Science.gov

Sample records for additional learning experiences

  1. Using Embryology Screencasts: A Useful Addition to the Student Learning Experience?

    ERIC Educational Resources Information Center

    Evans, Darrell J. R.

    2011-01-01

    Although podcasting has been a well used resource format in the last few years as a way of improving the student learning experience, the inclusion of enhanced audiovisual formats such as screencasts has been less used, despite the advantage that they work well for both visual and auditory learners. This study examines the use of and student…

  2. Designing Location-Based Learning Experiences for People with Intellectual Disabilities and Additional Sensory Impairments

    ERIC Educational Resources Information Center

    Brown, David J.; McHugh, David; Standen, Penny; Evett, Lindsay; Shopland, Nick; Battersby, Steven

    2011-01-01

    The research reported here is part of a larger project which seeks to combine serious games (or games-based learning) with location-based services to help people with intellectual disabilities and additional sensory impairments to develop work based skills. Specifically this paper reports on where these approaches are combined to scaffold the…

  3. Additive Routes to Action Learning: Layering Experience Shapes Engagement of the Action Observation Network

    PubMed Central

    Kirsch, Louise P.; Cross, Emily S.

    2015-01-01

    The way in which we perceive others in action is biased by one's prior experience with an observed action. For example, we can have auditory, visual, or motor experience with actions we observe others perform. How action experience via 1, 2, or all 3 of these modalities shapes action perception remains unclear. Here, we combine pre- and post-training functional magnetic resonance imaging measures with a dance training manipulation to address how building experience (from auditory to audiovisual to audiovisual plus motor) with a complex action shapes subsequent action perception. Results indicate that layering experience across these 3 modalities activates a number of sensorimotor cortical regions associated with the action observation network (AON) in such a way that the more modalities through which one experiences an action, the greater the response is within these AON regions during action perception. Moreover, a correlation between left premotor activity and participants' scores for reproducing an action suggests that the better an observer can perform an observed action, the stronger the neural response is. The findings suggest that the number of modalities through which an observer experiences an action impacts AON activity additively, and that premotor cortical activity might serve as an index of embodiment during action observation. PMID:26209850

  4. Learning to Learn an Additional Language: A Personal Perspective

    ERIC Educational Resources Information Center

    Boyd, Lynda

    2009-01-01

    The purpose of this article is to describe the New Zealand experience of second language acquisition as it applies to learning the Maori language and also to new immigrants learning English. The article describes the te kohanga reo movement and also outlines the government policy as it relates to the learning of English as an additional language…

  5. Reflections on Doctoral Supervision: Drawing from the Experiences of Students with Additional Learning Needs in Two Universities

    ERIC Educational Resources Information Center

    Collins, Bethan

    2015-01-01

    Supervision is an essential part of doctoral study, consisting of relationship and process aspects, underpinned by a range of values. To date there has been limited research specifically about disabled doctoral students' experiences of supervision. This paper draws on qualitative, narrative interviews about doctoral supervision with disabled…

  6. French and English Together: An "Additive" Experience

    ERIC Educational Resources Information Center

    Wiltshire, Jessica; Harbon, Lesley

    2010-01-01

    This paper examines the nature of the "additive" experience of a bilingual French-English curriculum at Killarney Heights Public School in New South Wales. Predictably, the well-supported "additive" nature of the languages program model elicited positive reactions regarding educational success. The paper also explores issues for administration,…

  7. Changes in water, carbon, and nitrogen fluxes with the addition of biochar to soils: lessons learned from laboratory and greenhouse experiments

    NASA Astrophysics Data System (ADS)

    Barnes, R. T.; Gallagher, M. E.; Masiello, C. A.; Liu, Z.; Dugan, B.; Rudgers, J. A.

    2011-12-01

    The addition of biochar to agricultural soils has the potential to provide a number of ecosystem services, ranging from carbon (C) sequestration to increased soil fertility and crop production. It is estimated that 0.5 to 0.9 Pg of C yr-1 can be sequestered through the addition of biochar to soils, significantly increasing the charcoal flux to the biosphere over natural inputs from fire (0.05 to 0.20 Pg C yr-1). There remain large uncertainties about biochar mobility within the environment, making it a challenge to assess the ecosystem residence time of biochar. We conducted laboratory and greenhouse experiments to understand how soil amendment with laboratory-produced biochar changes water, C, and nitrogen (N) fluxes from soils. We used column experiments to assess how biochar amendment to three types of soils (sand, organic, clay-rich) affected hydraulic conductivity and dissolved organic carbon (DOC) and total dissolved nitrogen (TDN) fluxes. Results varied with soil type; biochar significantly decreased the hydraulic conductivity of the sand and organic soils by a factor of 10.6 and 2.7, respectively. While not statistically significant, biochar addition increased the hydraulic conductivity of the clay-rich soil by 50% on average. The addition of biochar significantly increased the DOC fluxes from the C-poor sand and clay soils while it significantly decreased the DOC flux from the organic-rich soil. In contrast, TDN fluxes decreased with biochar additions from all soil types, though the results were not statistically significant from the clay-rich soil. These laboratory experiments suggest that changes in the hydraulic conductivity of soil due to biochar amendments could play a significant role in understanding how biochar additions to agricultural fields will change watershed C and N dynamics. We additionally conducted a 28-day greenhouse experiment with sorghum plants using a three-way factorial treatment (water availability x biochar x mycorrhizae) to

  8. A Blended Learning Experience

    ERIC Educational Resources Information Center

    Gecer, Aynur; Dag, Funda

    2012-01-01

    Blended (hybrid) learning is one of the approaches that is utilized to help students for meaningful learning via information and communication technologies in educational settings. In this study, Computer II Course which is taught in faculties of education was planned and implemented in the form of a blended learning environment. The data were…

  9. Learning Experiences in Medical Education.

    ERIC Educational Resources Information Center

    Leggat, Peter A.

    2000-01-01

    Discusses the learning experience from both traditional and computer-assisted instructional methods. Describes the environments in which these methods are effective. Focuses on learning experiences in medical education and describes educational strategies, particularly the 'SPICES' model. Discusses the importance of mentoring in the psychosocial…

  10. Learning: A Multifarious Experience.

    ERIC Educational Resources Information Center

    Furuness, Linda B.; Cohen, Michael R.

    Science education has often struggled to determine effective teaching methodologies and learning strategies. One promising field of research has been that of alternative frameworks. The research described in this paper describes how immersion in an unfamiliar environment and culture affected teacher learning, some of the significant experiences…

  11. Language Experience Changes Subsequent Learning

    ERIC Educational Resources Information Center

    Onnis, Luca; Thiessen, Erik

    2013-01-01

    What are the effects of experience on subsequent learning? We explored the effects of language-specific word order knowledge on the acquisition of sequential conditional information. Korean and English adults were engaged in a sequence learning task involving three different sets of stimuli: auditory linguistic (nonsense syllables), visual…

  12. Guidelines for Preschool Learning Experiences.

    ERIC Educational Resources Information Center

    Franklin, Sandra Putnam; Lamana, Annette; Van Thiel, Lisa

    This document presents guidelines for preschool learning experiences in Massachusetts programs for 3- and 4-year-olds and is designed to be used by teachers and program administrators in planning and evaluating curricula. The guidelines structure learning through play and meaningful activities in a developmental sequence and are based on the…

  13. Experience, Competence and Workplace Learning

    ERIC Educational Resources Information Center

    Paloniemi, Susanna

    2006-01-01

    Purpose: This paper aims to examine employees' conceptions of the meaning of experience in job-competence and its development in workplace context. The aim is to bring out the variety of conceptions related to experience, competence and workplace learning. Design/methodology/approach: The paper is based on interview data from six Finnish small and…

  14. Learning from Past Experiences

    NASA Technical Reports Server (NTRS)

    Hulet, Michael W.

    2007-01-01

    Space flight is a risky business. This truism has been bandied about since the earliest days of the space program. When asked by the young daughter of a coworker, one of the Mercury astronauts likened launching into space to "riding a Roman candle" -- it was both exciting and dangerous. Even in these more technologically advanced days, the solid rocket boosters and external tanks of the space shuttle provide a no less exciting, or dangerous, ride into space. However much the phrase "risk mitigation" is bandied about within the U.S. space program, there is still the history of the Apollo 1 fire during a ground test at Cape Canaveral, Fla., the loss of the shuttle Challenger during liftoff, and the loss of the shuttle Columbia when returning to Earth to remind us that while we give lip-service to risk management, we have not learned to manage risk as well as we ought. Moreover, there are many more less dramatic, but equally critical, incidents that have occurred in association with the space program that also highlight our inability to accurately gauge and manage risk. Why do we seem caught in a senseless spiral in which we focus most on risk only after a tragedy? Why do we repeat serious mishaps and not learn from our mistakes? This paper reviews some possible explanations for our risk-taking behavior and provides examples of interest to the NASA centers, while also discussing inter center and intra-center opportunities for sharing information to mitigate risk.

  15. E-Textbooks and Students' Learning Experiences

    ERIC Educational Resources Information Center

    Sun, Jun; Flores, Javier; Tanguma, Jesus

    2012-01-01

    The contribution of the e-textbooks can be enormous considering their additional supporting features, but adoption has not crystallized yet. This study examines the relevant experiences of college students in terms of how the use of e-textbooks may enhance their learning. A survey study was conducted to measure the perceptions of each student on…

  16. Learning through Experience in Idaho.

    ERIC Educational Resources Information Center

    Reynolds, Kirstin K.

    2001-01-01

    Describes the development of Atta-Touch, the school-based business run by students at Clark Fork Junior/Senior High School in Idaho, that grew out of an entrepreneurship class and that currently designs and creates technology-based, multimedia products. Discusses community building; real-world experience; project-based learning; and products…

  17. Recognition of Noncollegiate Learning Experiences

    ERIC Educational Resources Information Center

    Nadler, Leonard

    1975-01-01

    The program is directed specifically toward providing the basis for granting college credit for learning experiences conducted by business, industry, private organizations, and government. The author studies the program's evaluation, faculty, materials, subject matter, transferability, and site visits to view their implications and foresee…

  18. Learning Experience with Virtual Worlds

    ERIC Educational Resources Information Center

    Wagner, Christian

    2008-01-01

    Virtual worlds create a new opportunity to enrich the educational experience through media-rich immersive learning. Virtual worlds have gained notoriety in games such as World of Warcraft (WoW), which has become the most successful online game ever, and in "general purpose" worlds, such as Second Life (SL), whose participation levels (more than 10…

  19. Experiential Learning through Classroom Experiments

    ERIC Educational Resources Information Center

    Bowes, David; Johnson, Jay

    2008-01-01

    This paper describes classroom experiments in cooperative behavior as examples of experiential learning in economics classes. Several games are briefly discussed and a new game in cartel behavior is presented. In this game, Students make production decisions as a cartel and earn revenues based on their own output decision and the output decision…

  20. Language experience changes subsequent learning

    PubMed Central

    Onnis, Luca; Thiessen, Erik

    2013-01-01

    What are the effects of experience on subsequent learning? We explored the effects of language-specific word order knowledge on the acquisition of sequential conditional information. Korean and English adults were engaged in a sequence learning task involving three different sets of stimuli: auditory linguistic (nonsense syllables), visual non-linguistic (nonsense shapes), and auditory non-linguistic (pure tones). The forward and backward probabilities between adjacent elements generated two equally probable and orthogonal perceptual parses of the elements, such that any significant preference at test must be due to either general cognitive biases, or prior language-induced biases. We found that language modulated parsing preferences with the linguistic stimuli only. Intriguingly, these preferences are congruent with the dominant word order patterns of each language, as corroborated by corpus analyses, and are driven by probabilistic preferences. Furthermore, although the Korean individuals had received extensive formal explicit training in English and lived in an English-speaking environment, they exhibited statistical learning biases congruent with their native language. Our findings suggest that mechanisms of statistical sequential learning are implicated in language across the lifespan, and experience with language may affect cognitive processes and later learning. PMID:23200510

  1. Mapping Transitions in Interpersonal Learning for Students with Additional Needs

    ERIC Educational Resources Information Center

    Coles-Janess, Bernadette; Griffin, Patrick

    2009-01-01

    This article reports on the development of an interpersonal measure for students with additional learning needs. A questionnaire and learning continuum were constructed using a methodology devised by Griffin (2007a) for creating criterion-referenced frameworks. Teachers reported on 1619 students, ranging in age from 3 to 18 years. Analysis of the…

  2. Learning the Critical Points for Addition in Matematika GASING

    ERIC Educational Resources Information Center

    Siregar, Johannes Hamonangan; Wiyanti, Wiwik; Wakhyuningsih, Nur Safitri; Godjali, Ali

    2014-01-01

    We propose learning Matematika GASING to help students better understand the addition material. Matematika GASING is a way of learning mathematics in an easy, fun and enjoyable fashion. GASING is short for GAmpang, aSyIk, and menyenaNGkan (Bahasa Indonesia for easy, fun and enjoyable). It was originally developed by Prof. Yohanes Surya at the…

  3. The Comprehension Skills of Children Learning English as an Additional Language

    ERIC Educational Resources Information Center

    Burgoyne, K.; Kelly nee Hutchinson, J. M.; Whiteley, H. E.; Spooner, A.

    2009-01-01

    Background: Data from national test results suggests that children who are learning English as an additional language (EAL) experience relatively lower levels of educational attainment in comparison to their monolingual, English-speaking peers. Aims: The relative underachievement of children who are learning EAL demands that the literacy needs of…

  4. Experience Effect in E-Learning Research

    NASA Astrophysics Data System (ADS)

    Wu, Bing; Xu, WenXia; Ge, Jun

    This study is a productivity review on the literature gleaned from SSCI, SCIE databases concerning experience in E-Learning research. The result indicates that the number of literature productions on experience effect in ELearning research is still growing from 2005. The main research development country is Croatia, and from the analysis of the publication year, the number of papers is increasing to the peaking in 2010. And the main source title is British Journal of Educational Technology. In addition the subject area concentrated on Education & Educational Research. Moreover the research focuses on are mainly survey research and empirical research, in order to explore experience effect in E-Learning research. Also the limitations and future research of these research were discussed, so that the direction for further research work can be exploited

  5. Learning Experience: The Root of Sustainable Change

    ERIC Educational Resources Information Center

    Beretta, Lorna M.

    2007-01-01

    Within a difficult social setting the starting point for change is the personal learning experiences of those struggling for the change. The learning experiences of people belonging to a community of underprivileged in Brazil are presented in this article in order to recognise how sustainable change is rooted in personal learning experiences. The…

  6. Teacher learning from girls' informal science experiences

    NASA Astrophysics Data System (ADS)

    Birmingham, Daniel J.

    School science continues to fail to engage youth from non-dominant communities (Carlone, Huan-Frank & Webb, 2011). However, recent research demonstrates that informal science learning settings support both knowledge gains and increased participation in science among youth from non-dominant communities (Dierking, 2007; Falk et al., 2007; HFRP, 2010). Despite the success, little is known about how teachers can learn from informal science practices to support student engagement in science. In this study, I examine the impact informal science experiences has for the teaching and learning of science in school contexts. This study is focused on eliciting girls' stories of informal science learning experiences and sharing these stories with science teachers to examine what they notice and make meaning of in connection with their classroom practices (van Es & Sherin, 2002). I co-constructed cases of informal science experiences with middle school females who participate in an after school science program in an urban area. These cases consisted of the girls' written stories, their explicit messages to science teachers, examples of actions taken when investigating community based science issues and transcripts of conversations between the girls and researchers. These cases were shared with local science teachers in order to investigate what they "notice" (van Es & Sherin, 2002) regarding girls' participation in informal science learning, how they make meaning of youths' stories and whether the stories influence their classroom practices. I found that the girls' use their cases to share experiences of how, where and why science matters, to express hope for school science and to critique stereotypical views that young, female, students of color from lower SES backgrounds are not interested or capable of making contributions to scientific investigations. Additionally, I found that teachers noticed powerful messages within and across the girls' cases. The messages include; 1

  7. Learning from Experience. Empowerment or Incorporation?

    ERIC Educational Resources Information Center

    Fraser, Wilma

    Based on a Making Experience Count (MEC) project, this book examines current trends in learning from experience. Chapter 1 discusses key theoretical elements that underpin work in the field of experiential learning and analyzes the contribution of the andragogic approach to adult learning. Chapter 2 offers an alternative model--gynagogy--and…

  8. Experience of Cooperative Learning in Engineering

    ERIC Educational Resources Information Center

    Maceiras, Rocio; Cancela, Angeles; Urrejola, Santiago; Sanchez, Angel

    2011-01-01

    The objective of this work is to share the authors' experience towards a different mode of teaching/learning method. Cooperative learning (Jigsaw) was employed on the University of Vigo's fourth-year engineering students. The results of the experience show that cooperative learning is quite a viable alternative to the classical way of lecturing at…

  9. Reasons for post registration learning: impact of the learning experience.

    PubMed

    Bahn, Dolores

    2007-10-01

    This exploratory study is the second stage of a multi-method approach to explore some of the reasons why registered nurses take part in formal and informal learning and higher education. Also under exploration is the extent to which their various learning experiences met their expectations. The sample consists of 25 registered nurses, randomly selected from a population (N=162) of 1st and 2nd Level nurses employed in public and private clinical settings, who have taken part in continuing education to obtain a Diploma or a Degree in Nursing. The data gathering was achieved by three focus group interviews. Formal learning included mandatory and non-mandatory in house teaching. Mandatory input was regarded as a self-protection measure by the employer, not related to personal development and with no perceived benefit on client care. Regarding the achievement of additional clinical competences, the overwhelming reason is to improve client care, although the motives of the employer and medical staff are viewed with some suspicion as a measure to saving doctors' time. Higher education pursuits appears to be triggered by a perceived need to increase the participants' level of existing knowledge in line with that of current students on placement, but adjustment to adult life transition period also appear to be an influencing factor. In terms of learning experiences, the relevance and quality of mandatory sessions came under criticism, whilst a measure of surprise was expressed at the unexpected benefits, at a personal and a professional level, gained by taking part in academic learning. PMID:17126455

  10. Identification of Additional Learning Difficulties in Hearing-Impaired Children.

    ERIC Educational Resources Information Center

    Alpin, D. Yvonne

    Of particular concern to educational psychologists when assessing hearing-impaired children is the identification of learning difficulties in addition to deafness which might hinder progress with language development. This study sought to replicate research which showed that some deaf children who have difficulty with fine motor movements and body…

  11. Fire extinct experiments with water mist by adding additives

    NASA Astrophysics Data System (ADS)

    Yang, Lijun; Zhao, Jianbo

    2011-12-01

    The effects of fire extinguishment with water mist by adding different additives were studied. Tens of chemical substances (including alkali metal salt, dilution agent and surface active agent) were selected as additives due to their different extinct mechanisms. At first the performance of fire extinguishment with single additive was studied, then the effects of the same kinds of chemical substances under the same mass fraction were compared to study their influences on the fire extinguishment factors, including extinct time, fire temperature and oxygen concentration from which the fire extinct mechanism with additives could be concluded. Based on this the experiments were conducted to study the cooperate effect of the complexity of different additives. It indicated the relations between different firefighting mechanisms and different additives were competitive. From a large number of experiments the extinct mechanism with water mist by adding additives was concluded and an optimal compounding additive was selected.

  12. Designing Learning Experiences for Deeper Understanding

    ERIC Educational Resources Information Center

    Stripling, Barbara K.; Harada, Violet H.

    2012-01-01

    Planning is the less visible part of the teaching and learning process; however, it serves as the blueprint for student learning. To conceptualize the unit or project as a holistic learning experience, the authors created the C.L.E.A.R. G.O.A.L.S. guidelines that address the major elements of unit planning. An essential step is identifying the…

  13. Experiments on Learning by Back Propagation.

    ERIC Educational Resources Information Center

    Plaut, David C.; And Others

    This paper describes further research on a learning procedure for layered networks of deterministic, neuron-like units, described by Rumelhart et al. The units, the way they are connected, the learning procedure, and the extension to iterative networks are presented. In one experiment, a network learns a set of filters, enabling it to discriminate…

  14. Sociocultural Theory and the Mediated Learning Experience.

    ERIC Educational Resources Information Center

    Kozulin, Alex

    2002-01-01

    Discusses the two theories that have contributed most to the development of the mediational approach to learning, Vygotskian sociocultural theory and Feuerstein's theory of Mediated Learning Experience. Both theories emphasize the importance of sociocultural forces in shaping a child's development and learning, and have generated a number of…

  15. Do Training Institutions Learn from Experience?

    ERIC Educational Resources Information Center

    Castro, Claudio de Moura

    2011-01-01

    This essay is concerned with organisational learning and, in particular, policy learning. Sometimes, organisations learn; sometimes they do not. Sometimes they use their acquired knowledge, but this is, not always the case. Inside organisations, particular values, rules and incentive systems are developed. In addition, organisations need to…

  16. Learning in innovation networks: Some simulation experiments

    NASA Astrophysics Data System (ADS)

    Gilbert, Nigel; Ahrweiler, Petra; Pyka, Andreas

    2007-05-01

    According to the organizational learning literature, the greatest competitive advantage a firm has is its ability to learn. In this paper, a framework for modeling learning competence in firms is presented to improve the understanding of managing innovation. Firms with different knowledge stocks attempt to improve their economic performance by engaging in radical or incremental innovation activities and through partnerships and networking with other firms. In trying to vary and/or to stabilize their knowledge stocks by organizational learning, they attempt to adapt to environmental requirements while the market strongly selects on the results. The simulation experiments show the impact of different learning activities, underlining the importance of innovation and learning.

  17. The Anatomy of a Learning Experience.

    ERIC Educational Resources Information Center

    Horwood, Bert

    Analysis of recent literature on experiential education provides material for a model for learning experiences in experiential education. The model is constructed from six interconnected and overlapping parts, ranging from the profoundly foundational to the more specifically tactical. First, the learning experience attends to the human condition.…

  18. Faculty Experiences in a Research Learning Community

    ERIC Educational Resources Information Center

    Holmes, Courtney M.; Kozlowski, Kelly A.

    2014-01-01

    The current study examines the experiences of faculty in a research learning community developed to support new faculty in increasing scholarly productivity. A phenomenological, qualitative inquiry was used to portray the lived experiences of faculty within a learning community. Several themes were found including: accountability, belonging,…

  19. Mediated Learning Experience and Deaf Learners.

    ERIC Educational Resources Information Center

    Martin, David S.

    A classroom cognitive intervention model for adolescents and adults who are deaf is described. The model provides mediated learning experiences whereby a person assists the learner in interpreting experience and learning problem-solving strategies. The program, entitled instrumental enrichment (IE), is based on the following principles: IE uses a…

  20. Polymer Photooxidation: An Experiment to Demonstrate the Effect of Additives.

    ERIC Educational Resources Information Center

    Allen, Norman S.; McKellar, John F.

    1979-01-01

    This undergraduate experiment shows that the inclusion of an appropriate additive can have a very marked effect on the physical properties of a polymer. The polymer used is polypropylene and the additives are 2-hydroxy-4-octyloxy-benzophenone and benzophenone. (BB)

  1. An Examination of Game-Based Learning from Theories of Flow Experience and Cognitive Load

    ERIC Educational Resources Information Center

    Lai, Chih-Hung; Chu, Chih-Ming; Liu, Hsiang-Hsuan; Yang, Shun-Bo; Chen, Wei-Hsuan

    2013-01-01

    This study aims to discuss whether game-based learning with the integration of games and digital learning could enhance not only the flow experience in learning but achieve the same flow experience in pure games. In addition, the authors discovered that whether the game-based learning could make learners to reveal higher cognitive load. The…

  2. Service Learning: A Valuable Experience

    ERIC Educational Resources Information Center

    Fowler, William E.; Stovall, O. Scott; Neill, John D.

    2005-01-01

    In this paper, we describe how our department recently incorporated a major service learning component into the curriculum. Specifically, we employed participation in the IRS's Volunteer Income Tax Assistance (VITA) program as an effective means of experiential and service learning for the past two years for Masters of Accountancy students. We…

  3. Accounting Experiences in Collaborative Learning

    ERIC Educational Resources Information Center

    Edmond, Tracie; Tiggeman, Theresa

    2009-01-01

    This paper discusses incorporating collaborative learning into accounting classes as a response to the Accounting Education Change Commission's call to install a more active student learner in the classroom. Collaborative learning requires the students to interact with each other and with the material within the classroom setting. It is a…

  4. Laboratory and Field Experiments in Motor Learning.

    ERIC Educational Resources Information Center

    Singer, Robert N.; And Others

    This manual for research in motor learning was written for scientifically based physical educators, experimental psychologists, and others interested in the investigation of learning and performance phenomena associated with skill acquisition. Laboratory and field experiments are presented that can be run with or without the presence of a formal…

  5. Learning Process and Vocational Experience Attainments.

    ERIC Educational Resources Information Center

    Colardyn, Danielle; White, Kathleen M.

    From a search of (mostly French) literature, a hypothesis was formulated that students with both academic training and work experience would solve a practical learning problem more easily than students with academic learning only. A study was conducted at the Conservatoire National des Arts et Metiers in Paris to test this hypothesis. Two groups,…

  6. Young Children as Explorers: Interactive Learning Experiences

    ERIC Educational Resources Information Center

    Center for Best Practices in Early Childhood Education, 2004

    2004-01-01

    This curriculum, designed for young children ages 3-6, focuses on math, science, and social studies and includes integrated activities to use with over 30 software titles. Young Children as Explorers: Interactive Learning Experiences addresses learning standards established by the National Council for Teachers of Mathematics, National Research…

  7. Disabled Learners' Experiences of E-Learning

    ERIC Educational Resources Information Center

    Wald, Mike; Draffan, E. A.; Seale, Jane

    2009-01-01

    This article provides an overview and initial findings of the LExDis project which is exploring the e-learning experiences of disabled learners within a UK university in order to increase understanding of the many complex issues and interactions introduced by disabled learners' requirements for accessible e-learning, compatible assistive…

  8. Connecting Formal and Informal Learning Experiences

    NASA Astrophysics Data System (ADS)

    O'Mahony, Timothy Kieran

    The learning study reports on part of a larger project being lead by the author. In this dissertation I explore one goal of this project---to understand effects on student learning outcomes as a function of using different methods for connecting out-of-school experiential learning with formal school-based instruction. There is a long history of assuming that "experience is the best teacher"(e.g. Aristotle, 360 BC; Dewey, 1934; Kolb, 1997; Pliny, AD 77). As a practical geographer I endorsed that assumption throughout my teaching career, paying attention to local topography, physical features, and natural resources in the geographic hinterland. I was particularly interested in understanding the impact of the physical landscape on humankind, and reciprocally, noting humankind's widespread impressions on the natural world. Until I began this research project, I assumed that everyone else paid a similar attention to immediate surroundings. The work that I describe in this dissertation emerges out of a conviction that there are many degrees of truth to the idea that experience is a great teacher. Its effectiveness seems to depend on how one's "experience" is mediated, and how "learning from it" is defined. This motivated me to think about design principles for linking people's experiences to learning. I began to explore, experimentally, how I might enhance people's abilities to notice, represent, and discuss their experiences in order to better learn from them. This study investigated how different ways of connecting outdoor learning experiences to formal schooling impacts students' performance. I studied high-school students in outdoor settings as they engaged in evocative issues of learning pertaining to consequential everyday life encounters. Different kinds of "expert mediation" were introduced and tested as the students engaged in investigative activities around the science of dam removal and habitat restoration. I measured outcomes with the aid of pre- and

  9. Liberating Learning: Experiences of MOOCs

    ERIC Educational Resources Information Center

    Wintrup, Julie; Wakefield, Kelly; Morris, Debra; Davis, Hugh

    2015-01-01

    Research into MOOCs--massive, open, online courses--is proliferating as they become increasingly popular in the UK. The study reported here sought in-depth accounts of learning on a MOOC from ten people who completed one of the University of Southampton's first two such courses during 2014. Its goal is to better understand their motivations for…

  10. A Small Experiment in Online Learning

    ERIC Educational Resources Information Center

    Ryan, P.

