article discusses the ways in which MOOCs create new conditions for designing learning processes. The authors present various theoretical approaches to learning design and discuss a combination of theoretical perspectives. They discern a fragmentation of the teacher role; where the teacher was once the main person responsible for planning, practice and reflection, those activities may now be performed by different actors with different areas of responsibility. The theoretical discussion is complemented by a review of recent studies of new practices and design formats aiming to overcome the upscaling issues of MOOCs. The authors present a multifaceted picture of MOOC methodologies, including a typology of hybrid approaches to MOOC design. Through the example of MOOC implementation in India, they address the integration of MOOCs into formal higher education systems. They conclude their article with the contention that, through upscaling, important facets of students' intellectual development and critical thinking might be left to the students themselves. This may cause problems. Adequate scaffolding from a teacher, such as adapting activities to the specific situation, might be needed to develop the skills required to be a self-directed learner. Furthermore, upscaling seems to promote a separation of the formerly unified teacher functions of planning, teaching and assessing, which necessitates increased collaboration among the many new actors in the field of pedagogy.

Learning To Learn: Western Perspectives.

ERIC Educational Resources Information Center

Roth, Gene L.

Building awareness of the self as learner is central to learning. Reflecting on past experiences helps individuals elucidate undetected characteristics of themselves as learners. Active learners are more likely to experiment with new learning strategies and take risks. Because of their inquiring dispositions, they self-monitor and self-evaluate…

High engagement, high quality: A guiding framework for developing empirically informed asynchronous e-learning programs for health professional educators.

PubMed

Sinclair, Peter M; Levett-Jones, Tracey; Morris, Amanda; Carter, Ben; Bennett, Paul N; Kable, Ashley

2017-03-01

E-learning involves the transfer of skills and knowledge via technology so that learners can access meaningful and authentic educational materials. While learner engagement is important, in the context of healthcare education, pedagogy must not be sacrificed for edu-tainment style instructional design. Consequently, health professional educators need to be competent in the use of current web-based educational technologies so that learners are able to access relevant and engaging e-learning materials without restriction. The increasing popularity of asynchronous e-learning programs developed for use outside of formal education institutions has made this need more relevant. In these contexts, educators must balance design and functionality to deliver relevant, cost-effective, sustainable, and accessible programs that overcome scheduling and geographic barriers for learners. This paper presents 10 guiding design principles and their application in the development of an e-learning program for general practice nurses focused on behavior change. Consideration of these principles will assist educators to develop high quality, pedagogically sound, engaging, and interactive e-learning resources. © 2017 John Wiley & Sons Australia, Ltd.

A New Kind of Heterogeneity: What We Can Learn From d/Deaf and Hard of Hearing Multilingual Learners.

PubMed

Cannon, Joanna E; Guardino, Caroline; Gallimore, Erin

2016-01-01

The present article introduces a special issue of the American Annals of the Deaf. Students who are d/Deaf or hard of hearing and come from homes where a language other than English or American Sign Language is used constitute 19.4%-35.0% of the U.S. d/Dhh population (Gallaudet Research Institute, 2013). The authors propose moving beyond the standardized use of the designation English Language Learners to embrace terminology encompassing these learners as diverse and rich in language: d/Dhh Multilingual Learners (DMLs). The authors present (a) a discussion of terminology, (b) an overview of available demographic data, (c) a synopsis of the special issue, (d) themes across three case study vignettes, and (e) overall recommendations to advance curriculum design and pedagogy for DMLs. Questions are posed challenging researchers and practitioners to investigate theory, research, and pedagogy that can enhance practice with DMLs and their families.

Twelve tips to promote successful development of a learner performance dashboard within a medical education program.

PubMed

Boscardin, Christy; Fergus, Kirkpatrick B; Hellevig, Bonnie; Hauer, Karen E

2017-11-09

Easily accessible and interpretable performance data constitute critical feedback for learners that facilitate informed self-assessment and learning planning. To provide this feedback, there has been a proliferation of educational dashboards in recent years. An educational (learner) dashboard systematically delivers timely and continuous feedback on performance and can provide easily visualized and interpreted performance data. In this paper, we provide practical tips for developing a functional, user-friendly individual learner performance dashboard and literature review of dashboard development, assessment theory, and users' perspectives. Considering key design principles and maximizing current technological advances in data visualization techniques can increase dashboard utility and enhance the user experience. By bridging current technology with assessment strategies that support learning, educators can continue to improve the field of learning analytics and design of information management tools such as dashboards in support of improved learning outcomes.