    2008-01-01

    What constitutes successful practice for supervision of postgraduate students at an Open and Distance learning institution? In this article I describe a limited experiment in on-line teaching using a group of postgraduate students at the University of South Africa (Unisa). While the experiment has obvious limitations including the short time in…

  11. Estimation of stream nutrient uptake from nutrient addition experiments

    SciTech Connect

    Payn, Robert

    2005-09-01

    Nutrient uptake in streams is often quantified by determining nutrient uptake length. However, current methods for measuring nutrient uptake length are often impractical, expensive, or demonstrably incorrect. We have developed a new method to estimate ambient nutrient uptake lengths using field experiments involving several levels of nutrient addition. Data analysis involves plotting nutrient addition uptake lengths versus added concentration and extrapolating to the negative ambient concentration. This method is relatively easy, inexpensive, and based on sound theoretical development. It is more accurate than the commonly used method involving a single nutrient addition. The utility of the method is supported by field studies directly comparing our new method with isotopic tracer methods for determining uptake lengths of phosphorus, ammonium, and nitrate. Our method also provides parameters for comparing potential nutrient limitation among streams.

  12. Effectiveness of Personalised Learning Paths on Students Learning Experiences in an e-Learning Environment

    ERIC Educational Resources Information Center

    Santally, Mohammad Issack; Senteni, Alain

    2013-01-01

    Personalisation of e-learning environments is an interesting research area in which the learning experience of learners is generally believed to be improved when his or her personal learning preferences are taken into account. One such learning preference is the V-A-K instrument that classifies learners as visual, auditory or kinaesthetic. In this…

  13. (Re)Counting Meaningful Learning Experiences: Using Student-Created Reflective Videos to Make Invisible Learning Visible during PjBL Experiences

    ERIC Educational Resources Information Center

    Smith, Shaunna

    2016-01-01

    This ethnographic case study investigated how the process of learning during a yearlong after-school, project-based learning (PjBL) experience could be documented by student-created reflective videos. Guided by social constructivism, constant comparative analysis was used to explore the meaningful learning that took place in addition to the…

  14. Solar Week: Learning from Experience

    NASA Astrophysics Data System (ADS)

    Alexander, D.; Hauck, K.

    2003-12-01

    Solar Week is a week-long set of games and activities allowing students to interact directly with solar science and solar scientists. Solar Week was developed as a spin-off of the highly successful Yohkoh Public Outreach Project (YPOP). While YPOP provided access to solar images, movies and activities, the main goal of Solar Week was to enhance the participation of women, who are under-represented in the physical sciences. Solar Week achieves this by providing young women, primarily in grades 6-8, with access to role models in the sciences. The scientists participating in Solar Week are women from a variety of backgrounds and with a variety of scientific expertise. In this paper, our aim is to provide some insight into developing activity-based space science for the web and to discuss the lessons-learned from tailoring to a specific group of participants.

  15. Investigation of learning and experience curves

    SciTech Connect

    Krawiec, F.; Thornton, J.; Edesess, M.

    1980-04-01

    The applicability of learning and experience curves for predicting future costs of solar technologies is assessed, and the major test case is the production economics of heliostats. Alternative methods for estimating cost reductions in systems manufacture are discussed, and procedures for using learning and experience curves to predict costs are outlined. Because adequate production data often do not exist, production histories of analogous products/processes are analyzed and learning and aggregated cost curves for these surrogates estimated. If the surrogate learning curves apply, they can be used to estimate solar technology costs. The steps involved in generating these cost estimates are given. Second-generation glass-steel and inflated-bubble heliostat design concepts, developed by MDAC and GE, respectively, are described; a costing scenario for 25,000 units/yr is detailed; surrogates for cost analysis are chosen; learning and aggregate cost curves are estimated; and aggregate cost curves for the GE and MDAC designs are estimated. However, an approach that combines a neoclassical production function with a learning-by-doing hypothesis is needed to yield a cost relation compatible with the historical learning curve and the traditional cost function of economic theory.

  16. Effects of an additional dimension in the Young experiment

    SciTech Connect

    Barros, Allan Kardec

    2015-09-15

    The results of the Young experiment can be analyzed either by classical or Quantum Physics. The later one though leads to a more complete interpretation, based on two different patterns that appear when one works either with single or double slits. Here we show that the two patterns can be derived from a single principle, in the context of General Relativity, if one assumes an additional spatial dimension to the four known today. The found equations yield the same results as those in Quantum Mechanics.

  17. Co-Learning: Maximizing Learning in Clinical Experiences

    ERIC Educational Resources Information Center

    Merk, Hillary; Waggoner, Jacqueline; Carroll, James

    2013-01-01

    Researchers and teacher educators have given increased attention to co-teaching during the student teaching experience. Co-teaching facilitates an apprenticeship arrangement that encourages modeling of classroom practice for the candidate and a chance to implement directly what is being learned by the apprentice. The co-teaching model can be…

  18. What Is It that Entrepreneurs Learn from Experience?

    ERIC Educational Resources Information Center

    Martin, Frank; Smith, Ronnie

    2010-01-01

    The issue of whether or not entrepreneurs really learn from experience has been one of the key themes of entrepreneurship research. If they do learn from experience, what do they learn? The importance of knowledge and learning to the performance of a business has been highlighted by many authors, who emphasize the role of life cycle, learning from…

  19. Lessons Learned from Decontamination Experiences

    SciTech Connect

    Sorensen, JH

    2000-11-16

    This interim report describes a DOE project currently underway to establish what is known about decontamination of buildings and people and the procedures and protocols used to determine when and how people or buildings are considered ''clean'' following decontamination. To fulfill this objective, the study systematically examined reported decontamination experiences to determine what procedures and protocols are currently employed for decontamination, the timeframe involved to initiate and complete the decontamination process, how the contaminants were identified, the problems encountered during the decontamination process, how response efforts of agencies were coordinated, and the perceived social psychological effects on people who were decontaminated or who participated in the decontamination process. Findings and recommendations from the study are intended to aid decision-making and to improve the basis for determining appropriate decontamination protocols for recovery planners and policy makers for responding to chemical and biological events.

  20. Working to learn and learning to work: placement experience of Project 2000 nursing students in Scotland.

    PubMed

    May, N; Veitch, L

    1998-11-01

    It is evident that the Scottish colleges have designed and provided very different curricular arrangements to support students' learning to practise in placements. Evaluation has demonstrated that some of these arrangements are of fundamental importance in facilitating or constraining the educational experience of students, including opportunities for reflection on experience, students' preparation for placements, the role of tutors in students' placement learning, the preparation of mentors and the utility of instruments for the assessment of students' practice-based learning. In addition to the formal provision in support of students' learning to work, students have developed their own informal strategies in order to meet their (sometimes conflicting) needs to maximize practical learning opportunities, ease entry into the nursing team and achieve favourable assessment of learning. Some of these involve working in order to learn. This paper is based on the work of the National Board-funded Evaluation of Project 2000 in Scotland (1992-96). The remit of the evaluation was to examine the teaching/learning processes of the Project 2000 nursing programmes and the new midwifery programmes, and their relationship to the educational outcomes for individual students, giving particular emphasis to the experience of students. PMID:10188467

  1. Autonomous reinforcement learning with experience replay.

    PubMed

    Wawrzyński, Paweł; Tanwani, Ajay Kumar

    2013-05-01

    This paper considers the issues of efficiency and autonomy that are required to make reinforcement learning suitable for real-life control tasks. A real-time reinforcement learning algorithm is presented that repeatedly adjusts the control policy with the use of previously collected samples, and autonomously estimates the appropriate step-sizes for the learning updates. The algorithm is based on the actor-critic with experience replay whose step-sizes are determined on-line by an enhanced fixed point algorithm for on-line neural network training. An experimental study with simulated octopus arm and half-cheetah demonstrates the feasibility of the proposed algorithm to solve difficult learning control problems in an autonomous way within reasonably short time. PMID:23237972

  2. Learning with the ATLAS Experiment at CERN

    ERIC Educational Resources Information Center

    Barnett, R. M.; Johansson, K. E.; Kourkoumelis, C.; Long, L.; Pequenao, J.; Reimers, C.; Watkins, P.

    2012-01-01

    With the start of the LHC, the new particle collider at CERN, the ATLAS experiment is also providing high-energy particle collisions for educational purposes. Several education projects--education scenarios--have been developed and tested on students and teachers in several European countries within the Learning with ATLAS@CERN project. These…

  3. Embryo: A Radical Experiement in Learning.

    ERIC Educational Resources Information Center

    Lyon, David N.

    1979-01-01

    A learning experiment at a West Coast cluster college is reported that involved curricular devices designed to modify student-faculty interactions, change the basis of student motivation, and develop new insights into subject matter on the part of both faculty and students. (Author/LBH)

  4. Workplace Stress and the Student Learning Experience

    ERIC Educational Resources Information Center

    Stevenson, Anne; Harper, Sarah

    2006-01-01

    Purpose: To investigate the possible effects of workplace stress in academics on the student learning experience. Design/methodology/approach: Questionnaires were designed and distributed to all academic staff at a Scottish Higher Education Institute. This measured perceived levels of stress amongst academic staff and the possible impact of this…

  5. Teaching and Learning: The Oxford Experience

    ERIC Educational Resources Information Center

    Lindeman, Cheryl A.

    2006-01-01

    It all started with an invitation from the Oxford Round Table. The author was summoned to participate in a lively debate at Exeter College in the Oxford University about, "Science and Faith: The Great Matter." If one has participated in an Oxford University summer experience, he/she will agree it is a once in a lifetime learning endeavor. The…

  6. Critical Friends Groups: Learning Experiences for Teachers

    ERIC Educational Resources Information Center

    Cox, Ernie

    2010-01-01

    How can school librarians know about other teachers' professional development experiences? School librarians need time to talk with fellow teachers about the wide range of issues and challenges present in schools. A collaborative mission gives precious time to create learning opportunities for students; but does it give enough time for reflective…

  7. Internationalising the Student Learning Experience: Possible Indicators

    ERIC Educational Resources Information Center

    Stone, Nick

    2006-01-01

    The following lists offer indicators with which a tertiary institution may choose to audit, review, and develop opportunities to internationalise student learning experiences. They are classified under the headings: Staff and Student Attributes, International Relations, Curriculum Design and Content, and Curriculum Delivery. Although they do not…

  8. Learning with the ATLAS experiment at CERN

    NASA Astrophysics Data System (ADS)

    Barnett, R. M.; Johansson, K. E.; Kourkoumelis, C.; Long, L.; Pequenao, J.; Reimers, C.; Watkins, P.

    2012-01-01

    With the start of the LHC, the new particle collider at CERN, the ATLAS experiment is also providing high-energy particle collisions for educational purposes. Several education projects—education scenarios—have been developed and tested on students and teachers in several European countries within the Learning with ATLAS@CERN project. These highly appreciated projects could become a new component in many teachers' classrooms. The Learning with ATLAS portal and the information on the ATLAS public website make it possible for teachers to design educational material for their own situations. To be able to work with real data adds a new dimension to particle physics explorations at school.

  9. Learning difficulties or learning English difficulties? Additional language acquisition: an update for paediatricians.

    PubMed

    Clifford, Vanessa; Rhodes, Anthea; Paxton, Georgia

    2014-03-01

    Australia is a diverse society: 26% of the population were born overseas, a further 20% have at least one parent born overseas and 19% speak a language other than English at home. Paediatricians are frequently involved in the assessment and management of non-English-speaking-background children with developmental delay, disability or learning issues. Despite the diversity of our patient population, information on how children learn additional or later languages is remarkably absent in paediatric training. An understanding of second language acquisition is essential to provide appropriate advice to this patient group. It takes a long time (5 years or more) for any student to develop academic competency in a second language, even a student who has received adequate prior schooling in their first language. Refugee students are doubly disadvantaged as they frequently have limited or interrupted prior schooling, and many are unable to read and write in their first language. We review the evidence on second language acquisition during childhood, describe support for English language learners within the Australian education system, consider refugee-background students as a special risk group and address common misconceptions about how children learn English as an additional language. PMID:24134139

  10. Field Trips as Valuable Learning Experiences in Geography Courses

    ERIC Educational Resources Information Center

    Krakowka, Amy Richmond

    2012-01-01

    Field trips have been acknowledged as valuable learning experiences in geography. This article uses Kolb's (1984) experiential learning model to discuss how students learn and how field trips can help enhance learning. Using Kolb's experiential learning theory as a guide in the design of field trips helps ensure that field trips contribute to…

  11. Experimenting `learn by doing' and `learn by failing'

    NASA Astrophysics Data System (ADS)

    Pozzi, Rossella; Noè, Carlo; Rossi, Tommaso

    2015-01-01

    According to the literature, in recent years, developing experiential learning has fulfilled the requirement of a deep understanding of lean philosophy by engineering students, demonstrating the advantages and disadvantages of some of the key principles of lean manufacturing. On the other hand, the literature evidences how some kinds of game-based experiential learning overlook daily difficulties, which play a central role in manufacturing systems. To fill the need of a game overcoming such lack of vision, an innovative game direct in-field, named Kart Factory, has been developed. Actual production shifts are simulated, while keeping all the elements peculiar to a real production set (i.e. complexity, effort, safety). The working environment is a real pedal car assembly department, the products to be assembled have relevant size and weight (i.e. up to 35 kg approximately), and the provided tools are real production equipment (e.g. keys, screwdrivers, trans-pallets, etc.). Due to the need to maximise the impact on students, a labour-intensive process characterises the production department. The whole training process is based on three educational principles: Experience Value Principle, Error Value Principle, and Team Value Principle. As the 'learn by doing' and 'learn by failing' are favoured, the theory follows the practice, while crating the willingness to 'do' instead of just designing or planning. The gathered data prove the Kart Factory's effectiveness in reaching a good knowledge of lean concepts, notwithstanding the students' initial knowledge level.

  12. The Interrelationship between Student Learning Experience and Study Behaviour

    ERIC Educational Resources Information Center

    Ning, Hoi Kwan; Downing, Kevin

    2011-01-01

    This study examined the interrelationship between student learning experiences and study behaviour in explaining academic achievement. The participants were 541 final year students from a university in Hong Kong. Students' learning experiences and study behaviour were measured using the Course Experience Questionnaire and the Learning and Study…

  13. The Experience of Contrasting Learning Styles, Learning Preferences, and Personality Types in the Community College English Classroom

    ERIC Educational Resources Information Center

    Lawrence, William K.

    2014-01-01

    This study focuses on the classroom experiences of students who identify themselves as learning best as reflective-observers (Assimilators) in contrast to those who learn best as active- experimenters (Accommodators), with additional consideration for their self-identified personality type (introvert vs. extrovert) as well as one of the VARK…

  14. Additives

    NASA Technical Reports Server (NTRS)

    Smalheer, C. V.

    1973-01-01

    The chemistry of lubricant additives is discussed to show what the additives are chemically and what functions they perform in the lubrication of various kinds of equipment. Current theories regarding the mode of action of lubricant additives are presented. The additive groups discussed include the following: (1) detergents and dispersants, (2) corrosion inhibitors, (3) antioxidants, (4) viscosity index improvers, (5) pour point depressants, and (6) antifouling agents.

  15. Developing an Undergraduate Applied Learning Experience

    PubMed Central

    Nelson-Hurwitz, Denise C.; Tagorda, Michelle

    2015-01-01

    To foster student development, critical thinking, and application skills among public health students at the University of Hawai‘i at Mānoa, a three-course capstone series was developed as a key component of the public health Bachelor of Arts degree program. Over the course of 1.5 academic years students are actively involved in developing an interdisciplinary project proposal, then executing and presenting an independent, supervised, applied learning project. In the first course, students are introduced to a diverse range of public health projects and methods while working to develop their own project proposal – the foundation for the applied learning experience. The project execution course is designed to allow students to execute their proposed applied learning projects. This experience focuses on the application and integration of public health knowledge, skills, and practice acquired during the bachelor’s degree course of study. Finally, students will be involved in reflecting on, finalizing, and sharing their completed projects in an undergraduate capstone seminar. Through implementation of this series, the program hopes to provide students with the opportunity to actively apply academic skills to real-world application. PMID:25741503

  16. Developing an undergraduate applied learning experience.

    PubMed

    Nelson-Hurwitz, Denise C; Tagorda, Michelle

    2015-01-01

    To foster student development, critical thinking, and application skills among public health students at the University of Hawai'i at Mānoa, a three-course capstone series was developed as a key component of the public health Bachelor of Arts degree program. Over the course of 1.5 academic years students are actively involved in developing an interdisciplinary project proposal, then executing and presenting an independent, supervised, applied learning project. In the first course, students are introduced to a diverse range of public health projects and methods while working to develop their own project proposal - the foundation for the applied learning experience. The project execution course is designed to allow students to execute their proposed applied learning projects. This experience focuses on the application and integration of public health knowledge, skills, and practice acquired during the bachelor's degree course of study. Finally, students will be involved in reflecting on, finalizing, and sharing their completed projects in an undergraduate capstone seminar. Through implementation of this series, the program hopes to provide students with the opportunity to actively apply academic skills to real-world application. PMID:25741503

  17. Do Classroom Experiments Increase Learning in Introductory Microeconomics?

    ERIC Educational Resources Information Center

    Dickie, Mark

    2007-01-01

    Interest in using classroom experiments to teach economics is increasing whereas empirical evidence on how experiments affect learning is limited and mixed. The author used a pretest-posttest control-group design to test whether classroom experiments and grade incentives that reward performance in experiments affect learning of introductory…

  18. The Process of Empirical Research: A Learning Experience?

    ERIC Educational Resources Information Center

    Gaskell, Tilda

    2000-01-01

    In interviews, Scottish adults aged 55-96 in formal, self-help, and distance learning or not participating in group learning reflected on the process of working together to make meaning and on beliefs about learning, education, knowledge, and wisdom. The research process itself was a learning experience for subjects and interviewer. (SK)

  19. Practical Applications and Experiences in K-20 Blended Learning Environments

    ERIC Educational Resources Information Center

    Kyei-Blankson, Lydia, Ed.; Ntuli, Esther, Ed.

    2014-01-01

    Learning environments continue to change considerably and is no longer confined to the face-to-face classroom setting. As learning options have evolved, educators must adopt a variety of pedagogical strategies and innovative technologies to enable learning. "Practical Applications and Experiences in K-20 Blended Learning Environments"…

  20. Using Set Model for Learning Addition of Integers

    ERIC Educational Resources Information Center

    Lestari, Umi Puji; Putri, Ratu Ilma Indra; Hartono, Yusuf

    2015-01-01

    This study aims to investigate how set model can help students' understanding of addition of integers in fourth grade. The study has been carried out to 23 students and a teacher of IVC SD Iba Palembang in January 2015. This study is a design research that also promotes PMRI as the underlying design context and activity. Results showed that the…

  1. Enhancing E-Learning through Teacher Support: Two Experiences

    ERIC Educational Resources Information Center

    Gaudioso, E.; Hernandez-del-Olmo, F.; Montero, M.

    2009-01-01

    Teachers in e-learning play a crucial role as facilitators of the students' learning experiences. To this end, a teacher needs to monitor, understand and evaluate the activity of the students in the course. What is more, e-learning can be enhanced if tools for supporting teachers in this task are provided. In this paper, two experiences are…

  2. Blending Student Technology Experiences in Formal and Informal Learning

    ERIC Educational Resources Information Center

    Lai, K.-W.; Khaddage, F.; Knezek, Gerald

    2013-01-01

    In this article, we discuss the importance of recognizing students' technology-enhanced informal learning experiences and develop pedagogies to connect students' formal and informal learning experiences, in order to meet the demands of the knowledge society. The Mobile-Blended Collaborative Learning model is proposed as a framework to…

  3. Teaching and Learning Science for Transformative, Aesthetic Experience

    ERIC Educational Resources Information Center

    Girod, Mark; Twyman, Todd; Wojcikiewicz, Steve

    2010-01-01

    Drawing from the Deweyan theory of experience (1934, 1938), the goal of teaching and learning for transformative, aesthetic experience is contrasted against teaching and learning from a cognitive, rational framework. A quasi-experimental design was used to investigate teaching and learning of fifth grade science from each perspective across an…

  4. Road to Success: Service Learning Enhances Tech Ed Experience

    ERIC Educational Resources Information Center

    Howell, Robert T.

    2008-01-01

    Service learning, a form of experiential learning, is not a new idea. Students learn through participation in thoughtfully organized service experiences that meet real community needs are are coordinated in collaboration with schools/faculty and community organizations. the service experiences are integrated into the students' academic curriculum,…

  5. The ICCE Framework: Framing Learning Experiences Afforded by Games

    ERIC Educational Resources Information Center

    Foster, Aroutis; Shah, Mamta

    2015-01-01

    There is a need for game-based learning frameworks that provide a lens for understanding learning experiences afforded in digital games. These frameworks should aim to facilitate game analyses, identification of learning opportunities, and support for learner experiences. This article uses the inquiry, communication, construction, and expression…

  6. Transformative Learning Experiences of International Graduate Students from Africa

    ERIC Educational Resources Information Center

    Kumi-Yeboah, Alex

    2014-01-01

    This article examines factors that influence transformative learning experiences of international graduate students from Africa. In general, 84.8% of the participants experienced transformative learning while 15.2% reported no transformative experiences. For those who experienced transformative learning, 26.1% of the transformative experiences…

  7. Learning experience in endodontics: Brazilian students' perceptions.

    PubMed

    Seijo, Marilia O S; Ferreira, Efigênia F; Ribeiro Sobrinho, Antônio P; Paiva, Saul M; Martins, Renata C

    2013-05-01

    Including students' perceptions in the educational process is considered a key component in monitoring the quality of academic programs. This study aimed to evaluate the concept of one's learning experience in endodontic teaching from the perspective of a group of Brazilian students. A total of 126 self-administered, structured questionnaires were distributed to undergraduate dental students enrolled in endodontics courses during the second semester of the 2009 academic year. The questionnaires were administered during final examinations and focused on students' opinions concerning learning during endodontic treatments, time spent during endodontic treatments, difficulties found during endodontic treatments, quality of endodontic treatments performed, characteristics of the technique employed, and suggestions to improve endodontic teaching. Ninety-one percent of the questionnaires were returned for evaluation. The obtained answers were discussed and analyzed, thereby generating quantitative and qualitative data showing students' perceptions of their experiences in endodontics courses. The main points that can affect the teaching of endodontics, according to the undergraduate students, included patients' absences and delays, selection of patients, preclinical and clinical training, difficulties found, type of technique employed, and teachers' orientation during endodontic treatment. The students' perceptions provided valuable information about the development of the course and the teacher-student relationship, together with the added intention of enhancing the teaching of endodontics as well as other courses. PMID:23658412

  8. Software reliability: Additional investigations into modeling with replicated experiments

    NASA Technical Reports Server (NTRS)

    Nagel, P. M.; Schotz, F. M.; Skirvan, J. A.

    1984-01-01

    The effects of programmer experience level, different program usage distributions, and programming languages are explored. All these factors affect performance, and some tentative relational hypotheses are presented. An analytic framework for replicated and non-replicated (traditional) software experiments is presented. A method of obtaining an upper bound on the error rate of the next error is proposed. The method was validated empirically by comparing forecasts with actual data. In all 14 cases the bound exceeded the observed parameter, albeit somewhat conservatively. Two other forecasting methods are proposed and compared to observed results. Although demonstrated relative to this framework that stages are neither independent nor exponentially distributed, empirical estimates show that the exponential assumption is nearly valid for all but the extreme tails of the distribution. Except for the dependence in the stage probabilities, Cox's model approximates to a degree what is being observed.

  9. Learning Achievement and the Efficiency of Learning the Concept of Vector Addition at Three Different Grade Levels

    ERIC Educational Resources Information Center

    Gubrud, Allan R.; Novak, Joseph D.

    1973-01-01

    Empirical data relate to Bruner's and Ausubel's theories of learning concepts at different age levels. The concept of vector addition was taught to eighth, ninth, and tenth grade students. The concept was learned and retained by high ability ninth and all tenth grade students. (PS)

  10. Online interprofessional learning: the student experience.

    PubMed

    Miers, Margaret E; Clarke, Brenda A; Pollard, Katherine C; Rickaby, Caroline E; Thomas, Judith; Turtle, Ann

    2007-10-01

    Health and social care students in a faculty in the United Kingdom learn together in an interprofessional module through online discussion boards. The module assessment encourages engagement with technology and with group members through peer review. An evaluation of student experience of the module gathered data from 48 students participating in 10 online groups. Analysis of contributions to discussion boards, and transcripts of interviews with 20 students revealed differing levels of participation between individuals and groups. Many students were apprehensive about the technology and there were different views about the advantages and disadvantages of online learning. Students interacted in a supportive manner. Group leadership was seen as associated with maintaining motivation to complete work on time. Students reported benefiting from the peer review process but were uncomfortable with critiquing each other's work. Sensitivity about group process may have inhibited the level of critical debate. Nevertheless the module brought together students from different professions and different sites. Examples of sharing professional knowledge demonstrated successful interprofessional collaboration online. PMID:17891626

  11. Camp Can-Do. Outcomes of an experiential learning experience.

    PubMed

    White, M J; Kouzekanani, K; Olson, R; Amos, E

    2000-01-01

    Because the most effective way to learn is by doing, faculty need to develop experiential learning experiences for students. The authors discuss one such experience, a multiple sclerosis camp where nursing students lived with and cared for their clients for 6 days. The camp experience illustrates how educators can partner with community organizations to the benefit of both. PMID:11111564

  12. Murder They Wrote. A Cross-Curricular Cooperative Learning Experience.

    ERIC Educational Resources Information Center

    Gaither, Linda

    This document contains a cross-curricular cooperative learning experience that is designed to give high school students career and technical educational experiences in the areas of forensic sciences and criminalistics by doing the forensic work to "solve" a fictitious murder. The activities included in the cooperative learning experience are…

  13. Adult Education. Part II: Collection of Learning Experiences. Volume 1.

    ERIC Educational Resources Information Center

    Peavey, Kay S., Ed.

    This document, which is the first in a series of best practice documents incorporating the wisdom and experiences of New York's adult educators, presents eight learning experiences that are specifically tailored for adult learners and instructors. The following information is provided for each learning experience: (1) a brief description of the…

  14. The Progressive Construction of Mind: One Child's Learning--Addition. Artificial Intelligence Memo No. 586.

    ERIC Educational Resources Information Center

    Lawler, Robert W.

    An intensive, naturalistic study tracked one six year old's learning for six months and more. The study was inspired by the hope that with concepts of Artificial Intelligence and sufficiently detailed observation, the path of knowledge development could be described through observing significant learning experiences. Included is a reasonably…

  15. Girl Scout Badge Day as a service learning experience.

    PubMed

    Schmidt, Nola A; Brown, Janet M

    2008-01-01

    Acquiring clinical experiences for students is a major challenge for nurse educators. One of the most difficult areas in which to secure clinical experiences is pediatric nursing; yet, nurse educators have a responsibility to create innovative strategies to assure that students have experience with pediatric clients. The purpose of this paper is to describe Girl Scout Badge Day (GSBD), a teaching strategy rooted in service learning. The strategy incorporates the three essential elements that distinguish service learning from other learning: experiential learning, reflection, and reciprocal learning. During this clinical experience, students provide health promotion education to scouts who subsequently earn badge requirements. Students are provided experiential learning as they implement the role of the teacher and reflect on the core values of nursing. In this paper, the specifics of implementing GSBD are presented and lessons learned are discussed. Benefits for students, scouts, troop leaders, and faculty are identified and improvements are suggested. PMID:18976233

  16. ALL Academics Facilitating Articulated Learning for English as an Additional Language Students

    ERIC Educational Resources Information Center

    Warner, Richard N.; Picard, Michelle Y.