Exploring Students' Emotional Responses and Participation in an Online Peer Assessment Activity: A Case Study

ERIC Educational Resources Information Center

Cheng, Kun-Hung; Hou, Huei-Tse; Wu, Sheng-Yi

2014-01-01

In the social interactions among individuals of learning communities, including those individuals engaged in peer assessment activities, emotion may be a key factor in learning. However, research regarding the emotional response of learners in online peer assessment activities is relatively scarce. Detecting learners' emotion when they make…

Enrolment Purposes, Instructional Activities, and Perceptions of Attitudinal Learning in a Human Trafficking MOOC

ERIC Educational Resources Information Center

Watson, Sunnie Lee; Kim, Woori

2016-01-01

This study examines learner enrolment purposes, perceptions on instructional activities and their relationship to learning gains in a Massive Open Online Course (MOOC) for attitudinal change regarding human trafficking. Using an author-developed survey, learners reported their perceptions on instructional activities and learning gains within the…

Older Adult Learners: A Comparison of Active and Non-Active Learners

ERIC Educational Resources Information Center

Sloane-Seale, Atlanta; Kops, Bill

2007-01-01

This paper reports on a 2004 follow-up study conducted in partnership with the University of Manitoba Continuing Education Division and local senior's organizations. The partnership was formed in 2002-03 to promote applied research on lifelong learning and older adults, develop new and complement existing educational activities, and explore new…

Generating Language Activities in Real-Time for English Learners Using Language Muse

ERIC Educational Resources Information Center

Burstein, Jill; Madnani, Nitin; Sabatini, John; McCaffrey, Dan; Biggers, Kietha; Dreier, Kelsey

2017-01-01

K-12 education standards in the U.S. require all students to read complex texts across many subject areas. The "Language Muse™ Activity Palette" is a web-based language-instruction application that uses NLP algorithms and lexical resources to automatically generate language activities and support English language learners' content…

Ten Helpful Ideas for Teaching English to Young Learners

ERIC Educational Resources Information Center

Shin, Joan Kang

2006-01-01

This article offers ten suggestions for teaching young learners between the age of 7 and 12 based on language-teaching principles. They include supplementing activities with visuals, realia and movement; involving students in making visuals and realia; moving from activity to activity; teaching in themes; using stories and contexts familiar to…

Engaging Teachers as Learners: Modeling Professional Development for Adult Literacy Providers

ERIC Educational Resources Information Center

Hanna, Mary Barbara; Salzman, James A.; Reynolds, Sharon L.; Fergus, Katherine B.

2010-01-01

As professional developers for the Adult Basic Literacy Education (ABLE) system in Ohio, the authors have focused their efforts over the last several years on more actively engaging adult basic education teachers as learners in the professional development they offer. By creating activities that engage teachers in active learning with their adult…

Proceedings of Selected Research and Development Presentations at the 1995 National Convention of the Association for Educational Communications and Technology Sponsored by the Research and Theory Division (17th, Anaheim, CA, 1995).

ERIC Educational Resources Information Center

Simonson, Michael R., Ed.; Anderson, Mary Lagomarcino, Ed.

1995-01-01

This Proceedings volume contains 67 papers. Subjects addressed include: learner curiosity; interpretation construction design; cognitive task analysis; constructivist learning materials and instructional design; learning from video; copyright knowledge levels of media directors; instructional theory for learner control; teacher planning and…

The Role of Incidental Unfocused Prompts and Recasts in Improving English as a Foreign Language Learners' Accuracy

ERIC Educational Resources Information Center

Rahimi, Muhammad; Zhang, Lawrence Jun

2016-01-01

This study was designed to investigate the effects of incidental unfocused prompts and recasts on improving English as a foreign language (EFL) learners' grammatical accuracy as measured in students' oral interviews and the Test of English as a Foreign Language (TOEFL) grammar test. The design of the study was quasi-experimental with pre-tests,…

Research in the Real World: Improving Adult Learners Web Search and Evaluation Skills through Motivational Design and Problem-Based Learning

ERIC Educational Resources Information Center

Roberts, Lindsay

2017-01-01

How can we better engage adult learners during information literacy sessions? How do we increase students' perception of the relevance and importance of information literacy skills for academic work and life in the real world? To explore these questions, the ARCS Model of Motivational Design and Problem-Based Learning were used to develop…