    2013-01-01

    This paper develops the concept of articulated learning and relates it to the role of Academic Language and Learning (ALL) academics in facilitating the progress of international and other English as an additional language (EAL) students from program to program, between generic, academic and disciplinary skills and from their studies to the work…

  17. Intergenerational Learning: A Valuable Learning Experience for Higher Education Students

    ERIC Educational Resources Information Center

    Corrigan, Trudy; McNamara, Gerry; O'Hara, Joe

    2013-01-01

    Problem Statement: This paper reports on the evaluation of a project rooted in the principles and practice of Intergenerational Learning. Intergenerational Learning is increasingly seen as a key strategy in providing learning opportunities for older people in societies where the profile of the population is ageing rapidly. No significant work has,…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  19. Ways of learning: Observational studies versus experiments

    USGS Publications Warehouse

    Shaffer, T.L.; Johnson, D.H.

    2008-01-01

    Manipulative experimentation that features random assignment of treatments, replication, and controls is an effective way to determine causal relationships. Wildlife ecologists, however, often must take a more passive approach to investigating causality. Their observational studies lack one or more of the 3 cornerstones of experimentation: controls, randomization, and replication. Although an observational study can be analyzed similarly to an experiment, one is less certain that the presumed treatment actually caused the observed response. Because the investigator does not actively manipulate the system, the chance that something other than the treatment caused the observed results is increased. We reviewed observational studies and contrasted them with experiments and, to a lesser extent, sample surveys. We identified features that distinguish each method of learning and illustrate or discuss some complications that may arise when analyzing results of observational studies. Findings from observational studies are prone to bias. Investigators can reduce the chance of reaching erroneous conclusions by formulating a priori hypotheses that can be pursued multiple ways and by evaluating the sensitivity of study conclusions to biases of various magnitudes. In the end, however, professional judgment that considers all available evidence is necessary to render a decision regarding causality based on observational studies.

  20. Lessons learned from experiments conducted on radar data management systems

    NASA Astrophysics Data System (ADS)

    Pierce, Mark W.

    1994-06-01

    The thesis provides lessons learned from experiments conducted by the 11th Air Force to verify the capabilities of two vendor-produced Radar Data Management Systems (RDMS). The first part of the thesis provides background information explaining the impetus for such experiments and why a lessons learned approach was taken. The experimental plan and the final report from the PACAF experiments are analyzed using evaluation tools taught in the C3 curriculum at the Naval Postgraduate School. The lessons learned from the mistakes made during these experiments are applied to produce a revised experimental plan. A lessons learned section follows the analysis. This section discusses specific lessons learned from the 11th Air Force experiments as well as more general lessons learned by the author. The thesis concludes with two chapters that provide overall conclusions and a summary, and recommendations for future work that can be accomplished in the area of radar data management.

  1. Applying TSOI Hybrid Learning Model to Enhance Blended Learning Experience in Science Education

    ERIC Educational Resources Information Center

    Tsoi, Mun Fie

    2009-01-01

    Purpose: Research on the nature of blended learning and its features has led to a variety of approaches to the practice of blended learning. The purpose of this paper is to provide an alternative practice model, the TSOI hybrid learning model (HLM) to enhance the blended learning experiences in science education. Design/methodology/approach: The…

  2. Learning Experiences Reuse Based on an Ontology Modeling to Improve Adaptation in E-Learning Systems

    ERIC Educational Resources Information Center

    Hadj M'tir, Riadh; Rumpler, Béatrice; Jeribi, Lobna; Ben Ghezala, Henda

    2014-01-01

    Current trends in e-Learning focus mainly on personalizing and adapting the learning environment and learning process. Although their increasingly number, theses researches often ignore the concepts of capitalization and reuse of learner experiences which can be exploited later by other learners. Thus, the major challenge of distance learning is…

  3. Determination of Unknown Concentrations of Sodium Acetate Using the Method of Standard Addition and Proton NMR: An Experiment for the Undergraduate Analytical Chemistry Laboratory

    ERIC Educational Resources Information Center

    Rajabzadeh, Massy

    2012-01-01

    In this experiment, students learn how to find the unknown concentration of sodium acetate using both the graphical treatment of standard addition and the standard addition equation. In the graphical treatment of standard addition, the peak area of the methyl peak in each of the sodium acetate standard solutions is found by integration using…

  4. e-Learning Continuance Intention: Moderating Effects of User e-Learning Experience

    ERIC Educational Resources Information Center

    Lin, Kan-Min

    2011-01-01

    This study explores the determinants of the e-learning continuance intention of users with different levels of e-learning experience and examines the moderating effects of e-learning experience on the relationships among the determinants. The research hypotheses are empirically validated using the responses received from a survey of 256 users. The…

  5. Transformative Learning and Spirituality: A Heuristic Inquiry into the Experience of Spiritual Learning

    ERIC Educational Resources Information Center

    Campbell, Karen P.

    2010-01-01

    The purpose of this heuristic study was to explore the ways in which spirituality informed and impacted educators' own experience of learning as a transformative inner encounter. It inquired into the experience of learning from a spiritual perspective in order to determine the extent to which transformative learning could be described as a…

  6. Student to Scholar: Learning Experiences of International Students

    ERIC Educational Resources Information Center

    Palmer, Yolanda Michelle

    2016-01-01

    The author discusses the learning experiences and processes of selected international graduate students within a Canadian university as they progressed from student to scholar. Inspired by social learning theorists Lave and Wenger's (1991) notion of apprentice to masters in situated learning and communities of practice, the student to scholar…

  7. Online Graduate Students' Perceptions of Best Learning Experiences

    ERIC Educational Resources Information Center

    Holzweiss, Peggy C.; Joyner, Sheila A.; Fuller, Matthew B.; Henderson, Susan; Young, Robert

    2014-01-01

    The purpose of this study is to examine the perceptions of online master's students regarding their best learning experiences. The authors surveyed 86 graduate students concerning what helped them learn in the online environment. Results indicate that although graduate students learned using the same technological tools as undergraduates,…

  8. Students' Experiences of Learning Manual Clinical Skills through Simulation

    ERIC Educational Resources Information Center

    Johannesson, Eva; Silen, Charlotte; Kvist, Joanna; Hult, Hakan

    2013-01-01

    Learning manual skills is a fundamental part of health care education, and motor, sensory and cognitive learning processes are essential aspects of professional development. Simulator training has been shown to enhance factors that facilitate motor and cognitive learning. The present study aimed to investigate the students' experiences and…

  9. Are Online Learners Frustrated with Collaborative Learning Experiences?

    ERIC Educational Resources Information Center

    Capdeferro, Neus; Romero, Margarida

    2012-01-01

    Online education increasingly puts emphasis on collaborative learning methods. Despite the pedagogical advantages of collaborative learning, online learners can perceive collaborative learning activities as frustrating experiences. The purpose of this study was to characterize the feelings of frustration as a negative emotion among online learners…

  10. Learner Experiences in Web-Based Language Learning

    ERIC Educational Resources Information Center

    Son, Jeong-Bae

    2007-01-01

    The World Wide Web offers a global database of authentic materials that can enhance language learning and teaching. This study examines the use of the web for language learning through a study of English as a second language (ESL) learners' experiences in web-based language learning (WBLL) activities in an English language intensive course for…

  11. Improving Learning Experiences through Gamification: A Case Study

    ERIC Educational Resources Information Center

    Geelan, Benjamin; de Salas, Kristy; Lewis, Ian; King, Carolyn; Edwards, Dale; O'Mara, Aidan

    2015-01-01

    Gamified learning systems are becoming increasingly common within educational institutions, however there is a lack of understanding on the elements of gamification that influence, either positively or negatively, the learning experiences of students using these systems. This study examines an existing gamified learning tool implemented within an…

  12. On the asymptotic improvement of supervised learning by utilizing additional unlabeled samples - Normal mixture density case

    NASA Technical Reports Server (NTRS)

    Shahshahani, Behzad M.; Landgrebe, David A.

    1992-01-01

    The effect of additional unlabeled samples in improving the supervised learning process is studied in this paper. Three learning processes. supervised, unsupervised, and combined supervised-unsupervised, are compared by studying the asymptotic behavior of the estimates obtained under each process. Upper and lower bounds on the asymptotic covariance matrices are derived. It is shown that under a normal mixture density assumption for the probability density function of the feature space, the combined supervised-unsupervised learning is always superior to the supervised learning in achieving better estimates. Experimental results are provided to verify the theoretical concepts.

  13. Impact of an additional chronic BDNF reduction on learning performance in an Alzheimer mouse model

    PubMed Central

    Psotta, Laura; Rockahr, Carolin; Gruss, Michael; Kirches, Elmar; Braun, Katharina; Lessmann, Volkmar; Bock, Jörg; Endres, Thomas

    2015-01-01

    There is increasing evidence that brain-derived neurotrophic factor (BDNF) plays a crucial role in Alzheimer’s disease (AD) pathology. A number of studies demonstrated that AD patients exhibit reduced BDNF levels in the brain and the blood serum, and in addition, several animal-based studies indicated a potential protective effect of BDNF against Aβ-induced neurotoxicity. In order to further investigate the role of BDNF in the etiology of AD, we created a novel mouse model by crossing a well-established AD mouse model (APP/PS1) with a mouse exhibiting a chronic BDNF deficiency (BDNF+/−). This new triple transgenic mouse model enabled us to further analyze the role of BDNF in AD in vivo. We reasoned that in case BDNF has a protective effect against AD pathology, an AD-like phenotype in our new mouse model should occur earlier and/or in more severity than in the APP/PS1-mice. Indeed, the behavioral analysis revealed that the APP/PS1-BDNF+/−-mice show an earlier onset of learning impairments in a two-way active avoidance task in comparison to APP/PS1- and BDNF+/−-mice. However in the Morris water maze (MWM) test, we could not observe an overall aggrevated impairment in spatial learning and also short-term memory in an object recognition task remained intact in all tested mouse lines. In addition to the behavioral experiments, we analyzed the amyloid plaque pathology in the APP/PS1 and APP/PS1-BDNF+/−-mice and observed a comparable plaque density in the two genotypes. Moreover, our results revealed a higher plaque density in prefrontal cortical compared to hippocampal brain regions. Our data reveal that higher cognitive tasks requiring the recruitment of cortical networks appear to be more severely affected in our new mouse model than learning tasks requiring mainly sub-cortical networks. Furthermore, our observations of an accelerated impairment in active avoidance learning in APP/PS1-BDNF+/−-mice further supports the hypothesis that BDNF deficiency

  14. Connecting Formal and Informal Learning Experiences

    ERIC Educational Resources Information Center

    O'Mahony, Timothy Kieran

    2010-01-01

    The learning study reports on part of a larger project being lead by the author. In this dissertation I explore one goal of this project--to understand effects on student learning outcomes as a function of using different methods for connecting out-of-school experiential learning with formal school-based instruction. There is a long history of…

  15. Designing Deeper Learning Experiences for Online Instruction

    ERIC Educational Resources Information Center

    Czerkawski, Betul C.

    2014-01-01

    Deeper learning promotes students' active engagement in learning environments, so they can continuously explore, reflect and produce information to build complex knowledge structures. Consequently, deeper learning has become a major focus of scholarly investigation and debate. Multiple studies have been conducted to describe the…

  16. Enriching the Student Experience Through a Collaborative Cultural Learning Model.

    PubMed

    McInally, Wendy; Metcalfe, Sharon; Garner, Bonnie

    2015-01-01

    This article provides a knowledge and understanding of an international, collaborative, cultural learning model for students from the United States and Scotland. Internationalizing the student experience has been instrumental for student learning for the past eight years. Both countries have developed programs that have enriched and enhanced the overall student learning experience, mainly through the sharing of evidence-based care in both hospital and community settings. Student learning is at the heart of this international model, and through practice learning, leadership, and reflective practice, student immersion in global health care and practice is immense. Moving forward, we are seeking new opportunities to explore learning partnerships to provide this collaborative cultural learning experience. PMID:26376575

  17. Undergraduate engineering students' experiences of interdisciplinary learning: a phenomenographic perspective

    NASA Astrophysics Data System (ADS)

    Hsu, Ming-Chien

    Engineers are expected to work with people with different disciplinary knowledge to solve real-world problems that are inherently complex, which is one of the reasons that interdisciplinary learning has become a common pedagogical practice in engineering education. However, empirical evidence on the impact of interdisciplinary learning on undergraduates is lacking. Regardless of the differences in the scope of methods used to assess interdisciplinary learning, frameworks of interdisciplinary learning are imperative for developing attainable outcomes as well as interpreting assessment data. Existing models of interdisciplinary learning have been either conceptual or based on research faculty members' experiences rather than empirical data. The study addressed the gap by exploring the different ways that undergraduate engineering students experience interdisciplinary learning. A phenomenographic methodological framework was used to guide the design, data collection, and data analysis of the study. Twenty-two undergraduate engineering students with various interdisciplinary learning experiences were interviewed using semi-structured protocols. They concretely described their experiences and reflected meaning associated with those experiences. Analysis of the data revealed eight qualitatively different ways that students experience interdisciplinary learning, which include: interdisciplinary learning as (A) no awareness of differences, (B) control and assertion, (C) coping with differences, (D) navigating creative differences, (E) learning from differences, (F) bridging differences, (G) expanding intellectual boundaries, and (H) commitment to holistic perspectives. Categories D through H represent a hierarchical structure of increasingly comprehensive way of experiencing interdisciplinary learning. Further analysis uncovered two themes that varied throughout the categories: (i) engagement with differences and (ii) purpose and integration. Students whose experiences lie

  18. Calibration Lessons Learned from Hyperion Experience

    NASA Astrophysics Data System (ADS)

    Casement, S.; Ho, K.; Sandor-Leahy, S.; Biggar, S.; Czapla-Myers, J.; McCorkel, J.; Thome, K.

    2009-12-01

    The use of hyperspectral imagers to provide climate-quality data sets, such as those expected from the solar reflective sensor on the Climate Absolute Radiance and Refractivity Observatory (CLARREO), requires stringent radiometric calibration requirements. These stringent requirements have been nearly met with broadband radiometers such as CERES, but high resolution spectrometers pose additional challenges. A review of the calibration processes for past space-based HSIs provide guidance on the calibration processes that will be needed for future sensors. In November 2000, the Earth Observer-1 (EO-1) platform was launched onboard a Boeing Delta II launch vehicle. The primary purpose of the EO-1 mission was to provide a technological testbed for spaceborne components. The platform has three sensors onboard, of which, the hyperspectral imager (HSI) Hyperion, is discussed here. The Hyperion sensor at the time had no comparable sensor in earth orbit, being the first grating-based, hyperspectral, civilian sensor in earth orbit. Ground and on-orbit calibration procedures including all cross-calibration activities have achieved an estimated instrument absolute radiometric error of 2.9% in the Visible channel (0.4 - 1.0 microns) and 3.4% in the shortwave infrared (SWIR, 0.9 - 2.5 microns) channel (EO-1/Hyperion Early Orbit Checkout Report Part II On-Orbit Performance Verification and Calibration). This paper describes the key components of the Hyperion calibration process that are applicable to future HSI missions. The pre-launch methods relied on then newly-developed, detector-based methods. Subsequent vicarious methods including cross-calibration with other sensors and the reflectance-based method showed significant differences from the prelaunch calibration. Such a difference demonstrated the importance of the vicarious methods as well as pointing to areas for improvement in the prelaunch methods. We also identify areas where lessons learned from Hyperion regarding

  19. Learning through Teaching: A Microbiology Service-Learning Experience

    PubMed Central

    Webb, Ginny

    2016-01-01

    Service learning is defined as a strategy in which students apply what they have learned in the classroom to a community service project. Many educators would agree that students often learn best through teaching others. This premise was the motivation for a new service-learning project in which undergraduate microbiology students developed and taught hands-on microbiology lessons to local elementary school children. The lessons included teaching basic information about microbes, disease transmission, antibiotics, vaccines, and methods of disease prevention. This service-learning project benefitted the college students by enforcing their knowledge of microbiology and provided them an opportunity to reach out to children within their community. This project also benefitted the local schools by teaching the younger students about microbes, infections, and handwashing. In this paper, I discuss the development and implementation of this new microbiology service-learning project, as well as the observed impact it had on everyone involved. PMID:27047598

  20. Characteristics of Convergence Learning Experience Using an Educational Documentary Film

    ERIC Educational Resources Information Center

    Shin, Jongho; Cho, Eunbyul

    2015-01-01

    The purpose of the study was to investigate the characteristics of convergence learning experience when learners study integrated learning contents from various academic subjects. Specifically, cognitive and emotional experiences and their changes over time were investigated. Eight undergraduate and graduate students participated in the study.…

  1. Discontinuities in University Student Experiences of Learning through Discussions

    ERIC Educational Resources Information Center

    Ellis, Robert A.; Calvo, Rafael A.

    2006-01-01

    This article reports on research into the student experience of learning through discussions in a third-year undergraduate engineering subject. Information engineering students studying e-commerce were required to engage in face-to-face and online discussions as a key aspect of their learning experience. This study investigates the quality of the…

  2. Professional Learning Experiences and Administrator Practice: Is There a Connection?

    ERIC Educational Resources Information Center

    Bickmore, Dana L.

    2012-01-01

    This study identified the formal and informal professional learning experiences in which school administrators engaged and the relationship between these professional learning experiences and administrator practice. The researcher developed an instrument that solicited school administrators' engagement and perceived value of formal and informal…

  3. A Structural Examination of the Learning Experiences Questionnaire

    ERIC Educational Resources Information Center

    Tokar, David M.; Buchanan, Taneisha S.; Subich, Linda M.; Hall, Rosalie J.; Williams, Christine M.

    2012-01-01

    The underlying factor structure of the Learning Experiences Questionnaire (LEQ; Schaub, 2004) was examined using data from 742 male and female college-age respondents. The LEQ items reflect a variety of learning experiences (generated based on Bandura's (1986, 1997) four sources of self-efficacy perceptions) that might occur in each of Holland's…

  4. The Experience of Deep Learning by Accounting Students

    ERIC Educational Resources Information Center

    Turner, Martin; Baskerville, Rachel

    2013-01-01

    This study examines how to support accounting students to experience deep learning. A sample of 81 students in a third-year undergraduate accounting course was studied employing a phenomenographic research approach, using ten assessed learning tasks for each student (as well as a focus group and student surveys) to measure their experience of how…

  5. One School's Experience as a Professional Learning Community.

    ERIC Educational Resources Information Center

    Huffman, Jane B.

    2000-01-01

    Studies one school's experience as a learning community. Discusses seven themes found to be associated with the school's learning-community experience: Leadership, responsible decision-making, systematic staff development, site-based management, collaboration, and common focus. Draws implications for research and practice. (Contains 20…

  6. Students' Perceptions and Experiences of Mobile Learning

    ERIC Educational Resources Information Center

    Kim, Daesang; Rueckert, Daniel; Kim, Dong-Joong; Seo, Daeryong

    2013-01-01

    This study focused on how students perceive the use of mobile devices to create a personalized learning experience outside the classroom. Fifty-three students in three graduate TESOL classes participated in this study. All participants completed five class projects designed to help them explore mobile learning experiences with their own mobile…

  7. An Italian Social Learning Experience in High Schools

    ERIC Educational Resources Information Center

    Pieri, Michelle; Diamantini, Davide; Paini, Germano

    2013-01-01

    This work focuses on an experience of social learning realized in six Italian high schools in the 2012-2013 academic year. In this experience we used ThinkTag Smart, a new learning platform, to train 400 students. After an introduction concerning Information and Communication Technologies in Italian schools, this contribution will describe the…

  8. Learning by Experience, Work and Productivity: Theory and Empirical Evidence

    ERIC Educational Resources Information Center

    Pankhurst, K. V.

    2010-01-01

    This paper examines the nature and significance of learning by experience during work, both paid and unpaid. Data about the relationship between costs, especially labour costs, and output have come to be interpreted as evidence of learning by experience, but these grouped data are unable to explain the nature and process of individual experience…

  9. Five Experiments on EFL Vocabulary Learning: A Project Report.

    ERIC Educational Resources Information Center

    Palmberg, Rolf

    Five experiments were carried out to gain insight into foreign language learning as it takes place in the classroom environment, and to create optimal learning conditions for beginning Swedish-speaking learners of English as a Foreign Language. The experiments examined receptive and productive comprehension of English vocabulary in…

  10. Teachers' experiences of teaching in a blended learning environment.

    PubMed

    Jokinen, Pirkko; Mikkonen, Irma

    2013-11-01

    This paper considers teachers' experiences of teaching undergraduate nursing students in a blended learning environment. The basic idea of the study programme was to support students to reflect on theory and practice, and provide with access to expert and professional knowledge in real-life problem-solving and decision making. Learning was organised to support learning in and about work: students worked full-time and this provided excellent opportunities for learning both in practice, online and face-to-face sessions. The aim of the study was to describe teachers' experiences of planning and implementing teaching and learning in a blended-learning-based adult nursing programme. The research method was qualitative, and the data were collected by three focus group interviews, each with four to six participants. The data were analysed using qualitative content analysis. The results show that the blended learning environment constructed by the combination of face-to-face learning and learning in practice with technology-mediated learning creates challenges that must be taken into consideration when planning and implementing blended teaching and learning. However, it provides good opportunities to enhance students' learning in and about work. This is because such programmes support student motivation through the presence of "real-life" and their relevance to the students' own places of work. Nevertheless, teachers require knowledge of different pedagogical approaches; they need professional development support in redesigning teaching and learning. PMID:23608218

  11. Unlearning to Learn: Investigating the Lived Experience of Learning English

    ERIC Educational Resources Information Center

    Hickey, Pamela J.

    2012-01-01

    What is the journey of acquiring language? What is the journey of sharing it? These are the questions that compelled the hermeneutic phenomenological investigation (Gadamer, 1960/2004; van Manen, 1997) that led to this paper. Guided by the voice of Heidegger (1954/2008), I discovered the necessity of "un-learning to learn" in order to hear the…

  12. Learning in Early Childhood: Experiences, Relationships and "Learning to Be"

    ERIC Educational Resources Information Center

    Tayler, Collette

    2015-01-01

    Learning in the earliest stage of life--the infancy, toddlerhood and preschool period--is relational and rapid. Child-initiated and adult-mediated conversations, playful interactions and learning through active involvement are integral to young children making sense of their environments and to their development over time. The child's experience…

  13. Nursing student experiences with face-to-face learning.

    PubMed

    Gruendemann, Barbara J

    2011-12-01

    Face-to-face learning has been the mainstay of nursing student learning. Despite moves to online learning, face-to-face learning persists. This study focuses on how nursing students experience face-to-face learning and why it not only survives, but thrives. This study was anchored in a hermeneutic phenomenological approach, with Gadamerian concepts and van Manen's lifeworlds as frameworks to understand students' experiences of face-to-face learning. Patterns and themes were extracted from audiore-corded face-to-face interviews. Participants confirmed that face-to-face learning continues to be valued as a strong methodology in nursing education. Their experiences focused on humanism, the importance of "presence," physical proximity, classroom as "the real thing," immediacy of feedback, and learning and knowing by human connections and interaction. The study findings were a rich source for understanding how nursing students process learning experiences. Increased understanding of the meaning and essence of face-to-face learning is essential as we decide how nursing content will be taught. PMID:21956259

  14. Long-term Engagement in Authentic Research with NASA (LEARN): Lessons Learned from an Innovative Model for Teacher Research Experiences

    NASA Astrophysics Data System (ADS)

    Pippin, M. R.; Kollmeyer, R.; Joseph, J.; Yang, M. M.; Omar, A. H.; Harte, T.; Taylor, J.; Lewis, P. M.; Weisman, A.; Hyater-Adams, S.

    2013-12-01

    The NASA LEARN Project is an innovative program that provides long-term immersion in the practice of atmospheric science for middle and high school in-service teachers. Working alongside NASA scientists and using authentic NASA Science Mission Directorate (SMD) Research and Analysis (R&A) related and mission-based research data, teachers develop individual research topics of interest during two weeks in the summer while on-site at NASA Langley. With continued, intensive mentoring and guidance of NASA scientists, the teachers further develop their research throughout the academic year through virtual group meetings and data team meetings mirroring scientific collaborations. At the end of the first year, the LEARN teachers present scientific posters. During summer 2013, Cohort 1 (7 teachers) presented posters at an open session and discussed their research topics with Cohort 2 (6 teachers) and science and educator personnel at Langley. The LEARN experience has had such an impact that 6 teachers from Cohort 1 have elected to continue a second year of research working alongside Cohort 2 and LEARN scientists. In addition, Cohort 1 teachers have brought their LEARN experiences back to their classrooms in a variety of ways. The LEARN project evaluation has provided insights into the outcomes of this research experience for teachers and particularly effective program elements. In particular, the LEARN evaluation has focused on how an extended research experience for teachers spanning a full year influences teacher views of science and classroom integration of scientific principles. Early findings indicate that teachers' perceptions of the scientific enterprise have changed, and that LEARN provided substantial resources to help them take real-world research to their students. Teachers also valued the teamwork and cohort approach. In addition, the LEARN evaluation focuses on the experiences of scientists involved in the LEARN program and how their experiences working with

  15. Women Teachers' Experiences of Learning Mathematics

    ERIC Educational Resources Information Center

    Adams, Gill

    2013-01-01

    Continued concern over attainment and participation in secondary school mathematics has led to a focus on improving the quality of teaching and student outcomes through a variety of professional learning opportunities. A study of teacher professional identity serves to illuminate this learning; this constant process of sensemaking (Day and Kington…

  16. How Neural Networks Learn from Experience.

    ERIC Educational Resources Information Center

    Hinton, Geoffrey E.

    1992-01-01

    Discusses computational studies of learning in artificial neural networks and findings that may provide insights into the learning abilities of the human brain. Describes efforts to test theories about brain information processing, using artificial neural networks. Vignettes include information concerning how a neural network represents…

  17. Creating Significant Learning Experiences across Disciplines

    ERIC Educational Resources Information Center

    Levine, Laura E.; Fallahi, Carolyn R.; Nicoll-Senft, Joan M.; Tessier, Jack T.; Watson, Cheryl L.; Wood, Rebecca M.

    2008-01-01

    The purpose of this study was to use Fink's (2003) taxonomy of significant learning to redesign courses and assess student learning. Significant improvements were found across the semester for students in the six courses, but there were differences in which taxa showed improvement in each course. The meta-analysis showed significant, positive…

  18. Situated Learning--A Workplace Experience.

    ERIC Educational Resources Information Center

    Billett, Stephen

    1994-01-01

    Evaluation of a workplace literacy program at a mining and processing plant involved interviews with 15 participants. Most used learning guides and valued computer-based learning but disliked videos. Observing and listening helped them move from knowing about to knowing how. (SK)

  19. The Guided Autobiography Method: A Learning Experience

    ERIC Educational Resources Information Center

    Thornton, James E.

    2008-01-01

    This article discusses the proposition that learning is an unexplored feature of the guided autobiography method and its developmental exchange. Learning, conceptualized and explored as the embedded and embodied processes, is essential in narrative activities of the guided autobiography method leading to psychosocial development and growth in…

  20. E-Learning Experiences and Future

    ERIC Educational Resources Information Center

    Soomro, Safeeullah, Ed.

    2010-01-01

    Chapters in this book include: (1) E-Learning Indicators: A Multidimensional Model for Planning Developing and Evaluating E-Learning Software Solutions (Bekim Fetaji and Majlinda Fetaji); (2) Barriers to Effective use of Information Technology in Science Education at Yanbu Kingdom of Saudi Arabia (Abdulkareem Eid S. Alwani and Safeeullah Soomro);…

  1. Development and examination of the psychometric properties of the Learning Experience Scale in nursing.

    PubMed

    Takase, Miyuki; Imai, Takiko; Uemura, Chizuru

    2016-06-01

    This paper examines the psychometric properties of the Learning Experience Scale. A survey method was used to collect data from a total of 502 nurses. Data were analyzed by factor analysis and the known-groups technique to examine the construct validity of the scale. In addition, internal consistency was evaluated by Cronbach's alpha, and stability was examined by test-retest correlation. Factor analysis showed that the Learning Experience Scale consisted of five factors: learning from practice, others, training, feedback, and reflection. The scale also had the power to discriminate between nurses with high and low levels of nursing competence. The internal consistency and the stability of the scale were also acceptable. The Learning Experience Scale is a valid and reliable instrument, and helps organizations to effectively design learning interventions for nurses. PMID:26373632

  2. Report on the Implementation of the Education (Additional Support for Learning) (Scotland) Act 2004

    ERIC Educational Resources Information Center

    Her Majesty's Inspectorate of Education, 2007

    2007-01-01

    The Additional Support for Learning Act is a key piece of legislation in Scotland's efforts to achieve a more inclusive society and to give all young people the access to the learning opportunities they need in order to meet their potential. The Act also has a key role to play in the day-to-day preventative action that schools can take to be…

  3. A Successful Experiment for Tranferring Prior Learning Experience.

    ERIC Educational Resources Information Center

    Snow, Roslyn; Bruns, Phyllis A.

    1982-01-01

    Describes Orange Coast College's Assessment of Prior Learning (APL) program, which involves student preparation of a fully documented autobiographical essay and an assessment procedure used to award credit for demonstrated competencies. Highlights faculty and industry involvement. (DMM)

  4. The Effectiveness of the Gesture-Based Learning System (GBLS) and Its Impact on Learning Experience

    ERIC Educational Resources Information Center

    Shakroum, Moamer; Wong, Kok Wai; Fung, Lance Chun Che

    2016-01-01

    Several studies and experiments have been conducted in recent years to examine the value and the advantage of using the Gesture-Based Learning System (GBLS).The investigation of the influence of the GBLS mode on the learning outcomes is still scarce. Most previous studies did not address more than one category of learning outcomes (cognitive,…

  5. Experience and Learning: Reflection at Work. EAE600 Adults Learning in the Workplace: Part A.

    ERIC Educational Resources Information Center

    Boud, David; Walker, David

    This publication is part of the study materials for the distance education course, Adults Learning in the Workplace: Part A, in the Open Campus Program at Deakin University. The first part of the document examines the process of learning from experience within the context of on-the-job-training and learning in the workplace. The following topics…

  6. Getting Smart to Do Good: Transformative Learning Experiences of Expeditionary Learning Graduates

    ERIC Educational Resources Information Center

    Logan, Rosemary

    2013-01-01

    This dissertation explores the confluence between transformative learning (TL), education for sustainability (EfS), and Expeditionary Learning (EL). The researcher has studied the experiences of EL graduates from three high schools and asked the question: does participation in an EL high school result in transformative learning? If so, what are…

  7. Learning during Tourism: The Experience of Learning from the Tourist's Perspective

    ERIC Educational Resources Information Center

    Van Winkle, Christine M.; Lagay, Katya

    2012-01-01

    The purpose of the research described in the paper was to explore the learning experience that occurs during leisure tourism from the tourist's perspective. Learning throughout the lifespan occurs in diverse contexts and travel presents a unique learning environment enabling both unplanned and planned opportunities. The Husserlian phenomenology…

  8. "Moving" Experiences: Globalisation, Pedagogy and Experiential Learning.

    ERIC Educational Resources Information Center

    Edwards, Richard; Usher, Robin

    1998-01-01

    Considers the implications of globalization for rethinking instruction. Suggests the use of location/dislocation in the sense of positioning as a metaphor and discusses its application to the theory of experiential learning. Contains 38 references. (SK)

  9. Long-Term Student Experiences in a Hybrid, Open-Ended and Problem Based Adventure Learning Program

    ERIC Educational Resources Information Center

    Veletsianos, George; Doering, Aaron

    2010-01-01

    In this paper we investigate the experiences of elementary school children over a two-year period during which they engaged with a hybrid Adventure Learning program. In addition to delineating Adventure Learning experiences, we report on educational technology implementations in ecologically valid and complex environments, while drawing inferences…

  10. Initial experiences in radiology e-learning.

    PubMed

    Sparacia, Gianvincenzo; Cannizzaro, Floreana; D'Alessandro, Donna M; D'Alessandro, Michael P; Caruso, Giuseppe; Lagalla, Roberto

    2007-01-01

    The use of two different educator-centric learning management systems (LMSs), Moodle and Manila, for radiology e-learning was formatively evaluated and the implications of the future use of LMSs in radiology education were explored. NeuroRAD, a neuroradiologic digital library and learning community, is implemented with Moodle, one of the most popular open-source educator-centric LMSs. Pediatric-Education.org, a pediatric digital library and learning community, is implemented with Manila, a commercial educator-centric LMS. Quantitative and qualitative analyses of these LMSs were performed with World Wide Web server log file statistical programs and user-submitted comment forms. In 2005, NeuroRAD was used by 9959 visitors, who read 98,495 pages of information, whereas PediatricEducation .org was used by 91,000 visitors, who read 186,000 pages of information. Visitors represented a wide spectrum of medical learners and used the sites to answer clinical questions; to prepare for lectures, conferences, and informal teaching sessions; and to stay up-to-date and prepare for examinations. Early results indicate that radiology learning communities can be implemented with educator-centric LMSs relatively easily and at low cost by radiologists with minimal computer expertise, and can find receptive and appreciative audiences. Online radiology learning communities could play a significant role in providing education to radiologists the world over throughout their careers. PMID:17374871

  11. Musical experience influences statistical learning of a novel language.

    PubMed

    Shook, Anthony; Marian, Viorica; Bartolotti, James; Schroeder, Scott R

    2013-01-01

    Musical experience may benefit learning of a new language by increasing the fidelity with which the auditory system encodes sound. In the current study, participants with varying degrees of musical experience were exposed to two statistically defined languages consisting of auditory Morse code sequences that varied in difficulty. We found an advantage for highly skilled musicians, relative to lower-skilled musicians, in learning novel Morse code-based words. Furthermore, in the more difficult learning condition, performance of lower-skilled musicians was mediated by their general cognitive abilities. We suggest that musical experience may improve processing of statistical information and that musicians' enhanced ability to learn statistical probabilities in a novel Morse code language may extend to natural language learning. PMID:23505962

  12. Study Abroad: Enhanced Learning Experience in Cultural Diversity

    ERIC Educational Resources Information Center

    Jaoko, Japheth

    2010-01-01

    This paper examines how a study abroad experiential learning course in diversity provided a cultural immersion experience for a group of social work students from a small private university in central Kentucky. The students participated in a three-week international education experience in Kenya and reported this experience helped them become more…

  13. Can Experiences of Authentic Scientific Inquiry Result in Transformational Learning?

    ERIC Educational Resources Information Center

    Walker, Tracy; Molnar, Tim

    2013-01-01

    This work examines the experience of secondary school students involved in authentic science inquiry (ASI) at the Canadian Light Source. We suggest this experience is a transformational learning experience for participants. Using evidence from surveys and interviews from a total of 119 high school students, 23 teachers, and 18 scientists…

  14. Peer Mentorship and Transformational Learning: PhD Student Experiences

    ERIC Educational Resources Information Center

    Preston, Jane P.; Ogenchuk, Marcella J.; Nsiah, Joseph K.

    2014-01-01

    The purpose of the paper is to describe our peer mentorship experiences and explain how these experiences fostered transformational learning during our PhD graduate program in educational administration. As a literature backdrop, we discuss characteristics of traditional forms of mentorship and depict how our experiences of peer mentorship was…

  15. Memory for Lectures: How Lecture Format Impacts the Learning Experience

    PubMed Central

    Varao-Sousa, Trish L.; Kingstone, Alan

    2015-01-01

    The present study investigated what impact the presentation style of a classroom lecture has on memory, mind wandering, and the subjective factors of interest and motivation. We examined if having a professor lecturing live versus on video alters the learning experience of the students in the classroom. During the lectures, students were asked to report mind wandering and later complete a memory test. The lecture format was manipulated such that all the students received two lectures, one live and one a pre-recorded video. Results indicate that lecture format affected memory performance but not mind wandering, with enhanced memory in the live lectures. Additionally, students reported greater interest and motivation in the live lectures. Given that a single change to the classroom environment, professor presence, impacted memory performance, as well as motivation and interest, the present results have several key implications for technology-based integrations into higher education classrooms. PMID:26561235

  16. Memory for Lectures: How Lecture Format Impacts the Learning Experience.

    PubMed

    Varao-Sousa, Trish L; Kingstone, Alan

    2015-01-01

    The present study investigated what impact the presentation style of a classroom lecture has on memory, mind wandering, and the subjective factors of interest and motivation. We examined if having a professor lecturing live versus on video alters the learning experience of the students in the classroom. During the lectures, students were asked to report mind wandering and later complete a memory test. The lecture format was manipulated such that all the students received two lectures, one live and one a pre-recorded video. Results indicate that lecture format affected memory performance but not mind wandering, with enhanced memory in the live lectures. Additionally, students reported greater interest and motivation in the live lectures. Given that a single change to the classroom environment, professor presence, impacted memory performance, as well as motivation and interest, the present results have several key implications for technology-based integrations into higher education classrooms. PMID:26561235

  17. Exploring nursing students’ experience of peer learning in clinical practice

    PubMed Central

    Ravanipour, Maryam; Bahreini, Masoud; Ravanipour, Masoumeh

    2015-01-01

    Background: Peer learning is an educational process wherein someone of the same age or level of experience level interacts with other students interested in the same topic. There is limited evidence specifically focusing on the practical use of peer learning in Iran. The aim of this study was to explore nursing students’ experiences of peer learning in clinical practice. Materials and Methods: A qualitative content analysis was conducted. Focus groups were used to find the students’ experiences about peerlearning. Twenty-eight baccalaureate nursing students at Bushehr University of Medical Sciences were selected purposively, and were arranged in four groups of seven students each. The focus group interviews were conducted using a semi-structured interview schedule. All interviews were tape-recorded, transcribed verbatim, and analyzed using conventional content analysis method. Results: The analysis identified four themes: Paradoxical dualism, peer exploitation, first learning efficacy, and socialization practice. Gained advantages and perceived disadvantages created paradoxical dualism, and peer exploitation resulted from peer selection and peer training. Conclusion: Nursing students reported general satisfaction concerning peer learning due to much more in-depth learning with little stress than conventional learning methods. Peer learning is a useful method for nursing students for practicing educational leadership and learning the clinical skills before they get a job. PMID:26097860

  18. What Students Really Learn: Contrasting Medical and Nursing Students' Experiences of the Clinical Learning Environment

    ERIC Educational Resources Information Center

    Liljedahl, Matilda; Boman, Lena Engqvist; Fält, Charlotte Porthén; Bolander Laksov, Klara

    2015-01-01

    This paper explores and contrasts undergraduate medical and nursing students' experiences of the clinical learning environment. Using a sociocultural perspective of learning and an interpretative approach, 15 in-depth interviews with medical and nursing students were analysed with content analysis. Students' experiences are described using a…

  19. Enquiry-Based Learning: Experiences of First Year Chemistry Students Learning Spectroscopy

    ERIC Educational Resources Information Center

    Lucas, Timothy; Rowley, Natalie M.

    2011-01-01

    We explored the experiences of first year chemistry students of an Enquiry-Based Learning (EBL) approach to learning spectroscopy. An investigation of how students' perceived confidences changed as a result of their experience of using EBL in the spectroscopy course was carried out. Changes in the students' perceived confidence, both in their…

  20. Grounded Learning Experience: Helping Students Learn Physics through Visuo-Haptic Priming and Instruction

    ERIC Educational Resources Information Center

    Huang, Shih-Chieh Douglas

    2013-01-01

    In this dissertation, I investigate the effects of a grounded learning experience on college students' mental models of physics systems. The grounded learning experience consisted of a priming stage and an instruction stage, and within each stage, one of two different types of visuo-haptic representation was applied: visuo-gestural simulation…

  1. Opportunities for and Barriers to Powerful and Transformative Learning Experiences in Online Learning Environments

    ERIC Educational Resources Information Center

    Bolger, Benjamin B.; Rowland, Gordon; Reuning-Hummel, Carrie; Codner, Stephen

    2011-01-01

    Powerful and transformative learning experiences display characteristics in common with each other. Emerging communication technologies may increase opportunities for powerful and transformative learning experiences. To explore this question, there are four sections to this article. First, it is observed that there are many interesting synergies…

  2. Random Access: The Latino Student Experience with Prior Learning Assessment

    ERIC Educational Resources Information Center

    Klein-Collins, Rebecca; Olson, Richard

    2014-01-01

    Many Latinos come to higher education as adults. One degree completion strategy that is particularly suited to adult students in higher education is prior learning assessment (PLA). PLA provides opportunities to evaluate a student's learning from work or life experience for the purpose of awarding college credit. For students whose…

  3. Prospective TESOL Teachers' Beliefs, Understandings, and Experiences of Cooperative Learning

    ERIC Educational Resources Information Center

    Wallestad, Chizuko Konishi

    2010-01-01

    The purpose of this present ethnographic case study is to explore the initial and developing beliefs, understandings, and experiences of prospective language teachers as they engage in the process of learning about cooperative learning (CL) and in putting it into practice in a TESOL graduate program in the U.S. Data collection includes multiple…

  4. Students' Experiences of Workplace Learning in Finnish VET

    ERIC Educational Resources Information Center

    Virtanen, Anne; Tynjala, Paivi

    2008-01-01

    The Finnish vocational education and training system underwent remarkable transformations at the turn of the century. One of the biggest changes was introducing compulsory and guided on-the-job learning periods in all study programmes. In this article students' experiences of on-the-job learning and in particular of integrating school-based and…

  5. Learning English: Experiences and Needs of Saudi Engineering Students

    ERIC Educational Resources Information Center

    Unruh, Susan; Obeidat, Fayiz

    2015-01-01

    In this qualitative study, Saudi engineering students talk openly of their experiences learning English in the Kingdom of Saudi Arabia (KSA) and as university students in the United States (US). These students reported that they learned only the basics of vocabulary and grammar in KSA. Consequently, they came to the US with few English skills. In…

  6. The Complex Experience of Learning to Do Research

    ERIC Educational Resources Information Center

    Emo, Kenneth; Emo, Wendy; Kimn, Jung-Han; Gent, Stephen

    2015-01-01

    This article examines how student learning is a product of the experiential interaction between person and environment. We draw from the theoretical perspective of complexity to shed light on the emergent, adaptive, and unpredictable nature of students' learning experiences. To understand the relationship between the environment and the student…

  7. International Exchange as a Transformative Learning Experience: A Case Study

    ERIC Educational Resources Information Center

    Choi, Sheena; Slaubaugh, Michael; Kim, Ae-Sook

    2012-01-01

    This study examines the role of international exchange programs on the transformative learning of English-speaking students. A student exchange program at a South Korean university is used for this case study. It explores how learning experiences are translated by participants onto their perceptions about the host country. An analysis of a pre-…

  8. Showcasing Faculty Experiences with Technology Enhanced Teaching and Learning

    ERIC Educational Resources Information Center

    Naidu, Som; Cunnington, David

    2004-01-01

    This paper describes a research project that seeks to explore the experience of faculty with technology-enhanced teaching and learning. A particular focus of this investigation is on how the use of information and communications technology is influencing teaching practices and students' approaches to learning at the University of Melbourne. This…

  9. Adult Graduate Student Voices: Good and Bad Learning Experiences

    ERIC Educational Resources Information Center

    Reiff, Marianne; Ballin, Amy

    2016-01-01

    During their master's degree work, cohorts of adult graduate students participated in a common learning task in which they listed their factors of good and bad learning experiences. The lead author collected these factors from students over the course of 3 years. The purpose of our inquiry was to examine and document what adult graduate students…

  10. An Investigation of CEOs' Learning Experiences: Implications for Leadership Training

    ERIC Educational Resources Information Center

    Weinstein, Margot B.

    2004-01-01

    This study explored the learning experiences of CEOs in organizations for profit throughout the United States. Malcolm Knowles theory of Andragogy was used as the framework of the inquiry. While the CEO' position is considered unique from other executive positions, it has not been the focus of many studies. The findings suggest how CEOs learn and…

  11. Learning Posts: A Pedagogical Experiment with Undergraduate Music Education Majors

    ERIC Educational Resources Information Center

    Countryman, June

    2012-01-01

    This article describes the effects of a year-long reflective writing assignment--weekly Learning Posts--designed for students in an undergraduate music education course. I created this assignment to cause students to regularly interrogate the teaching and learning they experience in their own daily lives. This study's research question emerged…

  12. Effects of Error Experience When Learning to Simulate Hypernasality

    ERIC Educational Resources Information Center

    Wong, Andus W.-K.; Tse, Andy C.-Y.; Ma, Estella P.-M.; Whitehill, Tara L.; Masters, Rich S. W.

    2013-01-01

    Purpose: The purpose of this study was to evaluate the effects of error experience on the acquisition of hypernasal speech. Method: Twenty-eight healthy participants were asked to simulate hypernasality in either an "errorless learning" condition (in which the possibility for errors was limited) or an "errorful learning"…

  13. Community Experiences: Contributions to Adolescent Learning and Intellectual Development.

    ERIC Educational Resources Information Center

    Hamilton, Stephen F.

    Unpaid community activities have been widely recommended as learning experiences for adolescents. An evaluation was conducted of two community action learning programs, one which placed adolescents one-to-one in adult-dominated settings and the other which gave adolescents a group project to plan and carry out with adult assistance. Both programs…

  14. Leading and Learning as a Transcultural Experience: A Visual Account

    ERIC Educational Resources Information Center

    Schratz, Michael

    2009-01-01

    Leaving one's own territory in research by taking part in an international project is like learning a new language: it's not just learning a new vocabulary and grammar, but is a total human experience which is best learnt in everyday activity. Social scientists like Jean Lave argued that "knowledge-in-practice, constituted in the settings of…

  15. Higher Education Learning Experiences among Vietnamese Immigrant Women in Taiwan

    ERIC Educational Resources Information Center

    Wu, Ya-Ling; Wu, Hsing-Chen

    2015-01-01

    Based on a sociocultural approach to adult learning and poststructural feminist theories, this study draws on interviews with 11 married Vietnamese women to explore the higher education learning experiences of Vietnamese immigrant women in Taiwan. On the basis of their husbands' permission and support, Vietnamese immigrant women embraced the…

  16. Enhancing Children's Outdoor Learning Experiences with a Mobile Application

    ERIC Educational Resources Information Center

    Rikala, Jenni

    2015-01-01

    This paper examines how a mobile learning application can enhance children's outdoor learning experiences. The study draws upon empirical evidence gathered in one case study conducted in a Finnish primary school setting in the fall of 2012. The data were collected with student and teacher surveys. The case study indicated that the mobile…

  17. Student objectives and learning experiences in a global health elective.

    PubMed

    Holmes, David; Zayas, Luis E; Koyfman, Alex

    2012-10-01

    International health electives offer unique experiences for medical students to develop clinical skills and cultural competencies in unique and diverse environments. Medical students have been increasingly pursuing these learning opportunities despite the challenges. However, their goals in pursuing these opportunities and the relation between their learning objectives and actual experiences have not been studied adequately. It is important to assess these programs based on student objectives and whether those objectives are met. Thirty-seven medical students from five cohorts at a US medical school completed pre-post questionnaires regarding their global health elective objectives and learning experiences. The questionnaires included mostly open-ended questions and a Likert-scale rating of their overall experience. Qualitative thematic analysis involved inductive coding and followed a content-driven immersion-crystallization approach. Quantitative program evaluation measures yielded descriptive statistics. Five general objectives and four types of learning experiences were identified. Student objectives were: (1) to observe the practice and organization of health care in another country; (2) improve medical/surgical skills; (3) improve language skills; (4) learn about another culture; and (5) deepen knowledge of infectious diseases. All of their objectives were achieved. Moreover, one learning theme, "self-reflection and personal growth," was not a student objective. Quantitative assessment showed that most students had a favorable elective experience. Program challenges were also identified. Students in a global health elective were able to fulfill self-identified learning objectives, while also gaining other unexpected yet important lessons. Students' learning objectives also should be considered in evaluating learning experiences in international health electives. PMID:22367606

  18. Can Computer-Assisted Discovery Learning Foster First Graders' Fluency with the Most Basic Addition Combinations?

    ERIC Educational Resources Information Center

    Baroody, Arthur J.; Eiland, Michael D.; Purpura, David J.; Reid, Erin E.

    2013-01-01

    In a 9-month training experiment, 64 first graders with a risk factor were randomly assigned to computer-assisted structured discovery of the add-1 rule (e.g., the sum of 7 + 1 is the number after "seven" when we count), unstructured discovery learning of this regularity, or an active-control group. Planned contrasts revealed that the add-1…

  19. Additive Manufacturing, Design, Testing, and Fabrication: A Full Engineering Experience at JSC

    NASA Technical Reports Server (NTRS)

    Zusack, Steven

    2016-01-01

    I worked on several projects this term. While most projects involved additive manufacturing, I was also involved with two design projects, two testing projects, and a fabrication project. The primary mentor for these was Richard Hagen. Secondary mentors were Hai Nguyen, Khadijah Shariff, and fabrication training from James Brown. Overall, my experience at JSC has been successful and what I have learned will continue to help me in my engineering education and profession long after I leave. My 3D printing projects ranged from less than a 1 cubic centimeter to about 1 cubic foot and involved several printers using different printing technologies. It was exciting to become familiar with printing technologies such as industrial grade FDM (Fused Deposition Modeling), the relatively new SLA (Stereolithography), and PolyJet. My primary duty with the FDM printers was to model parts that came in from various sources to print effectively and efficiently. Using methods my mentor taught me and the Stratasys Insight software, I was able to minimize imperfections, hasten build time, improve strength for specific forces (tensile, shear, etc...), and reduce likelihood of a print-failure. Also using FDM, I learned how to repair a part after it was printed. This is done by using a special kind of glue that chemically melts the two faces of plastic parts together to form a fused interface. My first goal with SLA technology was to bring the printer back to operational readiness. In becoming familiar with the Pegasus SLA printer, I researched the leveling, laser settings, and different vats to hold liquid material. With this research, I was successfully able to bring the Pegasus back online and have successfully printed multiple sample parts as well as functional parts. My experience with PolyJet technology has been focused on an understanding of the abilities/limits, costs, and the maintenance for daily use. Still upcoming will be experience with using a composite printer that uses FDM

  20. Experimenting "Learn by Doing" and "Learn by Failing"

    ERIC Educational Resources Information Center

    Pozzi, Rossella; Noè, Carlo; Rossi, Tommaso

    2015-01-01

    According to the literature, in recent years, developing experiential learning has fulfilled the requirement of a deep understanding of lean philosophy by engineering students, demonstrating the advantages and disadvantages of some of the key principles of lean manufacturing. On the other hand, the literature evidences how some kinds of game-based…

  1. Collaborative Learning Experiences for Nursing Students in Environmental Health.

    ERIC Educational Resources Information Center

    Wright, Dolores J.

    2003-01-01

    An environmental health learning experience involved collaborative activities of graduate public health and undergraduate nursing students. Pre/postcourse measures (n=31) showed increased awareness of issues and competence in interdisciplinary teamwork. (Contains 13 references.) (SK)

  2. Anatomy by whole body dissection: a focus group study of students’ learning experience

    PubMed Central

    Burgess, Annette; Ramsey-Stewart, George

    2015-01-01

    Background The social construction of knowledge within medical education is essential for learning. Students’ interactions within groups and associated learning artifacts can meaningfully impact learning. Situated cognition theory poses that knowledge, thinking, and learning are located in experience. In recent years, there has been a reported decline in time spent on anatomy by whole body dissection (AWBD) within medical programs. However, teaching by surgeons in AWBD provides unique opportunities for students, promoting a deeper engagement in learning. In this study, we apply situated cognition theory as a conceptual framework to explore students’ perceptions of their learning experience within the 2014 iteration of an 8-week elective AWBD course. Methods At the end of the course, all students (n=24) were invited to attend one of three focus groups. Framework analysis was used to code and categorize data into themes. Results In total, 20/24 (83%) students participated in focus groups. Utilizing situated cognition theory as a conceptual framework, we illustrate students’ learning experiences within the AWBD course. Students highlighted opportunities to create and reinforce their own knowledge through active participation in authentic dissection tasks; guidance and clinical context provided by surgeons as supervisors; and the provision of an inclusive learning community. Conclusion Situated cognition theory offers a valuable lens through which to view students’ learning experience in the anatomy dissection course. By doing so, the importance of providing clinical relevance to medical teaching is highlighted. Additionally, the value of having surgeons teach AWBD and the experience they share is illustrated. The team learning course design, with varying teaching methods and frequent assessments, prompting student–student and student–teacher interaction, was also beneficial for student learning. PMID:26345392

  3. See how they learn: experience as the basis of practice.

    PubMed

    Mander, R

    1992-02-01

    Personal accounts of nurses' and midwives' experiences of health problems feature not infrequently in the nursing press, with different points being made. The contribution of experience to learning is examined in relation to data collected during a study of midwives' care of relinquishing mothers. The extent to which there is a conflict between experiential learning, valued as a component of andragogy, and aspirations to being a research-based profession is examined. PMID:1538674

  4. On the Learning Behaviours of English Additional-Language Speakers Entering Engineering Education in South Africa

    ERIC Educational Resources Information Center

    Woollacott, L.; Simelane, Z.; Inglis, J.

    2011-01-01

    This article reports the findings of an inductive study on the learning behaviours and language difficulties of a small group of English additional-language students entering a school of chemical and metallurgical engineering in South Africa. Students were interviewed in their home language. While they appeared to have had a reasonable grounding…

  5. Autonomous learning of sequential tasks: experiments and analyses.

    PubMed

    Sun, R; Peterson, T

    1998-01-01

    This paper presents a novel learning model CLARION, which is a hybrid model based on the two-level approach proposed by Sun. The model integrates neural, reinforcement, and symbolic learning methods to perform on-line, bottom-up learning (i.e., learning that goes from neural to symbolic representations). The model utilizes both procedural and declarative knowledge (in neural and symbolic representations, respectively), tapping into the synergy of the two types of processes. It was applied to deal with sequential decision tasks. Experiments and analyzes in various ways are reported that shed light on the advantages of the model. PMID:18255804

  6. Do Students Really Learn from Experience?

    ERIC Educational Resources Information Center

    Ambrose, Susan A.; Poklop, Laurie

    2015-01-01

    This article reports on a phenomenological study conducted in 2013 to investigate co-op learning from the students' perspectives. 104 seniors were interviewed who had completed one to three periods of co-op employment. A stratified purposeful sample with proportional representation of six university colleges was used. Using a standardized,…

  7. Teacher Learning from Girls' Informal Science Experiences

    ERIC Educational Resources Information Center

    Birmingham, Daniel J.