Active Learning Using Arbitrary Binary Valued Queries

DTIC Science & Technology

1990-10-01

active learning in the sense that the learner has complete choice in the information received. Specifically, we allow the learner to ask arbitrary yes...no questions. We consider both active learning under a fixed distribution and distribution-free active learning . In the case of active learning , the...a concept class is actively learnable iff it is finite, so that active learning is in fact less powerful than the usual passive learning model. We

The Roles of Structured Input Activities in Processing Instruction and the Kinds of Knowledge They Promote

ERIC Educational Resources Information Center

Marsden, Emma; Chen, Hsin-Ying

2011-01-01

This study aimed to isolate the effects of the two input activities in Processing Instruction: referential activities, which force learners to focus on a form and its meaning, and affective activities, which contain exemplars of the target form and require learners to process sentence meaning. One hundred and twenty 12-year-old Taiwanese learners…

Exploring the Impact of Online Peer-Editing Using Google Docs on EFL Learners' Academic Writing Skills: A Mixed Methods Study

ERIC Educational Resources Information Center

Ebadi, Saman; Rahimi, Masoud

2017-01-01

This article reports the results of a sequential explanatory mixed-methods approach to explore the impact of online peer-editing using Google Docs and peer-editing in a face-to-face classroom on EFL learners' academic writing skills. As the study adopted a quasi-experimental design, two intact classes, each with ten EFL learners, attending an…

Intervention Program for Long-Term English Learners: A Study of Long-Term English Learners' Literacy Performance in a Reading Intervention Program at Falcon School District

ERIC Educational Resources Information Center

Ayala, Erika

2016-01-01

The purpose of this sequential explanatory embedded mixed methods study was to: (a) investigate and describe the academic performance of eighth grade students in the Falcon School District (FSD) who were designated as Long Term English Learners (LTELs) and participants in FSD's reading intervention program during their fourth through eighth grade…

Recognition of Learner's Personality Traits through Digital Annotations in Distance Learning

ERIC Educational Resources Information Center

Omheni, Nizar; Kalboussi, Anis; Mazhoud, Omar; Kacem, Ahmed Hadj

2017-01-01

Researchers in distance education are interested in observing and modelling of learner's personality profile, and adapting their learning experiences accordingly. When learners read and interact with their reading materials, they do unselfconscious activities like annotation which may be a key feature of their personalities. Annotation activity…

The Integration of Personal Learning Environments & Open Network Learning Environments

ERIC Educational Resources Information Center

Tu, Chih-Hsiung; Sujo-Montes, Laura; Yen, Cherng-Jyh; Chan, Junn-Yih; Blocher, Michael

2012-01-01

Learning management systems traditionally provide structures to guide online learners to achieve their learning goals. Web 2.0 technology empowers learners to create, share, and organize their personal learning environments in open network environments; and allows learners to engage in social networking and collaborating activities. Advanced…

Beginning Learners' Development of Interactional Competence: Alignment Activity

ERIC Educational Resources Information Center

Tecedor, Marta

2016-01-01

This study examined the development of interactional competence (Hall, 1993; He & Young, 1998) by beginning learners of Spanish as indexed by their use of alignment moves. Discourse analysis techniques and quantitative data analysis were used to explore how 52 learners expressed alignment and changes in participation patterns in two sets of…

Building a Dynamic Online Learning Community among Adult Learners.

ERIC Educational Resources Information Center

Wang, Minjuan; Sierra, Christina; Folger, Terre

2003-01-01

Examines the nature of learning communities constructed among a diverse group of adult learners in an international online graduate-level course. Discusses independent work, team tasks, the variety of computer-mediated communication tools used, and implications for promoting adult learners' active participation in online learning and instructional…

Enhancing Motivation in Online Courses with Mobile Communication Tool Support: A Comparative Study

ERIC Educational Resources Information Center

Chaiprasurt, Chantorn; Esichaikul, Vatcharaporn

2013-01-01

Mobile technologies have helped establish new channels of communication among learners and instructors, potentially providing greater access to course information, and promoting easier access to course activities and learner motivation in online learning environments. The paper compares motivation between groups of learners being taught through an…

Factors Driving Learner Success in Online Professional Development

ERIC Educational Resources Information Center

Vu, Phu; Cao, Vien; Vu, Lan; Cepero, Jude

2014-01-01

This study examined factors that contributed to the success of online learners in an online professional development course. Research instruments included an online survey and learners' activity logs in an online professional development course for 512 in-service teachers. The findings showed that there were several factors affecting online…