    2013-01-01

    School science continues to fail to engage youth from non-dominant communities (Carlone, Huan-Frank & Webb, 2011). However, recent research demonstrates that informal science learning settings support both knowledge gains and increased participation in science among youth from non-dominant communities (Dierking, 2007; Falk et al., 2007; HFRP,…

  8. Myanmar: The Community Learning Centre Experience.

    ERIC Educational Resources Information Center

    Middelborg, Jorn; Duvieusart, Baudouin, Ed.

    A community learning centre (CLC) is a local educational institution outside the formal education system, usually set up and managed by local people. CLCs were first introduced in Myanmar in 1994, and by 2001 there were 71 CLCs in 11 townships. The townships are characterized by remoteness, landlessness, unemployment, dependency on one cash crop,…

  9. "Teacher Lore: Learning from Our Experience."

    ERIC Educational Resources Information Center

    Jacobs, Mary-Ellen

    1992-01-01

    This review of "Teacher Lore," a book of essays, highlights what teacher lore is, teachers' stories and ideas, and learning from teacher lore. The book invites teachers to look searchingly into their daily practice in order to understand the mystery and intangibles of teaching. It is recommended for preservice and inservice teachers. (SM)

  10. Promoting Online Collaborative Learning Experiences for Teenagers.

    ERIC Educational Resources Information Center

    Wang, Minjuan; Poole, Melissa; Harris, Bruce; Wangemann, Paul

    2001-01-01

    Describes a project conducted in England and Scotland that engaged teenagers in using Internet-based tools to collaborate in problem-based learning. Explains Motorola Expeditions, designed to help young people develop skills in using new network technologies to work together in teams to solve real world problems. Results showed a significant…

  11. MOOC Learning Experience Design: Issues and Challenges

    ERIC Educational Resources Information Center

    Fournier, Hélène; Kop, Rita

    2015-01-01

    This paper will present current work on various frameworks that are aimed at guiding the research, development, and evaluation efforts around Massive Open Online Courses (MOOCs). Initiatives and activities, including current work by the National Research Council (NRC) in the context of Learning and Performance Support Systems and MOOCs, will be…

  12. Personalized Learning and the Ultraversity Experience

    ERIC Educational Resources Information Center

    Powell, Stephen; Tindal, Ian; Millwood, Richard

    2008-01-01

    This paper describes a model of personalized work-integrated learning that is collaborative in nature, uses emerging Internet technologies and is accessed fully online. The Ultraversity project was set up by Ultralab at Anglia Ruskin University to develop a fully online, 3-year duration, undergraduate degree program with an emphasis on action…

  13. Learning Tools with Hypertext: An Experiment.

    ERIC Educational Resources Information Center

    Viau, Rolland; Larivee, Jacques

    1993-01-01

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

  14. Learning from Experience, for Experienced Staff

    ERIC Educational Resources Information Center

    Collis, Betty; Waring, Burney; Nicholson, Gerry

    2004-01-01

    Business needs in multinational corporations call for courses that involve problem solving and creating and sharing new knowledge based on workplace situations. The courses also need to be engaging for the participants. Blended learning at Shell International Exploration and Production involves these kinds of outcomes in courses designed around a…

  15. Evidence of Learning: Applying the Collegiate Learning Assessment to Improve Teaching and Learning in the Liberal Arts College Experience

    ERIC Educational Resources Information Center

    Council of Independent Colleges, 2008

    2008-01-01

    This report highlights the experiences of the 33 members of CIC's (Council of Independent Colleges) Collegiate Learning Assessment (CLA) Consortium over the past three years as they used the CLA to measure student learning outcomes. The CLA instrument assesses how the college experience helps students develop such "higher order" cognitive skills…

  16. Nursing student voices: reflections on an international service learning experience.

    PubMed

    Main, E Eve; Garrett-Wright, Dawn; Kerby, Molly

    2013-01-01

    For the past decade participation in service and experiential learning in higher education has increased. The purpose of this study was to explore the lived experience of BSN and MSN students participating in a multidisciplinary service-learning course in a rural, underserved village in Belize. Researchers analyzed student journals utilizing qualitative data analysis techniques. There were eight consistent themes found in the student journals. The findings indicate that international service learning opportunities increase students' awareness of their place in a global society and the potential contribution they can make in society. For the past decade, service and experiential learning in higher education, including nursing education, has become increasingly important. Simply put, service and experiential learning combine community service activities with a student's academic study for the sole purpose of enriching the academic experience. As faculty, we feel the goal of baccalaureate and graduate nursing education is to produce an educated professional who will become a responsible citizen. PMID:23367657

  17. Challenging clinical learning environments: experiences of undergraduate nursing students.

    PubMed

    O'Mara, Linda; McDonald, Jane; Gillespie, Mary; Brown, Helen; Miles, Lynn

    2014-03-01

    Clinical learning is an essential component of becoming a nurse. However at times, students report experiencing challenging clinical learning environments (CCLE), raising questions regarding the nature of a challenging clinical learning environment, its impact on students' learning and how students might respond within a CCLE. Using an Interpretive Descriptive study design, researchers held focus groups with 54 students from two Canadian sites, who self-identified as having experienced a CCLE. Students defined a CCLE as affected by relationships in the clinical area and by the context of their learning experiences. CCLE decreased students' learning opportunities and impacted on them as persons. As students determined which relationships were challenging, they tapped other resources and they used strategies to rebuilt, reframe, redirect and/or retreat relative to the specific challenge. Relationships also acted as buffers to unsupportive practice cultures. Implications for practice and research are addressed. PMID:24063792

  18. Lecture capturing assisted teaching and learning experience

    NASA Astrophysics Data System (ADS)

    Chen, Li

    2015-03-01

    When it comes to learning, a deep understanding of the material and a broadband of knowledge are equally important. However, provided limited amount of semester time, instructors often find themselves struggling to reach both aspects at the same time and are often forced to make a choice between the two. On one hand, we would like to spend much time to train our students, with demonstrations, step by step guidance and practice, to develop strong critical thinking skills and problem-solving skills. On the other hand, we also would like to cover a wide range of content topics to broaden our students' understanding. In this presentation, we propose a working scheme that may assist to achieve these two goals at the same time without sacrificing either one. With the help of recorded and pre-recorded lectures and other class materials, it allows instructors to spend more class time to focus on developing critical thinking skills and problem-solving skills, and to apply and connect principle knowledge with real life phenomena. It also allows our students to digest the material at a pace they are comfortable with by watching the recorded lectures over and over. Students now have something as a backup to refer to when they have random mistakes and/or missing spots on their notes, and hence take more ownership of their learning. Advanced technology have offered flexibility of how/when the content can be delivered, and have been assisting towards better teaching and learning strategies.

  19. Parental Experience Learning to Feed Their Preterm Infant

    PubMed Central

    Stevens, Emily E.; Gazza, Elizabeth; Pickler, Rita

    2014-01-01

    Purpose Although extensive research has been conducted on preterm infant oral feeding, few investigations have examined parents’ experiences learning to orally feed their preterm infant while in the neonatal intensive care unit (NICU). As such, the aim of this study was to explore parental learning experiences to gain a better understanding of the process parents’ use in learning to feed their preterm infant. Subjects Parents included in the investigation were18 years of age or older with a medically stable preterm infant that was less than 36 weeks gestational age at birth, free of congenital malformations, and feeding orally. Design This investigation used hermeneutic phenomenology to explore the depth and richness of parental experience with the process of learning to orally feed their preterm infant. Methods Participants were recruited from a university affiliated women’s hospital with a Level III NICU. Purposive sampling was used to ensure that all participants were familiar with the experience of interest. Data collection consisted of personal interviews conducted in a private consultation room located within the NICU. In instances where both the infant’s mother and father chose to participate, the interviews were conducted separately on the same day. Main Outcome measures Twelve mothers and eight fathers participated in semi-structured interviews. For eight mothers and six fathers, this was their first child. This was the first preterm infant for all participants. From the parental experience three themes were identified: an emotional experience; learn as you go; and it’s technical. Principal Results Parents noted that feeding encompassed both positive as well as negative emotions, that learning was a process that nurses played an instrumental role in, and that feeding a preterm infant could be very technical requiring extra skills for feeding success. Conclusions Nurses can play a key role in helping parents learn by acknowledging both positive

  20. Maximizing the Online Learning Experience: Suggestions for Educators and Students

    ERIC Educational Resources Information Center

    Cicco, Gina

    2011-01-01

    This article will discuss ways of maximizing the online course experience for teachers- and counselors-in-training. The widespread popularity of online instruction makes it a necessary learning experience for future teachers and counselors (Ash, 2011). New teachers and counselors take on the responsibility of preparing their students for real-life…

  1. The University Experiences of Students with Learning Disabilities

    ERIC Educational Resources Information Center

    McGregor, Karla K.; Langenfeld, Natalie; Van Horne, Sam; Oleson, Jacob; Anson, Matthew; Jacobson, Wayne

    2016-01-01

    To explore the university experiences of students with learning disabilities (LD), 63,802 responses to the 2014 Student Experience in the Research University Survey were analyzed. Compared to other students, those with self-reported LD (5.96 percent) had difficulty with assignments and had more obstacles caused by nonacademic responsibilities and…

  2. O. R. Clinical Experience: Catalyst For Student Learning

    ERIC Educational Resources Information Center

    Nolan, Mary Gill

    1976-01-01

    Active participation in a 12-hour operating room experience seemed to provide one group of medical-surgical nursing students with a broad range of clinical nursing experiences leading to rapid, integrated learning of knowledge and skills and increased self-confidence. (Author)

  3. Utilizing Problem-Based Learning in Qualitative Analysis Lab Experiments

    ERIC Educational Resources Information Center

    Hicks, Randall W.; Bevsek, Holly M.

    2012-01-01

    A series of qualitative analysis (QA) laboratory experiments utilizing a problem-based learning (PBL) module has been designed and implemented. The module guided students through the experiments under the guise of cleaning up a potentially contaminated water site as employees of an environmental chemistry laboratory. The main goal was the…

  4. Enhancing the Student Learning Experience: The Perspective of Academic Staff

    ERIC Educational Resources Information Center

    Cahill, Jo; Turner, Jan; Barefoot, Helen

    2010-01-01

    Background: Quality enhancement in higher education is essentially a planned process of change that leads to continuous improvement in the effectiveness of the learning experience of students and the students' experience of higher education. Published literature that explores the concept in the reality of practice is sparse. Purpose: The overall…

  5. Dilemmas of Blended Language Learning: Learner and Teacher Experiences

    ERIC Educational Resources Information Center

    Gleason, Jesse

    2013-01-01

    Rapidly advancing technology continues to change the landscape of blended foreign language education. Pinpointing the differences between blended language (BL) learning environments and understanding how stakeholders experience such spaces is complex. However, learner experiences can provide a roadmap for the design and development of BL courses.…

  6. Transmergent Learning and the Creation of Extraordinary Educational Experiences

    ERIC Educational Resources Information Center

    Honebein, Peter C.

    2009-01-01

    "Transmergent learning" is a macro instructional strategy that increases the likelihood of exceptional educational experiences, where creativity and innovation reign. By blending the principles of transformational experiences with evolutionary and emergent properties of complexity theory, instructional designers are able to craft an educational…

  7. Appraisal Systems in L2 vs. L3 Learning Experiences

    ERIC Educational Resources Information Center

    Gabrys-Barker, Danuta

    2011-01-01

    This article offers a comment on the ways multilingual language users perceive their L2 and L3 learning experiences at the level of appraisals, that is, variables that "assign value to current stimuli based on past experience". In the theoretical part of the article the concept of appraisals is introduced and briefly outlined from the different…

  8. Lessening Sensitivity: Student Experiences of Teaching and Learning Sensitive Issues

    ERIC Educational Resources Information Center

    Lowe, Pam

    2015-01-01

    Despite growing interest in learning and teaching as emotional activities, there is still very little research on experiences of sensitive issues. Using qualitative data from students from a range of social science disciplines, this study investigates student's experiences. The paper highlights how, although they found it difficult and…

  9. Learning Experience as Transaction: A Framework for Instructional Design

    ERIC Educational Resources Information Center

    Parrish, Patrick E.; Wilson, Brent G.; Dunlap, Joanna C.

    2011-01-01

    This article presents a framework for understanding learning experience as an object for instructional design--as an object for design as well as research and understanding. Compared to traditional behavioral objectives or discrete cognitive skills, the object of experience is more holistic, requiring simultaneous attention to cognition, behavior,…

  10. Gas Chromatographic Determination of Methyl Salicylate in Rubbing Alcohol: An Experiment Employing Standard Addition.

    ERIC Educational Resources Information Center

    Van Atta, Robert E.; Van Atta, R. Lewis

    1980-01-01

    Provides a gas chromatography experiment that exercises the quantitative technique of standard addition to the analysis for a minor component, methyl salicylate, in a commercial product, "wintergreen rubbing alcohol." (CS)

  11. Lessons Learned from Autonomous Sciencecraft Experiment

    NASA Technical Reports Server (NTRS)

    Chien, Steve A.; Sherwood, Rob; Tran, Daniel; Cichy, Benjamin; Rabideau, Gregg; Castano, Rebecca; Davies, Ashley; Mandl, Dan; Frye, Stuart; Trout, Bruce; D'Agostino, Jeff; Shulman, Seth; Boyer, Darrell; Hayden, Sandra; Sweet, Adam; Christa, Scott

    2005-01-01

    An Autonomous Science Agent has been flying onboard the Earth Observing One Spacecraft since 2003. This software enables the spacecraft to autonomously detect and responds to science events occurring on the Earth such as volcanoes, flooding, and snow melt. The package includes AI-based software systems that perform science data analysis, deliberative planning, and run-time robust execution. This software is in routine use to fly the EO-l mission. In this paper we briefly review the agent architecture and discuss lessons learned from this multi-year flight effort pertinent to deployment of software agents to critical applications.

  12. Relationships between the quality of blended learning experience, self-regulated learning, and academic achievement of medical students: a path analysis

    PubMed Central

    Kassab, Salah Eldin; Al-Shafei, Ahmad I; Salem, Abdel Halim; Otoom, Sameer

    2015-01-01

    Purpose This study examined the relationships between the different aspects of students’ course experience, self-regulated learning, and academic achievement of medical students in a blended learning curriculum. Methods Perceptions of medical students (n=171) from the Royal College of Surgeons in Ireland, Medical University of Bahrain (RCSI Bahrain), on the blended learning experience were measured using the Student Course Experience Questionnaire (SCEQ), with an added e-Learning scale. In addition, self-regulated learning was measured using the Motivated Strategies for Learning Questionnaire (MSLQ). Academic achievement was measured by the scores of the students at the end of the course. A path analysis was created to test the relationships between the different study variables. Results Path analysis indicated that the perceived quality of the face-to-face component of the blended experience directly affected the motivation of students. The SCEQ scale “quality of teaching” directly affected two aspects of motivation: control of learning and intrinsic goal orientation. Furthermore, appropriate course workload directly affected the self-efficacy of students. Moreover, the e-Learning scale directly affected students’ peer learning and critical thinking but indirectly affected metacognitive regulation. The resource management regulation strategies, time and study environment, and effort regulation directly affected students’ examination scores (17% of the variance explained). However, there were no significant direct relationships between the SCEQ scales and cognitive learning strategies or examination scores. Conclusion The results of this study will have important implications for designing blended learning courses in medical schools. PMID:25610011

  13. Additive benefits of external focus and enhanced performance expectancy for motor learning.

    PubMed

    Pascua, Luigi A M; Wulf, Gabriele; Lewthwaite, Rebecca

    2015-01-01

    The authors examined the individual and combined influences of 2 factors that have been shown to benefit motor learning: an external focus of attention and enhanced performance expectancies. Another purpose of this study was to gain further insight into the mechanisms underlying these variables. In a factorial design, participants learning a novel motor skill (i.e., throwing with the non-dominant arm) were or were not given external focus instructions, and were or were not provided bogus positive social-comparative feedback to enhance their expectancies. This resulted in 4 groups: external focus, enhanced expectancy, external focus/enhanced expectancy and control. External focus instructions and enhanced expectancies had additive benefits for learning: the external focus/enhanced expectancy group demonstrated the greatest throwing accuracy on both retention and transfer tests, while the accuracy scores of the external focus and enhanced expectancy groups were lower, but higher than those of the control group. Furthermore, self-efficacy was increased by both external focus and enhanced expectancy, and predicted retention and transfer performance. Positive affect was heightened in the enhanced expectancy and external focus/enhanced expectancy groups after practice and predicted transfer performance. The findings suggest that the learning benefits of an external focus and enhanced expectancies mediate learning through partially different mechanisms. PMID:24875153

  14. Student nurses experience of learning in the clinical environment.

    PubMed

    Papastavrou, Evridiki; Lambrinou, Ekaterini; Tsangari, Haritini; Saarikoski, Mikko; Leino-Kilpi, Helena

    2010-05-01

    The clinical learning environment is a complex social entity that influences student learning outcomes in the clinical setting. Exploration of this environment gives insight into the educational functioning of the clinical areas and allows nurse teachers to enhance students' opportunities for learning. Since Cyprus is undergoing major reforms in nursing education, building on the experience and knowledge gained, this study aims to explore the present clinical situation and how this would impact on nursing education moves to the university. As nursing education would take on a different approach, it is assumed the learning approach would also be different, and so utilization of the clinical environment would also be improved. Six hundred and forty five students participated in the study. Data were collected by means of the clinical learning environment and supervision instrument. A statistically significant correlation was found between the sub-dimensions "premises of nursing care" and "premises of learning" indicating that students are relating learning environment with the quality of nursing care and patient relationships. The ward atmosphere and the leadership style of the manager were rated as less important factors for learning. The majority of students experienced a group supervision model, but the more satisfied students were those with a "personal mentor" that was considered as the most successful mentor relationship. The findings suggest more thorough examination and understanding of the characteristics of the clinical environment that are conductive to learning. PMID:19700368

  15. How Dutch employees experience freedom of learning for work

    NASA Astrophysics Data System (ADS)

    van Dellen, Theo; Heidekamp, Ina

    2015-12-01

    This article focuses on the perceived freedom of Dutch employees to embark on workplace learning in terms of whether they feel it is "voluntary" or "compulsory". The paper is based on the findings of a large international explorative survey carried out by the Workplace Learning (WPL) Research Network (RN2) of the Asia-Europe Meeting (ASEM) Lifelong Learning (LLL) Research Hub. The comparative study focused on employees' quest for "freedom of learning for work". This paper reports on the Dutch part of the research, the quantitative results of which seem to indicate that the freedom of learning for work is not as important to Dutch employees as might be expected. In a second phase, to investigate employees' experiences of work-related learning in more depth, the Dutch researchers added a follow-up qualitative study, involving one-on-one interviews. In order to triangulate the results of the quantitative and qualitative research phases, the authors then added a mixed-methods sequential explanatory analysis. They assessed the quality of the collected data in both distinct phases by identifying converging results, which are useful for refining our understanding of learning for work. The paper draws both on rich insights into workplace learning based on this research as well as on theoretical literature which refers to concepts like motivation, subjectivity, work identity and agency in connection with the quest for freedom of learning.

  16. Architecting Learning Continuities for Families Across Informal Science Experiences

    NASA Astrophysics Data System (ADS)

    Perin, Suzanne Marie

    By first recognizing the valuable social and scientific practices taking place within families as they learn science together across multiple, everyday settings, this dissertation addresses questions of how to design and scaffold activities that build and expand on those practices to foster a deep understanding of science, and how the aesthetic experience of learning science builds connections across educational settings. Families were invited to visit a natural history museum, an aquarium, and a place or activity of the family's choice that they associated with science learning. Some families were asked to use a set of activities during their study visits based on the practices of science (National Research Council, 2012), which were delivered via smartphone app or on paper cards. I use design-based research, video data analysis and interaction analysis to examine how families build connections between informal science learning settings. Chapter 2 outlines the research-based design process of creating activities for families that fostered connections across multiple learning settings, regardless of the topical content of those settings. Implications of this study point to means for linking everyday family social practices such as questioning, observing, and disagreeing to the practices of science through activities that are not site-specific. The next paper delves into aesthetic experience of science learning, and I use video interaction analysis and linguistic analysis to show how notions of beauty and pleasure (and their opposites) are perfused throughout learning activity. Designing for aesthetic experience overtly -- building on the sensations of enjoyment and pleasure in the learning experience -- can motivate those who might feel alienated by the common conception of science as merely a dispassionate assembly of facts, discrete procedures or inaccessible theory. The third paper, a case study of a family who learns about salmon in each of the sites they visit

  17. A Right to Be Heard: Learning from Learners with Additional Needs in Literacy

    ERIC Educational Resources Information Center

    McPhillips, Therese; Shevlin, Michael; Long, Louise

    2012-01-01

    This study aimed to explore the consultation experiences of pupils who have additional needs in literacy. An opportunistic sample of eight schools--four in Northern Ireland and four in the Republic of Ireland--were chosen by the researchers; selected pupils were receiving additional literacy support. Focus group discussions and arts-based creative…

  18. Students' Experiences with Contrasting Learning Environments: The Added Value of Students' Perceptions

    ERIC Educational Resources Information Center

    Struyven, Katrien; Dochy, Filip; Janssens, Steven; Gielen, Sarah

    2008-01-01

    This study investigated the effects of two contrasting learning environments on students' course experiences: a lecture-based setting to a student-activating teaching environment. In addition, the evaluative treatment involved five research conditions that went together with one of four assessment modes, namely, portfolio, case-based, peer…

  19. Voices from the Classroom: Experiences of Teachers of Deaf Students with Additional Disabilities

    ERIC Educational Resources Information Center

    Musyoka, Millicent Malinda; Gentry, Mary Anne; Bartlett, James Joseph

    2016-01-01

    The purpose of this research is to investigate experiences of K-12 classroom teachers of deaf students with additional disabilities. Today, more deaf and hard of hearing students are identified as having additional disabilities (Bruce, DiNatale & Ford, 2008; Ewing, 2011; Gallaudet Research Institute, 2011; Jones, Jones & Ewing, 2006;…

  20. Incorporating additional targets into learning trials for individuals with autism spectrum disorder.

    PubMed

    Nottingham, Casey L; Vladescu, Jason C; Kodak, Tiffany M

    2015-01-01

    Recently, researchers have investigated the effectiveness and efficiency of presenting secondary targets during learning trials for individuals with autism spectrum disorder (ASD). This instructional method may be more efficient than typical methods used with learners with ASD, because learners may acquire secondary targets without additional instruction. This review will discuss the recent literature on providing secondary targets during teaching trials for individuals with ASD, identify common aspects and results among these studies, and identify areas for future research. PMID:25376814

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

    ERIC Educational Resources Information Center

    Caruana, Vicki; Woodrow, Kelli; Pérez, Luis

    2015-01-01

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

  2. Committed to Connected Learning: Exploring the Experience of Graduate Students Teaching Service-Learning Courses

    ERIC Educational Resources Information Center

    Jundt, Michaelann

    2010-01-01

    This research explored the experience of graduate students who taught service-learning courses to undergraduate students at a large research university. The inquiry was grounded in literature about service-learning, the scholarship of engagement, and doctoral education. A qualitative study included interviews with graduate student service-learning…

  3. Lifelong Learning at the Technion: Graduate Students' Perceptions of and Experiences in Distance Learning

    ERIC Educational Resources Information Center

    Hussein-Farraj, Rania; Barak, Miri; Dori, Yehudit Judy

    2012-01-01

    This study examined the development of two Distance Learning (DL) courses and their effect on students' perceptions and learning experiences. Our study included about 260 science and engineering graduate students. Among them, 105 students were divided into two research groups: on-campus students (N=70) and DL students (N=35). These two groups…

  4. Learning by Helping? Undergraduate Communication Outcomes Associated with Training or Service-Learning Experiences

    ERIC Educational Resources Information Center

    Katz, Jennifer; DuBois, Melinda; Wigderson, Sara

    2014-01-01

    This study investigated communication outcomes after training or applied service-learning experiences. Pre-practicum trainees learned active listening skills over 10 weeks. Practicum students were successful trainees who staffed a helpline. Community interns were trained and supervised at community agencies. Undergraduate students in psychology…

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

    ERIC Educational Resources Information Center

    Akar, Bassel

    2016-01-01

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

  6. Evaluating a Proposed Learning Experience in Terms of Eight Learning Theories.

    ERIC Educational Resources Information Center

    Abram, Marie J.

    The work of eight learning theorists was used to evaluate a proposed adult education/learning experience in an effort to operationalize a system for locating strengths and weaknesses in an instructional system prior to its implementation. Thirty-five implications for adult education were extrapolated from work representing the Behaviorist (B.F.…

  7. Youth-Led Initiative in Community Service-Learning Projects and Their Learning Experience

    ERIC Educational Resources Information Center

    Ngee, Lee Mah

    2011-01-01

    This paper presents a study of 428 youths who participated in service-learning projects in developing countries in South-East Asia, China and India. Using mixed-method approach, this study examined the reasons for their participation in the YEP (youth expedition projects) and the impact of their service-learning experiences on their civic…

  8. Using Social Networks to Enhance Teaching and Learning Experiences in Higher Learning Institutions

    ERIC Educational Resources Information Center

    Balakrishnan, Vimala

    2014-01-01

    The paper first explores the factors that affect the use of social networks to enhance teaching and learning experiences among students and lecturers, using structured questionnaires prepared based on the Push-Pull-Mooring framework. A total of 455 students and lecturers from higher learning institutions in Malaysia participated in this study.…

  9. Development of a Web-Enabled Learning Platform for Geospatial Laboratories: Improving the Undergraduate Learning Experience

    ERIC Educational Resources Information Center

    Mui, Amy B.; Nelson, Sarah; Huang, Bruce; He, Yuhong; Wilson, Kathi

    2015-01-01

    This paper describes a web-enabled learning platform providing remote access to geospatial software that extends the learning experience outside of the laboratory setting. The platform was piloted in two undergraduate courses, and includes a software server, a data server, and remote student users. The platform was designed to improve the quality…

  10. Students' Learning Outcomes and Learning Experiences through Playing a Serious Educational Game

    ERIC Educational Resources Information Center

    Cheng, Meng-Tzu; Annetta, Len

    2012-01-01

    This study attempted to examine students' learning outcomes and their learning experiences through playing a Serious Educational Game. A mixed-method research design was employed collecting both quantitative and qualitative data. A total of 98 middle-school students ranging from sixth to eighth grades participated through paper-and-pencil…

  11. Students' experiences of learning manual clinical skills through simulation.

    PubMed

    Johannesson, Eva; Silén, Charlotte; Kvist, Joanna; Hult, Håkan

    2013-03-01

    Learning manual skills is a fundamental part of health care education, and motor, sensory and cognitive learning processes are essential aspects of professional development. Simulator training has been shown to enhance factors that facilitate motor and cognitive learning. The present study aimed to investigate the students' experiences and thoughts about their learning through simulation skills training. The study was designed for an educational setting at a clinical skills centre. Ten third-year undergraduate nursing students performed urethral catheterisation, using the virtual reality simulator UrecathVision™, which has haptic properties. The students practised in pairs. Each session was videotaped and the video was used to stimulate recall in subsequent interviews. The interviews were analysed using qualitative content analysis. The analysis from interviews resulted in three themes: what the students learn, how the students learn, and the simulator's contribution to the students' learning. Students learned manual skills, how to perform the procedure, and professional behaviour. They learned by preparing, watching, practising and reflecting. The simulator contributed by providing opportunities for students to prepare for the skills training, to see anatomical structures, to feel resistance, and to become aware of their own performance ability. The findings show that the students related the task to previous experiences, used sensory information, tested themselves and practised techniques in a hands-on fashion, and reflected in and on action. The simulator was seen as a facilitator to learning the manual skills. The study design, with students working in pairs combined with video recording, was found to enhance opportunities for reflection. PMID:22395307

  12. Emotionally challenging learning situations: medical students' experiences of autopsies

    PubMed Central

    Scheja, Max; Hult, Håkan; Wernerson, Annika

    2012-01-01

    Objectives To explore medical students’ experiences of an emotionally challenging learning situation: the autopsy. Methods Qualitative data were collected by means of written accounts from seventeen students after their first and third autopsies and a group interview with seven students after their first autopsy. Data was interpreted using inductive thematic analysis. Results Students experienced the autopsy in three ways: as an unnatural situation, as a practical exercise, and as a way to learn how pathologists work. Most students found the situation unpleasant, but some were overwhelmed. Their experiences were characterised by strong unpleasant emotions and closeness to the situation. The body was perceived as a human being, recently alive. Students who experienced the autopsy as a practical exercise saw it mainly as a part of the course and their goal was to learn anatomy and pathology. They seemed to objectify the body and distanced themselves from the situation. Students who approached the autopsy as a way to learn how pathologists work concentrated on professional aspects of the autopsy. The body was perceived as a patient rather than as a biological specimen. Conclusions Autopsies are emotionally challenging learning situations. If students attend autopsies, they need to participate in several autopsies in order to learn about procedures and manifestations of pathological changes. Students need opportunities to discuss their experiences afterwards, and teachers need to be aware of how different students perceive the autopsies, and guide students through the procedure. Our findings emphasize the importance of investigating emotional aspects of medical education.

  13. "Earthquake!"--A Cooperative Learning Experience.

    ERIC Educational Resources Information Center

    Hodder, A. Peter W.

    2001-01-01

    Presents an exercise designed as a team building experience for managers that can be used to demonstrate to science students the potential benefit of group decision-making. Involves the ranking of options for surviving a large earthquake. Yields quantitative measures of individual student knowledge and how well the groups function. (Author/YDS)

  14. Demonstration Experiments in Learned Taste Aversions.

    ERIC Educational Resources Information Center

    Kling, J. W.

    1981-01-01

    This report describes the introductory psychology demonstration showing conditioned taste aversion in rats based on those animals' inability to distinguish between safe NaCl and toxic LiCl solutions. Test results showed the established phenomena of classical conditioning. Included is a discussion of the experiments relevance to behaviorist…

  15. Response of non-added solutes during nutrient addition experiments in streams

    NASA Astrophysics Data System (ADS)

    Rodriguez-Cardona, B.; Wymore, A.; Koenig, L.; Coble, A. A.; McDowell, W. H.

    2015-12-01

    Nutrient addition experiments, such as Tracer Additions for Spiraling Curve Characterization (TASCC), have become widely popular as a means to study nutrient uptake dynamics in stream ecosystems. However, the impact of these additions on ambient concentrations of non-added solutes is often overlooked. TASCC addition experiments are ideal for assessing interactions among solutes because it allows for the characterization of multiple solute concentrations across a broad range of added nutrient concentrations. TASCC additions also require the addition of a conservative tracer (NaCl) to track changes in conductivity during the experimental manipulation. Despite its use as a conservative tracer, chloride (Cl) and its associated sodium (Na) might change the concentrations of other ions and non-added nutrients through ion exchange or other processes. Similarly, additions of biologically active solutes might change the concentrations of other non-added solutes. These methodological issues in nutrient addition experiments have been poorly addressed in the literature. Here we examine the response of non-added solutes to pulse additions (i.e. TASCC) of NaCl plus nitrate (NO3-), ammonium, and phosphate across biomes including temperate and tropical forests, and arctic taiga. Preliminary results demonstrate that non-added solutes respond to changes in the concentration of these added nutrients. For example, concentrations of dissolved organic nitrogen (DON) in suburban headwater streams of New Hampshire both increase and decrease in response to NO3- additions, apparently due to biotic processes. Similarly, cations such as potassium, magnesium, and calcium also increase during TASCC experiments, likely due to cation exchange processes associated with Na addition. The response of non-added solutes to short-term pulses of added nutrients and tracers needs to be carefully assessed to ensure that nutrient uptake metrics are accurate, and to detect biotic interactions that may

  16. Sonification and haptic feedback in addition to visual feedback enhances complex motor task learning.

    PubMed

    Sigrist, Roland; Rauter, Georg; Marchal-Crespo, Laura; Riener, Robert; Wolf, Peter

    2015-03-01

    Concurrent augmented feedback has been shown to be less effective for learning simple motor tasks than for complex tasks. However, as mostly artificial tasks have been investigated, transfer of results to tasks in sports and rehabilitation remains unknown. Therefore, in this study, the effect of different concurrent feedback was evaluated in trunk-arm rowing. It was then investigated whether multimodal audiovisual and visuohaptic feedback are more effective for learning than visual feedback only. Naïve subjects (N = 24) trained in three groups on a highly realistic virtual reality-based rowing simulator. In the visual feedback group, the subject's oar was superimposed to the target oar, which continuously became more transparent when the deviation between the oars decreased. Moreover, a trace of the subject's trajectory emerged if deviations exceeded a threshold. The audiovisual feedback group trained with oar movement sonification in addition to visual feedback to facilitate learning of the velocity profile. In the visuohaptic group, the oar movement was inhibited by path deviation-dependent braking forces to enhance learning of spatial aspects. All groups significantly decreased the spatial error (tendency in visual group) and velocity error from baseline to the retention tests. Audiovisual feedback fostered learning of the velocity profile significantly more than visuohaptic feedback. The study revealed that well-designed concurrent feedback fosters complex task learning, especially if the advantages of different modalities are exploited. Further studies should analyze the impact of within-feedback design parameters and the transferability of the results to other tasks in sports and rehabilitation. PMID:25511166

  17. Learning Physics by Experiment: I. Falling Objects

    NASA Astrophysics Data System (ADS)

    Shaibani, Saami J.

    2014-03-01

    As a rule, students enjoy conducting experiments in which the practical aspects are straightforward and well-defined. This also applies even when there is no anticipated result for students to ``prove.'' A laboratory exercise with such properties was created for students to undertake in a completely blind manner, and they happily proceeded without any knowledge at all of what they might expect to find. The philosophy developed for the research in this paper expands the pioneering approach formulated some half century ago and successfully employed more recently. In the present era of differentiated instruction (DI) being implemented in a diversity of educational settings, the design of the subject experiment is especially significant for its inclusive nature and for the positive outcomes it produces for less academically capable students. All students benefit from such an environment because it preempts the wasted effort of undue manipulation and it removes the need to contrive agreement with a textbook via irregular attempts at reverse engineering.

  18. Mining the CDS Collection: A Learning Experience

    NASA Astrophysics Data System (ADS)

    Ortiz, Patricio F.; Ochsenbein, François

    The experiences gained as a result of the CDS/ESO Datamining project are described in this paper as well as a brief outline of the tools developed (described in Ortiz et al. 1998 and Ortiz, 2000). Important issues about datamining and the exchange of information in the context of the Virtual Observatory are described and discussed, emphasizing the need of consistent meta-information for the exchange of data amongst servers and institutions.

  19. Student designed experiments to learn fluids

    NASA Astrophysics Data System (ADS)

    Stern, Catalina

    2013-11-01

    Lasers and high speed cameras are a wonderful tool to visualize the very complex behavior of fluids, and to help students grasp concepts like turbulence, surface tension and vorticity. In this work we present experiments done by physics students in their senior year at the School of Science of the National University of Mexico as a final project in the continuum mechanics course. Every semester, the students make an oral presentation of their work and videos and images are kept in the web page ``Pasión por los Fluidos''. I acknowledge support from the Physics Department of Facultad de Ciencias, Universidad Nacional Autónoma de México.

  20. [Learning plans: experience with an innovative approach to nursing education].

    PubMed

    Davi, F; Stillo, P; De Feo, C; Divo, A; Esposito, G; Follador, E; Moschella, S; Terentieva, I; Venaruzzo, S

    1998-01-01

    According to the literature, self-learning plans represent an helpful and very flexible method in order to individualize the nursing students' learning activities, to develop the students' autonomy and responsibility together with the skills required for continuing nursing education. The educational experience of the implementation of the self learning plans in the practical training of the nursing students of the Pediatric Nursing School of Trieste, during 1996-97, is described. The 9 third year students produced 27 learning plans. According to the mentors and the students, the overall experience had a positive impact. The presentation and evaluation of the learning plans spurred the students' initiative, the adoption of innovative learning and research strategies and allowed to replace the traditional classroom teaching lectures. The main problems related to the implementation of this method lay in the increase of mentors' workload and in the difficulties in matching the high flexibility of the method with the inflexibility and constraints of both the organization and teaching programs and paces. PMID:9807516

  1. The Influence of Experience, Ability and Interest on e-Learning Effectiveness

    ERIC Educational Resources Information Center

    Haverila, Matti; Barkhi, Reza

    2009-01-01

    The purpose of this paper is to report the findings of a research conducted to evaluate the effect of learning preconceptions, prior e-learning experience, ability and interest of students on their perceptions regarding the process of e-learning. We study the effectiveness of e-learning as it relates to the level of e-learning experience. The…

  2. Vaccination learning experiences of nursing students: a grounded theory study

    PubMed Central

    Ildarabadi, Eshagh; Moonaghi, Hossein Karimi; Heydari, Abbas; Taghipour, Ali; Abdollahimohammad, Abdolghani

    2015-01-01

    Purpose: This study aimed to explore the experiences of nursing students being trained to perform vaccinations. Methods: The grounded theory method was applied to gather information through semi-structured interviews. The participants included 14 undergraduate nursing students in their fifth and eighth semesters of study in a nursing school in Iran. The information was analyzed according to Strauss and Corbin’s method of grounded theory. Results: A core category of experiential learning was identified, and the following eight subcategories were extracted: students’ enthusiasm, vaccination sensitivity, stress, proper educational environment, absence of prerequisites, students’ responsibility for learning, providing services, and learning outcomes. Conclusion: The vaccination training of nursing students was found to be in an acceptable state. However, some barriers to effective learning were identified. As such, the results of this study may provide empirical support for attempts to reform vaccination education by removing these barriers. PMID:26084680

  3. Enhancing Quality Learning through Experiences of Research-Based Learning: Implications for Academic Development

    ERIC Educational Resources Information Center

    Brew, Angela; Jewell, Evan

    2012-01-01

    Research into undergraduate research and inquiry in Australian universities was conducted during an Australian Learning and Teaching Council National Teaching Fellowship. In this paper we share experiences of this project as a student and an academic, reflecting on key challenges, including undergraduate research as an immersion experience for…

  4. The Perceptions of Adults with Learning Disabilities Regarding Their Learning Experiences.

    ERIC Educational Resources Information Center

    Gresh, Donna K.

    This qualitative study explored the perceptions of 14 adults (ages 21 to 37) with learning disabilities (including 7 enrolled in college) regarding their K-12 school experiences. Personal interviews were used to elicit those dimensions of the school experience perceived as most positive or most negative. The critical incident technique was used to…

  5. Workplace Learning during the Science Doctorate: What Influences Research Learning Experiences and Outcomes?

    ERIC Educational Resources Information Center

    Hum, Gregory

    2015-01-01

    This multiple narrative case study examines the experiences of six science doctoral students from a workplace learning perspective. For each participant, the following were gathered over 2.5 years: biographic questionnaires, 6-10 activity logs of a week's experiences, 2 pre-interview questionnaires, and 2 semi-structured interviews. Amongst…

  6. Mitigating Consumptive Behavior: The Analysis of Learning Experiences of Housewives

    ERIC Educational Resources Information Center

    Suparti

    2016-01-01

    The purpose of this study is to investigate the determinant of consumptive behavior by analyzing learning experiences of housewives as members of Family Welfare Movement (PKK) in Malang, East Java Indonesia. Financial literacy is defined as personal knowledge and capability in financial management. Sample of this study was 123 housewives and…

  7. Environmental Learning Experiences for Kindergarten Through Second Grade.

    ERIC Educational Resources Information Center

    Willoughby-Eastlake School District, Willoughby, OH.

    This collection of teaching units is one of three volumes designed to assist teachers in bringing relevant, interdisciplinary, environmental learning experiences to elementary students. This first volume is aimed at the K-2 level and deals with the immediate environment of the student. Titles of the nine units presented are: Preparing for Seasonal…

  8. Agoras: Towards Collaborative Game-Based Learning Experiences on Surfaces

    ERIC Educational Resources Information Center

    Catala, Alejandro; Garcia-Sanjuan, Fernando; Pons, Patricia; Jaen, Javier; Mocholi, Jose A.

    2012-01-01

    Children nowadays consume and manage lots of interactive digital software. This makes it more interesting and powerful to use digital technologies and videogames supporting learning experiences. However, in general, current digital proposals lack of in-situ social interaction supporting natural exchange and discussion of ideas in the course of…

  9. The Makana Regional Centre of Expertise: Experiments in Social Learning

    ERIC Educational Resources Information Center

    Lotz-Sisitka, Heila; O'Donoghue, Rob; Wilmot, Di

    2010-01-01

    This article deliberates the possibilities for Regional Centres of Expertise (RCEs) to become "experiments" in social learning. The purpose of the article is to advance the broader research agenda of RCEs through reflection on the empirical research agenda of one RCE, Makana RCE in South Africa. As such it opens questions on how we might see RCE's…

  10. Lessons about Learning: Comparing Learner Experiences with Language Research

    ERIC Educational Resources Information Center

    Rowland, Luke

    2011-01-01

    This is an account of how one class of English language learners compared and contrasted their language learning experiences with English language teaching (ELT) research findings during a five-week Intensive Academic Preparation course at an Australian university. It takes as its starting point the fact that learners, unlike teachers and…

  11. Freshmen Marketing: A First-Year Experience with Experiential Learning

    ERIC Educational Resources Information Center

    Greene, Henry

    2011-01-01

    This paper describes an experiential learning activity designed for a New England university freshmen course, BUS101-Marketing First-Year Experience (FYE). The purpose of the activity is to teach basic principles of marketing, develop a general perspective of business, and provide FYE activities that facilitate the college transition. The specific…

  12. A Qualitative Study of Postgraduate Students' Learning Experiences in Malaysia

    ERIC Educational Resources Information Center

    Kaur, Sarjit; Sidhu, Gurnam Kaur

    2009-01-01

    In Malaysia, postgraduate coursework and research training have expanded significantly in attracting both domestic and international students from Southeast Asia and the Middle East. The task of evaluating the student learning experience in postgraduate education can point out to researchers and university educators various mismatches that would…

  13. Mountain Plains Learning Experience Guide: Marketing. Course: Visual Merchandising.

    ERIC Educational Resources Information Center

    Preston, T.; Egan, B.

    One of thirteen individualized courses included in a marketing curriculum, this course covers the steps to be followed in planning, constructing, and evaluating the effectiveness of merchandise displays. The course is comprised of one unit, General Merchandise Displays. The unit begins with a Unit Learning Experience Guide that gives directions…

  14. Distance Learning: One School's Experience on the Information Highway.

    ERIC Educational Resources Information Center

    Wilson, Virginia; Litle, James; Coleman, Mary Ruth; Gallagher, James

    1998-01-01

    Describes experiences developing a distance learning via television program at the North Carolina School of Science and Mathematics. It focuses on the importance of instructor and facilitator training, student selection, physical arrangements for the studio/classroom, and an evaluation plan. (DB)

  15. Filmmakers' Experiences in Learning the Art of Teaching Filmmaking

    ERIC Educational Resources Information Center

    Gorbe, Dorothy Catherine

    2010-01-01

    The purpose of this study was to explore with 25 filmmakers their perceptions of how they learned to develop the competencies needed to become proficient filmmakers-as-educators. Hence, this study describes (I) the filmmakers-as-educators' competency development as they integrated filmmaking into teaching film, and (2) key experiences that…

  16. Mountain Plains Learning Experience Guide: Automotive Repair. Course: Emission Systems.

    ERIC Educational Resources Information Center

    Schramm, C.; Osland, Walt

    One of twelve individualized courses included in an automotive repair curriculum, this course covers the theory, testing, and servicing of automotive emission control systems. The course is comprised of one unit, Fundamentals of Emission Systems. The unit begins with a Unit Learning Experience Guide that gives directions for unit completion. The…

  17. Experimenting with Mobile Learning in a University Environment.

    ERIC Educational Resources Information Center

    Alamaki, Harri; Seppala, Pauliina

    This article describes a mobile learning project, where mobile devices are used for educational activities. The article defines the word "mobility" from the educational point of view. The authors present experiences recorded while using mobile technology in teacher training and among students of forest resource. Two pilots were carried out at the…

  18. How Nurses Experience Their Work as a Learning Environment

    ERIC Educational Resources Information Center

    Skår, Randi

    2010-01-01

    This article explores and illuminates the meaning of nurses' experiences with their work as a learning environment. A qualitative hermeneutic approach guided the research process and the analysis and interpretation of the transcribed interview-texts of eleven graduate nurses. Three core themes emerged from these informants' descriptions of their…

  19. An International Graduate Student's ESL Learning Experience beyond the Classroom

    ERIC Educational Resources Information Center

    Liu, Lu

    2011-01-01

    International graduate students are coming in ever-growing numbers to English-speaking countries. Educators have long believed that the successful English-learning experience of these students in their home countries will naturally lead to success in their academic studies and social life abroad. However, this may be not true. Using my…

  20. What Do Students Experience as Peer Leaders of Learning Teams?

    ERIC Educational Resources Information Center

    Johnson, Erik C.; Robbins, Brett A.; Loui, Michael C.

    2015-01-01

    In a course for engineering freshmen, peer leaders facilitated optional study sessions, which implemented peer-led team learning workshops. Some leaders were paid teaching assistants, but most were undergraduate volunteers. To understand the experiences of the peer leaders, we asked them to keep weekly reflective journals. By performing a basic…

  1. Remote Experiments, Re-Versioning and Rethinking Science Learning

    ERIC Educational Resources Information Center

    Scanlon, Eileen; Colwell, Chetz; Cooper, Martyn; Di Paolo, Terry

    2004-01-01

    Science and engineering students' involvement in practical work contributes to the development of their understanding of the concepts and processes of science. The Practical Experimentation by Accessible Remote Learning (PEARL) project aimed to develop a system to enable students to conduct real-world experiments at a distance using a computer. We…

  2. Student Learning Experience as Indicator of Teaching Quality

    ERIC Educational Resources Information Center

    Zerihun, Zenawi; Beishuizen, Jos; Van Os, Willem

    2012-01-01

    The purpose of the study was to develop an improved teaching evaluation questionnaire based on students' learning experiences and selected teacher characteristics identified as indicators of teaching quality. Teaching evaluation questionnaires are commonly designed either based on agreed indicators of teaching excellence, students' suggestions of…

  3. Lessons learned from the Shoreham fuel shipping experience

    SciTech Connect

    Jones, R H

    1995-01-01

    The shipment of slightly exposed nuclear fuel from the Shoreham Nuclear Power Station to the Limerick Generating Station serves as a model for future shipments of spent nuclear fuel (SNF). Many lessons were learned from this experience both general and specific. This paper presents a sampling of these lessons and suggests that future SNF campaigns can benefit from studying this and other relevant projects.

  4. Achieving Digital Literacy through Game Development: An Authentic Learning Experience

    ERIC Educational Resources Information Center

    Frydenberg, Mark

    2015-01-01

    Purpose: This paper aims to argue that the process of making an original game develops digital literacy skills and provides an authentic learning experience as students create, publish and deploy interactive games. Teaching students to create computer games has become common in both K-12 and tertiary education to introducing programming concepts,…

  5. How College Students Experience Intercultural Learning: Key Features and Approaches

    ERIC Educational Resources Information Center

    King, Patricia M.; Perez, Rosemary J.; Shim, Woo-jeong

    2013-01-01

    Many colleges and universities in the United States aim to promote intercultural competence in their students. However, most research on this outcome has focused on the content of educational programs (what educators offer) rather than on how students experience intercultural learning. This qualitative inquiry from the Wabash National Study…

  6. SMILE--Science and Mathematics Investigative Learning Experiences.

    ERIC Educational Resources Information Center

    Orzech, Miriam W.; Borden, Sue

    Oregon State University (OSU) designed and implemented the Science and Mathematics Investigative Learning Experiences Program (SMILE) to encourage minority students to pursue careers in science and engineering. SMILE offers an after-school enrichment program for middle-school Hispanic and Native American students in eight rural Oregon communities.…

  7. Investigating the Smart Science Learning Experience amongst Malaysian Students

    ERIC Educational Resources Information Center

    Tek, Ong Eng; Ruthven, Kenneth

    2004-01-01

    1999 marks an important milestone when the Malaysian Ministry of Education launched its 3-year pilot Smart Schools Initiative in 87 schools across the country. This study aims to compare the differential perceptions on science learning experience between a group of 383 Form 3 (Year 9 equivalent in the UK) students in two Smart schools and a group…

  8. Serving PE Teachers' Professional Learning Experiences in Social Circus

    ERIC Educational Resources Information Center

    Li, Chung

    2010-01-01

    Background: Social circus has long been the folklore in the Chinese culture. Recently, initiatives have been undergoing to introduce it in the school physical education curriculum in Hong Kong. Aims: This article reports a study on 38 PE teachers' professional learning experiences while attending two 2-day workshops respectively concerning…

  9. Developing International Managers: The Contribution of Cultural Experience to Learning

    ERIC Educational Resources Information Center

    Townsend, Peter; Regan, Padraic; Li, Liang Liang

    2015-01-01

    Purpose: The purpose of this paper is to evaluate cultural experience as a learning strategy for developing international managers. Design/methodology/approach: Using an integrated framework, two quantitative studies, based on empirical methodology, are conducted. Study 1, with an undergraduate sample situated in the Asia Pacific, aimed to examine…

  10. Transformative Learning Experiences of International Graduate Students from Asian Countries

    ERIC Educational Resources Information Center

    Kumi-Yeboah, Alex; James, Waynne

    2014-01-01

    This article investigates the transformative learning experiences of international graduate students from Asian countries. Data collection consisted of quantitative and qualitative methods. Participants included international graduate students from Asia, in the Colleges of Arts and Sciences and Engineering. Overall, 82.3% of the participants…

  11. Social Software: Participants' Experience Using Social Networking for Learning

    ERIC Educational Resources Information Center

    Batchelder, Cecil W.

    2010-01-01

    Social networking tools used in learning provides instructional design with tools for transformative change in education. This study focused on defining the meanings and essences of social networking through the lived common experiences of 7 college students. The problem of the study was a lack of learner voice in understanding the value of social…

  12. The Design of Learning Experiences: A Connection to Physical Environments.

    ERIC Educational Resources Information Center

    Stueck, Lawrence E.; Tanner, C. Kenneth

    The school environment must create a rich, beautiful, dynamic, meaningful experience for students to learn; however, architects, school boards, and the state focus almost exclusively only on the building when making design decisions. This document lists specific aspects to developing a visionary campus: one that provides a three-dimensional…

  13. Students' Learning Experiences in an Early College High School

    ERIC Educational Resources Information Center

    Ongaga, Kennedy O.

    2010-01-01

    Early College High Schools (ECHS) are at the forefront of high school reform embodying the principles of rigor, relationship, and relevance. This study examines students' learning experiences in the context of relationships and rigor at an ECHS. Specifically, I investigate factors that influence students to attend an ECHS, what they attribute to…

  14. Professional Learning between Past Experience and Future Work

    ERIC Educational Resources Information Center

    Weber, Kirsten

    2010-01-01

    This paper deals with the professionalization of human service work. It analyses learning processes and identity development in the emerging profession of child care with concrete examples from empirical research, based on a life history approach. It discusses examples of careers mainly based on students' life experience, pointing out that their…

  15. Correctional Education Experiences of Female Offenders with a Learning Disability

    ERIC Educational Resources Information Center

    Smith, Ezekiel

    2012-01-01

    Minimal employable skills, poor work habits, and substance abuse are problems that often result in released female offenders' recidivating within 36 months of their prison release. Recidivism is further compounded when the female offender suffers from a learning disability. Research suggests that correctional education experiences do not…

  16. Environmental Learning Experiences for Grades Five and Six.

    ERIC Educational Resources Information Center

    Willoughby-Eastlake School District, Willoughby, OH.

    The third of this series of three volumes on interdisciplinary environmental learning experiences for elementary students is aimed at grades 5 and 6 and deals with the comunity environment of the student. Titles of the eight units included in this volume are: Probleem Solving; How to Plan a Clean-up Campaign in the Local Community; Scars upon the…

  17. Environmental Learning Experiences for Grades Three and Four.

    ERIC Educational Resources Information Center

    Willoughby-Eastlake School District, Willoughby, OH.

    This second of three volumes designed to bring relevant, interdisciplinary, environmental learning experiences to elementary students is written for grades 3 and 4 and is concerned with the student's local environment. Titles of the 10 units included in this volume are: The School Lawn; The Vacant Lot; Giants on the Land: Trees in Our Environment;…

  18. His bundle pacing: Initial experience and lessons learned.

    PubMed

    Deshmukh, Amrish; Deshmukh, Pramod

    2016-01-01

    Direct His bundle pacing provides the most physiologic means of artificial pacing of the ventricles with a preserved His-Purkinje system and may play a role in patients with a diseased intrinsic conduction system. We describe our initial motivations and experience with permanent direct His bundle pacing and important lessons learned since that time. PMID:27591359

  19. A Stochastic Decision Model for Experiments in Discrimination Learning.

    ERIC Educational Resources Information Center

    Egelston, Richard L.

    Decisions to terminate training for subjects involved with discrete trial experiments in discrimination learning should utilize a probability criterion rather than a deterministic criterion. Furthermore, these decisions should be based upon the number of correct and error responses made by the subject, with the decision made to terminate training…

  20. National Qualifications Frameworks: Local Learning from Global Experience

    ERIC Educational Resources Information Center

    Drowley, Melinda; Marshall, Helen

    2013-01-01

    Countries developing national qualifications frameworks (NQFs) would be ill-advised simply to import models from other countries but could benefit from their experiences. This article elucidates principles underpinning successful practice and distils lessons learned from setbacks. General purposes of NQFs are identified, noting implicit…

  1. Securing intersubjectivity through interprofessional workplace learning experiences.

    PubMed

    Billett, Stephen Richard

    2014-05-01

    Effective interprofessional work is premised on high levels of shared understandings (i.e. intersubjectivity) among those who are co-working. In particular, when quick or seemingly spontaneous responses are required for urgent or immediate action, what is termed as "shared intuition" is highly desirable. Much of the required intersubjectivity can arise ordinarily through everyday healthcare collaborations, such as through joint problem-solving. Yet, a concern is how best to develop these capacities in circumstances when co-working is temporary, fleeting and partial, and also when the goals to be achieved are ambiguous and uncertain, and the processes indeterminate. To achieve the kinds and levels of intersubjectivity required for these non-routine forms of care and intermittent interprofessional working, therefore, likely requires particular curriculum and pedagogic interventions within practice settings. These interventions may be used to shape the organisation and sequencing of experiences for interprofessional work through which can arise a foundation of shared understanding of concepts, procedures and values. Yet, to assist the articulation, sharing, appraising and elaborating shared disciplinary and personal-professional positions, values and procedures, specific pedagogic interventions may also be required, albeit their exercise being embedded in co-working practices in healthcare work activities. PMID:24571207

  2. PERSPECTIVE: Learning from the Brazilian biofuel experience

    NASA Astrophysics Data System (ADS)

    Wang, Michael

    2006-11-01

    In the article `The ethanol program in Brazil' [1] José Goldemberg summarizes the key features of Brazil's sugarcane ethanol program—the most successful biofuel program in the world so far. In fact, as of 2005, Brazil was the world's largest producer of fuel ethanol. In addition to providing 40% of its gasoline market with ethanol, Brazil exports a significant amount of ethanol to Europe, Japan, and the United States. The success of the program is attributed to a variety of factors, including supportive governmental policies and favorable natural conditions (such as a tropical climate with abundant rainfall and high temperatures). As the article points out, in the early stages of the Brazilian ethanol program, the Brazilian government provided loans to sugarcane growers and ethanol producers (in most cases, they are the same people) to encourage sugarcane and ethanol production. Thereafter, ethanol prices were regulated to ensure that producers can economically sustain production and consumers can benefit from using ethanol. Over time, Brazil was able to achieve a price for ethanol that is lower than that for gasoline, on the basis of energy content. This lower cost is largely driving the widespread use of ethanol instead of gasoline by consumers in Brazil. In the United States, if owners of E85 flexible-fuel vehicles (FFVs) are expected to use E85 instead of gasoline in their FFVs, E85 will have to be priced competitively against gasoline on an energy-content basis. Compared with corn-based or sugar beet-based ethanol, Brazil's sugarcane-based ethanol yields considerably more favorable results in terms of energy balance and reductions in greenhouse gas emissions. These results are primarily due to (i) the dramatic increase of sugarcane yield in Brazil in the past 25 years and (ii) the use of bagasse instead of fossil fuels in ethanol plants to provide the heat needed for ethanol plant operations and to generate electricity for export to electric grids

  3. PERSPECTIVE: Learning from the Brazilian biofuel experience

    NASA Astrophysics Data System (ADS)

    Wang, Michael

    2006-11-01

    In the article `The ethanol program in Brazil' [1] José Goldemberg summarizes the key features of Brazil's sugarcane ethanol program—the most successful biofuel program in the world so far. In fact, as of 2005, Brazil was the world's largest producer of fuel ethanol. In addition to providing 40% of its gasoline market with ethanol, Brazil exports a significant amount of ethanol to Europe, Japan, and the United States. The success of the program is attributed to a variety of factors, including supportive governmental policies and favorable natural conditions (such as a tropical climate with abundant rainfall and high temperatures). As the article points out, in the early stages of the Brazilian ethanol program, the Brazilian government provided loans to sugarcane growers and ethanol producers (in most cases, they are the same people) to encourage sugarcane and ethanol production. Thereafter, ethanol prices were regulated to ensure that producers can economically sustain production and consumers can benefit from using ethanol. Over time, Brazil was able to achieve a price for ethanol that is lower than that for gasoline, on the basis of energy content. This lower cost is largely driving the widespread use of ethanol instead of gasoline by consumers in Brazil. In the United States, if owners of E85 flexible-fuel vehicles (FFVs) are expected to use E85 instead of gasoline in their FFVs, E85 will have to be priced competitively against gasoline on an energy-content basis. Compared with corn-based or sugar beet-based ethanol, Brazil's sugarcane-based ethanol yields considerably more favorable results in terms of energy balance and reductions in greenhouse gas emissions. These results are primarily due to (i) the dramatic increase of sugarcane yield in Brazil in the past 25 years and (ii) the use of bagasse instead of fossil fuels in ethanol plants to provide the heat needed for ethanol plant operations and to generate electricity for export to electric grids

  4. Experience and Abstract Reasoning in Learning Backward Induction

    PubMed Central

    Hawes, Daniel R.; Vostroknutov, Alexander; Rustichini, Aldo

    2011-01-01

    Backward induction is a benchmark of game theoretic rationality, yet surprisingly little is known as to how humans discover and initially learn to apply this abstract solution concept in experimental settings. We use behavioral and functional magnetic resonance imaging (fMRI) data to study the way in which subjects playing in a sequential game of perfect information learn the optimal backward induction strategy for the game. Experimental data from our two studies support two main findings: First, subjects converge to a common process of recursive inference similar to the backward induction procedure for solving the game. The process is recursive because earlier insights and conclusions are used as inputs in later steps of the inference. This process is matched by a similar pattern in brain activation, which also proceeds backward, following the prediction error: brain activity initially codes the responses to losses in final positions; in later trials this activity shifts to the starting position. Second, the learning process is not exclusively cognitive, but instead combines experience-based learning and abstract reasoning. Critical experiences leading to the adoption of an improved solution strategy appear to be stimulated by brain activity in the reward system. This indicates that the negative affect induced by initial failures facilitates the switch to a different method of solving the problem. Abstract reasoning is combined with this response, and is expressed by activation in the ventrolateral prefrontal cortex. Differences in brain activation match differences in performance between subjects who show different learning speeds. PMID:22363254

  5. Engineering students' experiences from physics group work in learning labs

    NASA Astrophysics Data System (ADS)

    Strøm Mellingsæter, Magnus

    2014-01-01

    Background: This paper presents a case study from a physics course at a Norwegian university college, investigating key aspects of a group-work project, so-called learning labs, from the participating students' perspective. Purpose: In order to develop these learning labs further, the students' perspective is important. Which aspects are essential for how the students experience the learning labs, and how do these aspects relate to the emergence of occurrences termed joint workspace, i.e. the maintenance of content-related dialogues within the group? Programme description: First year mechanical engineering students attended the learning labs as a compulsory part of the physics course. The student groups were instructed to solve physics problems using the interactive whiteboard and then submit their work as whiteboard files. Sample: One group of five male students was followed during their work in these learning labs through one term. Design and methods: Data were collected as video recordings and fieldwork observation. In this paper, a focus group interview with the students was the main source of analysis. The interpretations of the interview data were compared with the video material and the fieldwork observations. Results: The results show that the students' overall experience with the learning labs was positive. They did, however, point to internal aspects of conflicting common and personal goals, which led to a group-work dynamics that seemed to inhibit elaborate discussions and collaboration. The students also pointed to external aspects, such as a close temporal proximity between lectures and exercises, which also seemed to inhibit occurrences termed joint workspace. Conclusions: In order to increase the likelihood of a joint workspace throughout the term in the learning labs, careful considerations have to be made with regard to timing between lectures and exercises, but also with regard to raising the students' awareness about shared and personal goals.

  6. 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

  7. Experiences of clinical tutors with English as an additional language (EAL) students.

    PubMed

    Lu, Hongyan; Maithus, Caroline

    2012-11-01

    Clinical tutors, referred to in the international literature as clinical supervisors, facilitators, mentors or instructors, are responsible for providing and supervising workplace learning opportunities for groups of Bachelor of Nursing (BN) students. They also play a key role in assessing students. The role modeling and support provided by both clinical tutors and registered nurses (RN) or nurse preceptors helps students become familiar with the language in which nursing work is realised. As BN student cohorts in New Zealand have become more diverse in terms of cultures, ethnicities and language backgrounds, clinical tutors have to directly facilitate the development of context-specific and client-focused communication skills for students who speak English as an additional language. We undertook a study which looked at the perceptions of new nursing graduates with English as an additional language (EAL) on the development of spoken language skills for the clinical workplace. As well as interviewing graduates, we spoke to four clinical tutors in order to elicit their views on the language development of EAL students in previous cohorts. This article reports on the themes which emerged from the interviews with the tutors. These include goal setting for communication, integrating students into nursing work, making assessment less stressful, and endorsing independent learning strategies. Based on their observations and on other published research we make some suggestions about ways both clinical tutors and EAL students within their teaching groups could be supported in the development of communication skills for clinical practice. PMID:23421011

  8. Chemical and biological consequences of using carbon dioxide versus acid additions in ocean acidification experiments

    USGS Publications Warehouse

    Yates, Kimberly K.; DuFore, Christopher M.; Robbins, Lisa L.

    2013-01-01

    Use of different approaches for manipulating seawater chemistry during ocean acidification experiments has confounded comparison of results from various experimental studies. Some of these discrepancies have been attributed to whether addition of acid (such as hydrochloric acid, HCl) or carbon dioxide (CO2) gas has been used to adjust carbonate system parameters. Experimental simulations of carbonate system parameter scenarios for the years 1766, 2007, and 2100 were performed using the carbonate speciation program CO2SYS to demonstrate the variation in seawater chemistry that can result from use of these approaches. Results showed that carbonate system parameters were 3 percent and 8 percent lower than target values in closed-system acid additions, and 1 percent and 5 percent higher in closed-system CO2 additions for the 2007 and 2100 simulations, respectively. Open-system simulations showed that carbonate system parameters can deviate by up to 52 percent to 70 percent from target values in both acid addition and CO2 addition experiments. Results from simulations for the year 2100 were applied to empirically derived equations that relate biogenic calcification to carbonate system parameters for calcifying marine organisms including coccolithophores, corals, and foraminifera. Calculated calcification rates for coccolithophores, corals, and foraminifera differed from rates at target conditions by 0.5 percent to 2.5 percent in closed-system CO2 gas additions, from 0.8 percent to 15 percent in the closed-system acid additions, from 4.8 percent to 94 percent in open-system acid additions, and from 7 percent to 142 percent in open-system CO2 additions.

  9. Exploring the Role of Flow Experience, Learning Performance and Potential Behavior Clusters in Elementary Students' Game-Based Learning

    ERIC Educational Resources Information Center

    Hsieh, Ya-Hui; Lin, Yi-Chun; Hou, Huei-Tse

    2016-01-01

    Well-designed game-based learning can provide students with an innovative environment that may enhance students' motivation and engagement in learning and thus improve their learning performance. The purpose of this study was to examine the relationships among elementary school students' flow experience and learning performances. We also…

  10. Self-willed learning: experiments in wild pedagogy

    NASA Astrophysics Data System (ADS)

    Jickling, Bob

    2015-03-01

    This paper is comprised of written text and photographs of wild experiences that relive a series of ontological experiments. The text represents reflections on these experiences. The photographs, artistic expressions of the same experiences, have been made with a homemade pinhole camera—without a lens and viewfinder—thus demanding special sensual presence during creation. The form of this experimental work is reminiscent of a lyric philosophy that seeks to engage the participant—reader of text and viewer of images—with these experiments. Component pairings are arranged for viewing with text on the left and photographs on the right. Together these parings invite participants to explore patterned resonances in the world. Implicit throughout are considerations of relationships between wildness, wild learning, and a form of wild pedagogy.

  11. Effect of musical experience on learning lexical tone categories.

    PubMed

    Zhao, T Christina; Kuhl, Patricia K

    2015-03-01

    Previous studies suggest that musicians show an advantage in processing and encoding foreign-language lexical tones. The current experiments examined whether musical experience influences the perceptual learning of lexical tone categories. Experiment I examined whether musicians with no prior experience of tonal languages differed from nonmusicians in the perception of a lexical tone continuum. Experiment II examined whether short-term perceptual training on lexical tones altered the perception of the lexical tone continuum differentially in English-speaking musicians and nonmusicians. Results suggested that (a) musicians exhibited higher sensitivity overall to tonal changes, but perceived the lexical tone continuum in a manner similar to nonmusicians (continuously), in contrast to native Mandarin speakers (categorically); and (b) short-term perceptual training altered perception; however, there were no significant differences between the effects of training on musicians and nonmusicians. PMID:25786956

  12. Creating meaningful learning experiences: Understanding students' perspectives of engineering design

    NASA Astrophysics Data System (ADS)

    Aleong, Richard James Chung Mun

    , relevance, and transfer. With this framework of student learning, engineering educators can enhance learning experiences by engaging all three levels of students' understanding. The curriculum studies orientation applied the three holistic elements of curriculum---subject matter, society, and the individual---to conceptualize design considerations for engineering curriculum and teaching practice. This research supports the characterization of students' learning experiences to help educators and students optimize their teaching and learning of design education.

  13. Significant Learning Experiences in Ecohydrology in the Critical Zone

    NASA Astrophysics Data System (ADS)

    Lohse, K. A.

    2014-12-01

    We are integrating several significant learning experiences into the Reynolds Creek Critical Zone Observatory to engage the public, K-12, undergraduate and graduate students in ecohydrology in the critical zone. This observatory is meant to be a living laboratory for Idaho K-12 and college educators and support curriculum development for soil carbon for science education and centers. A new summer 2 week course in Environmental Field Methods is being developed and implemented to provide active learning experiences in soil and watershed hydrology, plant-water relations and carbon exchange, and soil descriptions. A graduate seminar has been implement to train graduate students in communicating science to the public and developing informal education such as exhibits to enhance active learning. Other educational outreach activities include adventure learning in the watershed by 8th graders from local school districts as well as public exhibits at environmental fairs, science festivals and communiversity events. These education and outreach activities are collectively targeted at engaging the public and new critical mass of graduate students and undergraduates in Critical Zone Science.

  14. An additional condition for Bell experiments for accepting local realistic theories

    NASA Astrophysics Data System (ADS)

    Nagata, Koji; Nakamura, Tadao

    2013-12-01

    We assume that one source of two uncorrelated spin-carrying particles emits them in a state, which can be described as a spin-1/2 bipartite pure uncorrelated state. We consider a Bell-Clauser-Horne-Shimony-Holt (Bell-CHSH) experiment with two-orthogonal-settings. We propose an additional condition for the state to be reproducible by the property of local realistic theories. We use the proposed measurement theory in order to construct the additional condition (Nagata and Nakamura in Int J Theor Phys 49:162, 2010). The condition is that local measurement outcome is . Otherwise, such an experiment does not allow for the existence of local realistic theories even in the situation that all Bell-CHSH inequalities hold. Also we derive new set of Bell inequalities when local measurement outcome is.

  15. The learning experiences of Taiwanese nursing students studying in Australia.

    PubMed

    Wang, Chiu-Wen; Singh, Charanjit; Bird, Beverly; Ives, Glenice

    2008-04-01

    Increasing numbers of international students from Asia are attracted to Australian higher education institutions. For many of these students, English is their second language (ESL). This article describes the experiences of 21 Taiwanese baccalaureate and graduate nursing students studying at Australian universities. Using a qualitative framework, semistructured interviews were conducted in the students'first language. The Chinese and English translations of the transcripts were analyzed using thematic content analysis. A picture emerges of Taiwanese nursing students who, despite obstacles, found a "joy of learning" in Australia. They developed strategies to overcome obstacles to their learning and advocated greater institutional and faculty support, including mentorship, for international students. The findings reinforce the unique difficulties ESL nursing students experience and highlight institutional and nursing faculties' responsibilities to develop a curriculum framework that addresses the language, pedagogical, academic, clinical, and sociocultural needs of this unique group of international students. PMID:18174373

  16. High School Students' Experiences of Learning through Research on the Internet

    ERIC Educational Resources Information Center

    Ellis, R. A.; Goodyear, P.; Bliuc, A.-M.; Ellis, M.

    2011-01-01

    One of the challenges that school educators face today is the need to integrate learning technologies into the learning experience in a meaningful and sustainable way. The current research focuses on how students' experience learning through new technologies in high schools across New South Wales, Australia, specifically when they learn by…

  17. Analyzing a Service-Learning Experience Using a Social Justice Lens

    ERIC Educational Resources Information Center

    Tinkler, Barri; Hannah, C. Lynne; Tinkler, Alan; Miller, Elizabeth

    2014-01-01

    This mixed methods study explores a service-learning experience embedded in a social foundations course in a teacher education program. The authors differentiate learning outcomes for social justice and charity service-learning, and utilize this framework to examine whether the service-learning experience fosters a social justice perspective. The…

  18. Processing of Communication Sounds: Contributions of Learning, Memory, and Experience

    PubMed Central

    Bigelow, James; Rossi, Breein

    2013-01-01

    Abundant evidence from both field and lab studies has established that conspecific vocalizations (CVs) are of critical ecological significance for a wide variety of species, including humans, nonhuman primates, rodents, and other mammals and birds. Correspondingly, a number of experiments have demonstrated behavioral processing advantages for CVs, such as in discrimination and memory tasks. Further, a wide range of experiments have described brain regions in many species that appear to be specialized for processing CVs. For example, several neural regions have been described in both mammals and birds wherein greater neural responses are elicited by CVs than by comparison stimuli such as heterospecific vocalizations, nonvocal complex sounds, and artificial stimuli. These observations raise the question of whether these regions reflect domain-specific neural mechanisms dedicated to processing CVs, or alternatively, if these regions reflect domain-general neural mechanisms for representing complex sounds of learned significance. Inasmuch as CVs can be viewed as complex combinations of basic spectrotemporal features, the plausibility of the latter position is supported by a large body of literature describing modulated cortical and subcortical representation of a variety of acoustic features that have been experimentally associated with stimuli of natural behavioral significance (such as food rewards). Herein, we review a relatively small body of existing literature describing the roles of experience, learning, and memory in the emergence of species-typical neural representations of CVs and auditory system plasticity. In both songbirds and mammals, manipulations of auditory experience as well as specific learning paradigms are shown to modulate neural responses evoked by CVs, either in terms of overall firing rate or temporal firing patterns. In some cases, CV-sensitive neural regions gradually acquire representation of non-CV stimuli with which subjects have training

  19. Processing of communication sounds: contributions of learning, memory, and experience.

    PubMed

    Poremba, Amy; Bigelow, James; Rossi, Breein

    2013-11-01

    Abundant evidence from both field and lab studies has established that conspecific vocalizations (CVs) are of critical ecological significance for a wide variety of species, including humans, non-human primates, rodents, and other mammals and birds. Correspondingly, a number of experiments have demonstrated behavioral processing advantages for CVs, such as in discrimination and memory tasks. Further, a wide range of experiments have described brain regions in many species that appear to be specialized for processing CVs. For example, several neural regions have been described in both mammals and birds wherein greater neural responses are elicited by CVs than by comparison stimuli such as heterospecific vocalizations, nonvocal complex sounds, and artificial stimuli. These observations raise the question of whether these regions reflect domain-specific neural mechanisms dedicated to processing CVs, or alternatively, if these regions reflect domain-general neural mechanisms for representing complex sounds of learned significance. Inasmuch as CVs can be viewed as complex combinations of basic spectrotemporal features, the plausibility of the latter position is supported by a large body of literature describing modulated cortical and subcortical representation of a variety of acoustic features that have been experimentally associated with stimuli of natural behavioral significance (such as food rewards). Herein, we review a relatively small body of existing literature describing the roles of experience, learning, and memory in the emergence of species-typical neural representations of CVs and auditory system plasticity. In both songbirds and mammals, manipulations of auditory experience as well as specific learning paradigms are shown to modulate neural responses evoked by CVs, either in terms of overall firing rate or temporal firing patterns. In some cases, CV-sensitive neural regions gradually acquire representation of non-CV stimuli with which subjects have training

  20. Learning to Listen and Listening to Learn: One Student's Experience of Small Group Collaborative Learning

    ERIC Educational Resources Information Center

    Remedios, Louisa; Clarke, David; Hawthorne, Lesleyanne

    2012-01-01

    The dialogic nature of small group collaborative learning requires verbal contributions from students to progress individual and group learning. Speaking can become privileged over listening as a collaborative act, and an imbalance in these values can become embedded in the classroom culture to the degree that the core value of listening can be…

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

    PubMed Central

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

    2016-01-01

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

  2. Stories from the trenches: Experiences of Alberta pharmacists in obtaining additional prescribing authority

    PubMed Central

    Charrois, Theresa; Rosenthal, Meagen; Tsuyuki, Ross T.

    2012-01-01

    Background: Pharmacists in Alberta can apply to the Alberta College of Pharmacists in order to obtain the designation of additional prescriber. This designation uniquely allows them to initiate therapy, in addition to other medication-related activities. Our objective was to examine specific experiences of pharmacists regarding the decision to apply and the application itself, and use this information to help inform other pharmacists who are considering additional prescribing. Methods: All pharmacists involved in a randomized, controlled trial being conducted in rural Alberta who had received their additional prescribing authorization (APA) were invited to participate. Pharmacists were contacted via e-mail and asked to respond to questions regarding their experiences in applying for APA. Responses were analyzed using content analysis and the identites of all respondents were kept anonymous. Results: Fourteen pharmacists were invited to participate. Review and examination of the responses revealed 3 main themes: motivation, hurdles and outcomes. Motivation can be understood as the reasons why they applied for their APA. Hurdles include any problems encountered of a personal, environmental or professional nature. Outcomes refer to how this designation has changed their practice. Discussion: Pharmacists had to address many factors that were unexpected during the application process; however, the eventual outcome of obtaining APA was deemed beneficial, both professionally and with regard to patient care. Conclusion: The information shared from these pharmacists will help other pharmacists, regardless of jurisdiction, overcome some of the challenges associated with obtaining advanced prescribing privileges. PMID:23509485

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

    PubMed

    Lopatto, David

    2007-01-01

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

  4. Experiences of Undergraduate Mothers in Online Learning: A Distance Learning Case Study of Non-Completers

    ERIC Educational Resources Information Center

    Werth, Loredana

    2010-01-01

    Adults seek out learning experiences in order to adapt to specific life-changing events such as marriage, divorce, a new job, a promotion, being laid off, retiring, losing a loved one, or moving to a new city (Yopp, 2007; Zemke & Zemke, 1984). It has been suggested that student retention is one of the greatest weaknesses of online education (Allen…

  5. How and What Do Medical Students Learn in Clerkships? Experience Based Learning (ExBL)

    ERIC Educational Resources Information Center

    Dornan, Tim; Tan, Naomi; Boshuizen, Henny; Gick, Rachel; Isba, Rachel; Mann, Karen; Scherpbier, Albert; Spencer, John; Timmins, Elizabeth

    2014-01-01

    Clerkship education has been called a "black box" because so little is known about what, how, and under which conditions students learn. Our aim was to develop a blueprint for education in ambulatory and inpatient settings, and in single encounters, traditional rotations, or longitudinal experiences. We identified 548 causal links…

  6. Learning from a New Learning Landscape: Visualisation of Location Sensing Data in the Augustine House Experiment

    ERIC Educational Resources Information Center

    Peng, Chengzhi

    2013-01-01

    Funded by the UK JISC Institutional Innovation Programme, the Augustine House Experiment sets out to investigate how the location sensing data collected over students' uses of the iBorrow notebooks can be visualised to reveal aspects of the new learning landscape during a 1-week sensing period. Indoor real-time location sensing technologies…

  7. Promoting Active Engagement in Small Group Learning Experiences for Students with Autism and Significant Learning Needs

    ERIC Educational Resources Information Center

    Carnahan, Christi; Musti-Rao, Shobana; Bailey, Jody

    2009-01-01

    Students with disabilities have greater success when teachers have high expectations, use evidence-based practices, and design engaging learning experiences. Educators and other professionals often disagree about how to create such environments for students with autism, especially during small group academic instruction. This study evaluated the…

  8. Peak Learning Experiences and Language Learning: A Study of American Learners of Japanese

    ERIC Educational Resources Information Center

    Matsumoto, Hiroshi

    2007-01-01

    This study aimed at exploring motivational factors among American college and university students studying Japanese (as a second/foreign) language by examining their Peak Learning Experiences (Anderson et al., 2001; Bloom, 1982). In all, 128 students studying intermediate Japanese at five different schools returned their answers to this study's…

  9. Undergraduates' Learning Experience and Learning Process: Quantitative Evidence from the East

    ERIC Educational Resources Information Center

    Webster, Beverley J.; Chan, Wincy S. C.; Prosser, Michael T.; Watkins, David A.

    2009-01-01

    This article examines the construct validity of the Course Experience Questionnaire (CEQ) in Hong Kong and investigates the similarities and differences in the process of learning among students in different disciplinary studies. It is based on a survey of 1,563 undergraduate students in two disciplines, humanities and sciences, and of principally…

  10. Collaboration Factors and Quality of Learning Experience on Interactive Mobile Assisted Social E-Learning

    ERIC Educational Resources Information Center

    Wang, Shengmei

    2014-01-01

    This study (n = 52) examined mobile assisted in-class course using collaborative learning theories over an 18-week semester in a college level course. A self-evaluation survey containing 50 closed-ended items with two open-ended questions about participants' collaboration experience through the mobile techs was conducted during the last week…

  11. The implications of renewable energy research and development: Policy scenario analysis with experience and learning effects

    NASA Astrophysics Data System (ADS)

    Kobos, Peter Holmes

    This dissertation analyzes the current and potential future costs of renewable energy technology from an institutional perspective. The central hypothesis is that reliable technology cost forecasting can be achieved through standard and modified experience curves implemented in a dynamic simulation model. Additionally, drawing upon region-specific institutional lessons highlights the role of market, social, and political institutions throughout an economy. Socio-political influences and government policy pathways drive resource allocation decisions that may be predominately influenced by factors other than those considered in a traditional market-driven, mechanistic approach. Learning in economic systems as a research topic is an attractive complement to the notion of institutional pathways. The economic implications of learning by doing, as first outlined by Arrow (1962), highlight decreasing production costs as individuals, or more generally the firm, become more familiar with a production process. The standard approach in the literature has been to employ a common experience curve where cumulative production is the only independent variable affecting costs. This dissertation develops a two factor experience curve, adding research, development and demonstration (RD&D) expenditures as a second variable. To illustrate the concept in the context of energy planning, two factor experience curves are developed for wind energy technology and solar photovoltaic (PV) modules under different assumptions on learning rates for cumulative capacity and the knowledge stock (a function of past RD&D efforts). Additionally, a one factor experience curve and cost trajectory scenarios are developed for concentrated solar power and geothermal energy technology, respectively. Cost forecasts are then developed for all four of these technologies in a dynamic simulation model. Combining the theoretical framework of learning by doing with the fields of organizational learning and

  12. Simulated and Virtual Science Laboratory Experiments: Improving Critical Thinking and Higher-Order Learning Skills

    NASA Astrophysics Data System (ADS)

    Simon, Nicole A.

    Virtual laboratory experiments using interactive computer simulations are not being employed as viable alternatives to laboratory science curriculum at extensive enough rates within higher education. Rote traditional lab experiments are currently the norm and are not addressing inquiry, Critical Thinking, and cognition throughout the laboratory experience, linking with educational technologies (Pyatt & Sims, 2007; 2011; Trundle & Bell, 2010). A causal-comparative quantitative study was conducted with 150 learners enrolled at a two-year community college, to determine the effects of simulation laboratory experiments on Higher-Order Learning, Critical Thinking Skills, and Cognitive Load. The treatment population used simulated experiments, while the non-treatment sections performed traditional expository experiments. A comparison was made using the Revised Two-Factor Study Process survey, Motivated Strategies for Learning Questionnaire, and the Scientific Attitude Inventory survey, using a Repeated Measures ANOVA test for treatment or non-treatment. A main effect of simulated laboratory experiments was found for both Higher-Order Learning, [F (1, 148) = 30.32,p = 0.00, eta2 = 0.12] and Critical Thinking Skills, [F (1, 148) = 14.64,p = 0.00, eta 2 = 0.17] such that simulations showed greater increases than traditional experiments. Post-lab treatment group self-reports indicated increased marginal means (+4.86) in Higher-Order Learning and Critical Thinking Skills, compared to the non-treatment group (+4.71). Simulations also improved the scientific skills and mastery of basic scientific subject matter. It is recommended that additional research recognize that learners' Critical Thinking Skills change due to different instructional methodologies that occur throughout a semester.

  13. Classroom Learning Experiences and Students' Perceptions of Quality of School Life

    ERIC Educational Resources Information Center

    Kong, Chit-Kwong

    2008-01-01

    It is generally believed that classroom learning experiences very much influence students' academic development. However, relatively little is known about whether classroom learning experiences have much effect on students' affective and social development. In this study, we argued for the importance of learning experiences on students' affective…

  14. The Impact of a Service-Learning Experience in Mentoring At-Risk Youth

    ERIC Educational Resources Information Center

    Wasburn-Moses, Leah; Fry, Jay; Sanders, Kari

    2014-01-01

    Service-learning experiences for college students are increasing in popularity. Although youth mentoring is thought to be a significant service-learning experience for students, data in this area are lacking. This study evaluates a unique school-based service-learning mentoring experience at a midsized Midwestern university. Data were collected…

  15. The Gendered Nature of Career Related Learning Experiences: A Social Cognitive Career Theory Perspective

    ERIC Educational Resources Information Center

    Williams, Christine M.; Subich, Linda M.

    2006-01-01

    The learning experiences questionnaire (LEQ; Schaub & Tokar, 2005) was used to examine learning experiences as they relate to SCCT (Lent, Brown, & Hackett, 1994) across the Holland (1997) RIASEC typology. In particular, differences in men's and women's career related learning experiences were examined. A sample of 319 undergraduates at a public…

  16. Comprehensive Healthcare module: medical and pharmacy students’ shared learning experiences

    PubMed Central

    Tan, Chai-Eng; Jaffar, Aida; Tong, Seng-Fah; Hamzah, Majmin Sheikh; Mohamad, Nabishah

    2014-01-01

    Introduction The Comprehensive Healthcare (CHC) module was developed to introduce pre-clinical medical and pharmacy students to the concept of comprehensive healthcare. This study aims to explore their shared learning experiences within this module. Methodology During this module, medical and pharmacy students conducted visits to patients’ homes and to related community-based organisations in small groups. They were required to write a reflective journal on their experiences regarding working with other professions as part of their module assessment. Highly scored reflective journals written by students from the 2011/2012 academic session were selected for analysis. Their shared learning experiences were identified via thematic analysis. We also analysed students’ feedback regarding the module. Results Analysis of 25 selected reflective journals revealed several important themes: ‘Understanding of impact of illness and its relation to holistic care’, ‘Awareness of the role of various healthcare professions’ and ‘Generic or soft skills for inter-professional collaboration’. Although the primary objective of the module was to expose students to comprehensive healthcare, the students learnt skills required for future collaborative practice from their experiences. Discussion The CHC module provided early clinical exposure to community-based health issues and incorporated some elements of inter-professional education. The students learnt about the roles of other healthcare professions and acquired soft skills required for future collaborative practice during this module. PMID:25327980

  17. Change over a service learning experience in science undergraduates' beliefs expressed about elementary school students' ability to learn science

    NASA Astrophysics Data System (ADS)

    Goebel, Camille A.

    This longitudinal investigation explores the change in four (3 female, 1 male) science undergraduates' beliefs expressed about low-income elementary school students' ability to learn science. The study sought to identify how the undergraduates in year-long public school science-teaching partnerships perceived the social, cultural, and economic factors affecting student learning. Previous service-learning research infrequently focused on science undergraduates relative to science and society or detailed expressions of their beliefs and field practices over the experience. Qualitative methodology was used to guide the implementation and analysis of this study. A sample of an additional 20 science undergraduates likewise involved in intensive reflection in the service learning in science teaching (SLST) course called Elementary Science Education Partners (ESEP) was used to examine the typicality of the case participants. The findings show two major changes in science undergraduates' belief expressions: (1) a reduction in statements of beliefs from a deficit thinking perspective about the elementary school students' ability to learn science, and (2) a shift in the attribution of students, underlying problems in science learning from individual-oriented to systemic-oriented influences. Additional findings reveal that the science undergraduates perceived they had personally and profoundly changed as a result of the SLST experience. Changes include: (1) the gain of a new understanding of others' situations different from their own; (2) the realization of and appreciation for their relative positions of privilege due to their educational background and family support; (3) the gain in ability to communicate, teach, and work with others; (4) the idea that they were more socially and culturally connected to their community outside the university and their college classrooms; and (5) a broadening of the way they understood or thought about science. Women participants stated

  18. Irreversible Wash Aid Additive for Cesium Mitigation. Small-Scale Demonstration and Lessons Learned

    SciTech Connect

    Kaminski, Michael

    2015-01-01

    The Irreversible Wash Aid Additive process has been under development by the U.S. Environmental Protection Agency (EPA) and Argonne National Laboratory (Argonne). This process for radioactive cesium mitigation consists of a solution to wash down contaminated structures, roadways, and vehicles and a sequestering agent to bind the radionuclides from the wash water and render them environmentally immobile. The purpose of this process is to restore functionality to basic services and immediately reduce the consequences of a radiologically-contaminated urban environment. Research and development have resulted in a down-selection of technologies for integration and demonstration at the pilot-scale level as part of the Wide Area Recovery and Resiliency Program (WARRP) under the Department of Homeland Security and the Denver Urban Area Security Initiative. As part of developing the methods for performing a pilot-scale demonstration at the WARRP conference in Denver in 2012, Argonne conducted small-scale field experiments at Separmatic Systems. The main purpose of these experiments was to refine the wash water collection and separations systems and demonstrate key unit operations to help in planning for the large scale demonstration in Denver. Since the purpose of these tests was to demonstrate the operations of the system, we used no radioactive materials. After a brief set of experiments with the LAKOS unit to familiarize ourselves with its operation, two experiments were completed on two separate dates with the Separmatic systems.

  19. In real time: exploring nursing students' learning during an international experience.

    PubMed

    Afriyie Asenso, Barbara; Reimer-Kirkham, Sheryl; Astle, Barbara

    2013-01-01

    Abstract Nursing education has increasingly turned to international learning experiences to educate students who are globally minded and aware of social injustices in local and global communities. To date, research with international learning experiences has focused on the benefits for the students participating, after they have completed the international experience. The purpose of this qualitative study was to explore how nursing students learn during the international experience. The sample consisted of eight nursing students who enrolled in an international learning experience, and data were collected in "real time" in Zambia. The students were observed during learning activities and were interviewed three times. Three major themes emerged from the thematic analysis: expectations shaped students' learning, engagement facilitated learning, and critical reflection enhanced learning. Implications are discussed, related to disrupting media representations of Africa that shape students' expectations, and educational strategies for transformative learning and global citizenship. PMID:24150212

  20. Spinel dissolution via addition of glass forming chemicals. Results of preliminary experiments

    SciTech Connect

    Fox, K. M.; Johnson, F. C.

    2015-11-01

    Increased loading of high level waste in glass can lead to crystallization within the glass. Some crystalline species, such as spinel, have no practical impact on the chemical durability of the glass, and therefore may be acceptable from both a processing and a product performance standpoint. In order to operate a melter with a controlled amount of crystallization, options must be developed for remediating an unacceptable accumulation of crystals. This report describes preliminary experiments designed to evaluate the ability to dissolve spinel crystals in simulated waste glass melts via the addition of glass forming chemicals (GFCs).

  1. Students' reflections on the relationships between safe learning environments, learning challenge and positive experiences of learning in a simulated GP clinic.

    PubMed

    Young, J E; Williamson, M I; Egan, T G

    2016-03-01

    Learning environments are a significant determinant of student behaviour, achievement and satisfaction. In this article we use students' reflective essays to identify key features of the learning environment that contributed to positive and transformative learning experiences. We explore the relationships between these features, the students' sense of safety in the learning environment (LE), the resulting learning challenge with which they could cope and their positive reports of the experience itself. Our students worked in a unique simulation of General Practice, the Safe and Effective Clinical Outcomes clinic, where they consistently reported positive experiences of learning. We analysed 77 essays from 2011 and 2012 using an immersion/crystallisation framework. Half of the students referred to the safety of the learning environment spontaneously. Students described deep learning experiences in their simulated consultations. Students valued features of the LE which contributed to a psychologically safe environment. Together with the provision of constructive support and immediate, individualised feedback this feeling of safety assisted students to find their own way through clinical dilemmas. These factors combine to make students feel relaxed and able to take on challenges that otherwise would have been overwhelming. Errors became learning opportunities and students could practice purposefully. We draw on literature from medical education, educational psychology and sociology to interpret our findings. Our results demonstrate relationships between safe learning environments, learning challenge and powerful learning experiences, justifying close attention to the construction of learning environments to promote student learning, confidence and motivation. PMID:25952645

  2. Suicidal behaviour in prisons: learning from Australian and international experiences.

    PubMed

    Camilleri, Peter; McArthur, Morag

    2008-01-01

    This article explores what progress researchers and policy makers have made towards understanding and responding to the problem of suicidal behaviour in custody over the last 15 years. It examines current program initiatives and strategies for minimising this behaviour. This has become an imperative issue for the Australian Capital Territory (ACT) as they are in the process of developing their first prison (due to open mid 2008). The authors of this article were asked to prepare a report as part of the development of the prison. In developing a prison the ACT Government wanted to learn from the experiences of other jurisdictions including international 'best practice'. Australian prison system agenda has been dominated since the 1990s by the Royal Commission into Aboriginal Deaths in Custody which made 339 recommendations. These recommendations have been important for developing programs for intervention and prevention of suicidal behaviour for all inmates. This article examines the experiences of Australian jurisdictions over the last 15 years since the Royal Commission report was published. For the ACT Government learning from both international and domestic experiences is essential in developing a new prison. PMID:18289676

  3. Problem based learning in mental health nursing: the students' experience.

    PubMed

    Cooper, Carol; Carver, Neil

    2012-04-01

    Problem based learning (PBL) is well established within the field of health-care education for professionals worldwide, although little has been done to explore the experiences of students undertaking a PBL course in mental health nursing. Without firm evidence of the benefits of PBL, educationalists in mental health might be reluctant to view it as an option in curricula design. This U.K. study examined the experiences of pre-registration post-graduate mental health student nurses undertaking a 2-year educational course in which all teaching and assessment followed a PBL philosophy. Focus groups were used throughout the course to elicit in-depth qualitative data that was analysed by applying a constant comparative method. The analysis of the data uncovered the following broad themes: 'moves to autonomy, 'surviving the groups' and 'the impact of PBL'. The findings show that participants had mainly positive experiences and gained a range of study and interpersonal skills central to mental health nursing. Participants described initial anxieties resulting from engagement in PBL. However, they increasingly gained confidence in this approach, exercising increasing control over the PBL process. Despite this increased autonomy, participants continued to value the input of skilled facilitators. A recurring issue centred on the potential for interpersonal conflict within the student group and its impact on their learning. It is suggested that more research is needed examining the use of PBL in mental health nursing. PMID:22313509

  4. Navigation and learning experiments by an autonomous robot

    SciTech Connect

    de Saussure, G.; Weisbin, C.R.; Spelt, P.F.

    1988-01-01

    Developing an autonomous mobile robot capable of navigation, surveillance and manipulation in complex and dynamic environments is a key research activity at CESAR, Oak Ridge National Laboratory's Center for Engineering Systems Advanced Research. The latest series of completed experiments was performed using the autonomous mobile robot HERMIES-IIB (Hostile Environment Robotic Machine Intelligence Experiment Series II-B). The next section describes HERMIES-IIB and some of its major components required for autonomous operation in unstructured, dynamic environments. Section 3 outlines some ongoing research in autonomous navigation. Section 4 discusses our newest research in machine learning concepts. Section 5 describes a successful experiment in which the robot is placed in an arbitrary initial location without any prior specification of the content of its environment, successively discovers and navigates around stationary or moving obstacles, picks up and moves small obstacles, searches for a control panel and performs a learned sequence of manipulations on the panel devices. The last section outlines some future directions of the program.

  5. Social competence and collaborative guided inquiry science activities: Experiences of students with learning disabilities

    NASA Astrophysics Data System (ADS)

    Taylor, Jennifer Anne

    This thesis presents a qualitative investigation of the effects of social competence on the participation of students with learning disabilities (LD) in the science learning processes associated with collaborative, guided inquiry learning. An inclusive Grade 2 classroom provided the setting for the study. Detailed classroom observations were the primary source of data. In addition, the researcher conducted two interviews with the teacher, and collected samples of students' written work. The purpose of the research was to investigate: (a) How do teachers and peers mediate the participation of students with LD in collaborative, guided inquiry science activities, (b) What learning processes do students with LD participate in during collaborative, guided inquiry science activities, and (c) What components of social competence support and constrain the participation of students with LD during collaborative, guided inquiry science activities? The findings of the study suggest five key ideas for research and teaching in collaborative, guided inquiry science in inclusive classrooms. First, using a variety of collaborative learning formats (whole-class, small-group, and pairs) creates more opportunities for the successful participation of diverse students with LD. Second, creating an inclusive community where students feel accepted and valued may enhance the academic and social success of students with LD. Third, careful selection of partners for students with LD is important for a positive learning experience. Students with LD should be partnered with academically successful, socially competent peers; also, this study suggested that students with LD experience more success working collaboratively in pairs rather than in small groups. Fourth, a variety of strategies are needed to promote active participation and positive social interactions for students with and without LD during collaborative, guided inquiry learning. Fifth, adopting a general approach to teaching

  6. The Challenges to Connectivist Learning on Open Online Networks: Learning Experiences during a Massive Open Online Course

    ERIC Educational Resources Information Center

    Kop, Rita

    2011-01-01

    Self-directed learning on open online networks is now a possibility as communication and resources can be combined to create learning environments. But is it really? There are some challenges that might prevent learners from having a quality learning experience. This paper raises questions on levels of learner autonomy, presence, and critical…

  7. Learning Communities: New Structures, New Partnerships for Learning. The First-Year Experience. Monograph Series, No. 26.

    ERIC Educational Resources Information Center

    Levine, Jodi H., Ed.

    This monograph on learning communities and the first-year college experience presents 12 chapters which combine theory with examples of good practice and recommendations for building and sustaining effective learning communities. Following an introduction by the editor, the included chapters are: (1) "What Are Learning Communities?" (Anne Goodsell…

  8. Primary School Teachers Learning Experiences in Child- and Adulthood and the Pedagogical Task of Teaching to Learn

    ERIC Educational Resources Information Center

    Barabási, Tünde

    2013-01-01

    One of the most important tasks of the elementary (and not only) education we can find the teaching pupils to learn. The main topic of this paper is the presentation of the effects of teacher's experiences gotten in their own learning process as students or adults on the development of children's learning strategies. As the research was made in…

  9. Accreditation of Prior Experiential Learning as a Catalyst for Lifelong Learning: Analysis and Proposals Based on French Experiments

    ERIC Educational Resources Information Center

    Sanseau, Pierre-Yves; Ansart, Sandrine

    2013-01-01

    In this paper, the researchers analyse how lifelong learning can be enriched and develop a different perspective based on the experiment involving the accreditation of prior experiential learning (APEL) conducted in France at the university level. The French system for the accreditation of prior experiential learning, called Validation des Acquis…

  10. Using ICT at an Open Distance Learning (ODL) Institution in South Africa: The Learning Experiences of Students with Visual Impairments

    ERIC Educational Resources Information Center

    Mokiwa, S. A.; Phasha, T. N.

    2012-01-01

    For students with visual impairments, Information and Communication Technology (ICT) has become an important means through which they can learn and access learning materials at various levels of education. However, their learning experiences in using such form of technologies have been rarely documented, thus suggests society's lack of…

  11. Applications of densitometry in remote sensing learning experiences

    NASA Technical Reports Server (NTRS)

    Lind, A.

    1981-01-01

    Information on the use of densitometry in remote sensing courses is provided. The use of a densitometer provides the student with a type of hands on experience in which direct manipulation of image products is involved, and the procedures are easily and quickly learned facilitating the collection and analysis of quantitative data on the radiometric properties of aerial photographs and satellite images. These data can then be used for examining relationships between image tones or colors and ground conditions. Suggestions regarding the selection of equipment and imagery are made.

  12. Enabling virtual reality on mobile devices: enhancing students' learning experience

    NASA Astrophysics Data System (ADS)

    Feisst, Markus E.

    2011-05-01

    Nowadays, mobile devices are more and more powerful concerning processing power, main memory and storage as well as graphical output capability and the support for 3D mostly via OpenGL ES. Therefore modern devices allows it to enable Virtual Reality (VR) on them. Most students own (or will own in future) one of these more powerful mobile device. The students owning such a mobile device already using it to communicate (SMS, twitter, etc) and/or to listen to podcasts. Taking this knowledge into account, it makes sense to improve the students learning experience by enabling mobile devices to display VR content.

  13. Additional experiments relative to the shelf life of Li(Si)/FeS2 thermal batteries

    NASA Astrophysics Data System (ADS)

    Searcy, J. Q.; Armijo, J. R.

    1985-02-01

    A continuing effort to develop a new thermal battery technology based on the Li(Si)/FeS2 electrochemical couple is reported. The results relate to the long shelf life requirement for thermal batteries designed by Sandia, and include topics relevant to leakage through the hermetic seal and accelerated aging experiments with materials new to the technology. Conclusions relevant to leakage through the hermetic seal are that the maximum leak rate must not exceed 1.8 x 10(-7) w, where w is the grams of Li(Si) contained by a battery, and that a bomb type leak test can be designed that is adequate for most Li(Si)/FeS2 batteries. Conclusions relevant to long term compatibility of new materials include the following: nickel is not compatible with the iron disulfide in the cathode; the CaSi2 additive used to suppress the initial voltage transient does not react or degrade during accelerated aging experiments, but the use of that material can lead to an increase in the variability of the activated lives, especially for long life batteries; Grafoil current collectors used with the cathode do not degrade in accelerated aging experiments.

  14. The effect of additional exposure to the unique features in a perceptual learning task can be attributed to a location bias.

    PubMed

    Recio, Sergio A; Iliescu, Adela F; Bergés, Germán D; Gil, Marta; de Brugada, Isabel

    2016-04-01

    It has been suggested that human perceptual learning could be explained in terms of a better memory encoding of the unique features during intermixed exposure. However, it is possible that a location bias could play a relevant role in explaining previous results of perceptual learning studies using complex visual stimuli. If this were the case, the only relevant feature would be the location, rather than the content, of the unique features. To further explore this possibility, we attempted to replicate the results of Lavis, Kadib, Mitchell, and Hall (2011, Experiment 2), which showed that additional exposure to the unique elements resulted in better discrimination than simple intermixed exposure. We manipulated the location of the unique elements during the additional exposure. In one experiment, they were located in the same position as that when presented together with the common element. In another experiment, the unique elements were located in the center of the screen, regardless of where they were located together with the common element. Our results showed that additional exposure only improved discrimination when the unique elements were presented in the same position as when they were presented together with the common element. The results reported here do not provide support for the explanation of the effects of additional exposure of the unique elements in terms of a better memory encoding and instead suggest an explanation in terms of location bias. (PsycINFO Database Record PMID:26881901

  15. How and what do medical students learn in clerkships? Experience based learning (ExBL).

    PubMed

    Dornan, Tim; Tan, Naomi; Boshuizen, Henny; Gick, Rachel; Isba, Rachel; Mann, Karen; Scherpbier, Albert; Spencer, John; Timmins, Elizabeth

    2014-12-01

    Clerkship education has been called a 'black box' because so little is known about what, how, and under which conditions students learn. Our aim was to develop a blueprint for education in ambulatory and inpatient settings, and in single encounters, traditional rotations, or longitudinal experiences. We identified 548 causal links between conditions, processes, and outcomes of clerkship education in 168 empirical papers published over 7 years and synthesised a theory of how students learn. They do so when they are given affective, pedagogic, and organisational support. Affective support comes from doctors' and many other health workers' interactions with students. Pedagogic support comes from informal interactions and modelling as well as doctors' teaching, supervision, and precepting. Organisational support comes from every tier of a curriculum. Core learning processes of observing, rehearsing, and contributing to authentic clinical activities take place within triadic relationships between students, patients, and practitioners. The phrase 'supported participation in practice' best describes the educational process. Much of the learning that results is too tacit, complex, contextualised, and individual to be defined as a set of competencies. We conclude that clerkship education takes place within relationships between students, patients, and doctors, supported by informal, individual, contextualised, and affective elements of the learned curriculum, alongside formal, standardised elements of the taught and assessed curriculum. This research provides a blueprint for designing and evaluating clerkship curricula as well as helping patients, students, and practitioners collaborate in educating tomorrow's doctors. PMID:24638146

  16. Increasing instructional efficiency by presenting additional stimuli in learning trials for children with autism spectrum disorders.

    PubMed

    Vladescu, Jason C; Kodak, Tiffany M

    2013-12-01

    The current study examined the effectiveness and efficiency of presenting secondary targets within learning trials for 4 children with an autism spectrum disorder. Specifically, we compared 4 instructional conditions using a progressive prompt delay. In 3 conditions, we presented secondary targets in the antecedent or consequence portion of learning trials, or in the absence of prompts and reinforcement. In the fourth condition (control), we did not include secondary targets in learning trials. Results replicate and extend previous research by demonstrating that the majority of participants acquired secondary targets presented in the antecedent and consequent events of learning trials. PMID:24114346

  17. Promoting Cooperative Learning Experiences for Students with Reading, Writing, and Learning Disabilities.

    ERIC Educational Resources Information Center

    Wood, Karen D.; And Others

    1993-01-01

    Discusses the definition of cooperative learning; cooperative-learning groups and learning disabilities; cooperative-learning methods used in reading and in writing; and perspectives on cooperative-learning groups. (RS)

  18. A Co-Mentoring Project: An Intergenerational Service-Learning Experience

    ERIC Educational Resources Information Center

    Zucchero, Renee A.

    2011-01-01

    Intergenerational service-learning between college students and older adults is a commonly used in educational gerontology. Service-learning is believed to enhance student learning through an equivalent focus on service and learning, reflection, and linking course content with the service experience. This article describes a comentoring project…

  19. Learning Oceanography from a Computer Simulation Compared with Direct Experience at Sea

    ERIC Educational Resources Information Center

    Winn, William; Stahr, Frederick; Sarason, Christian; Fruland, Ruth; Oppenheimer, Peter; Lee, Yen-Ling

    2006-01-01

    Considerable research has compared how students learn science from computer simulations with how they learn from "traditional" classes. Little research has compared how students learn science from computer simulations with how they learn from direct experience in the real environment on which the simulations are based. This study compared two…

  20. Conceptualizing and Measuring the Optimal Experience of the eLearning Environment

    ERIC Educational Resources Information Center

    Davis, Robert; Wong, Don

    2007-01-01

    Online learning (eLearning) has become a global phenomenon as many organizations and educational institutions worldwide have entered the field in an attempt to enhance the students' experience of learning. While numerous studies have focused on the effectiveness and benefits of eLearning, few have focused on understanding and measuring the user…

  1. PVUSA construction and safety: Experience, lessons learned and costs

    SciTech Connect

    Shipman, D.

    1994-09-01

    This report is the first of a series of PVUSA reports on PVUSA experiences and lessons learned at the demonstration sites in Davis and Kerman, California. During the course of approximately 6 years (1988--1993), nine PV systems have been installed ranging from 20 kW to 500 kW. Five 20-kW emerging module technology arrays were installed on universal project-provided structures, and four utility-scale systems (200 to 500 kW) were installed as turnkey (vendor designed and integrated) systems. The report emphasizes PVUSA construction and safety experience from the installation of these systems and is intended for use by utility personnel engaged in the construction of a photovoltaic (PV) power plant (e.g., engineers, construction supervisors, etc.).

  2. Evaluating the Quality of E-Learning at the Degree Level in the Student Experience of Blended Learning

    ERIC Educational Resources Information Center

    Ginns, Paul; Ellis, Rob A.

    2009-01-01

    This paper reports on the development of a scale for determining the quality of the student e-learning experience at the degree level when the student learning context is predominately a campus-based experience. Rapid developments in the use of information and communication technologies (ICT) in higher education require methods for evaluating the…

  3. Paying Attention to Students' Experiences of Learning: A Study of Liberal Arts College Professors and Their Learning about Teaching

    ERIC Educational Resources Information Center

    Phifer, Tamsyn Rene

    2010-01-01

    This research examines private liberal arts college professors' learning about teaching, in particular, how they come to pay attention to their students' experiences of learning. This study relies on interview, observation, and document analysis to consider the experiences of 16 professors whose teaching changed as they carried out their work. All…

  4. Learning through Research: How a Summer Undergraduate Research Experience Informs College Students' Views of Research and Learning

    ERIC Educational Resources Information Center

    Martinez, Anabella

    2009-01-01

    This study explores undergraduate students' experiences of learning disciplinary research in a summer undergraduate research program (S-UR). The study used a qualitative research design incorporating semi-structured interview, observation, and document analysis methods to analyze the learning experiences of nine study participants from different…

  5. Machine-learning-assisted materials discovery using failed experiments

    NASA Astrophysics Data System (ADS)

    Raccuglia, Paul; Elbert, Katherine C.; Adler, Philip D. F.; Falk, Casey; Wenny, Malia B.; Mollo, Aurelio; Zeller, Matthias; Friedler, Sorelle A.; Schrier, Joshua; Norquist, Alexander J.

    2016-05-01

    Inorganic–organic hybrid materials such as organically templated metal oxides, metal–organic frameworks (MOFs) and organohalide perovskites have been studied for decades, and hydrothermal and (non-aqueous) solvothermal syntheses have produced thousands of new materials that collectively contain nearly all the metals in the periodic table. Nevertheless, the formation of these compounds is not fully understood, and development of new compounds relies primarily on exploratory syntheses. Simulation- and data-driven approaches (promoted by efforts such as the Materials Genome Initiative) provide an alternative to experimental trial-and-error. Three major strategies are: simulation-based predictions of physical properties (for example, charge mobility, photovoltaic properties, gas adsorption capacity or lithium-ion intercalation) to identify promising target candidates for synthetic efforts; determination of the structure–property relationship from large bodies of experimental data, enabled by integration with high-throughput synthesis and measurement tools; and clustering on the basis of similar crystallographic structure (for example, zeolite structure classification or gas adsorption properties). Here we demonstrate an alternative approach that uses machine-learning algorithms trained on reaction data to predict reaction outcomes for the crystallization of templated vanadium selenites. We used information on ‘dark’ reactions—failed or unsuccessful hydrothermal syntheses—collected from archived laboratory notebooks from our laboratory, and added physicochemical property descriptions to the raw notebook information using cheminformatics techniques. We used the resulting data to train a machine-learning model to predict reaction success. When carrying out hydrothermal synthesis experiments using previously untested, commercially available organic building blocks, our machine-learning model outperformed traditional human strategies, and successfully

  6. Machine-learning-assisted materials discovery using failed experiments.

    PubMed

    Raccuglia, Paul; Elbert, Katherine C; Adler, Philip D F; Falk, Casey; Wenny, Malia B; Mollo, Aurelio; Zeller, Matthias; Friedler, Sorelle A; Schrier, Joshua; Norquist, Alexander J

    2016-05-01

    Inorganic-organic hybrid materials such as organically templated metal oxides, metal-organic frameworks (MOFs) and organohalide perovskites have been studied for decades, and hydrothermal and (non-aqueous) solvothermal syntheses have produced thousands of new materials that collectively contain nearly all the metals in the periodic table. Nevertheless, the formation of these compounds is not fully understood, and development of new compounds relies primarily on exploratory syntheses. Simulation- and data-driven approaches (promoted by efforts such as the Materials Genome Initiative) provide an alternative to experimental trial-and-error. Three major strategies are: simulation-based predictions of physical properties (for example, charge mobility, photovoltaic properties, gas adsorption capacity or lithium-ion intercalation) to identify promising target candidates for synthetic efforts; determination of the structure-property relationship from large bodies of experimental data, enabled by integration with high-throughput synthesis and measurement tools; and clustering on the basis of similar crystallographic structure (for example, zeolite structure classification or gas adsorption properties). Here we demonstrate an alternative approach that uses machine-learning algorithms trained on reaction data to predict reaction outcomes for the crystallization of templated vanadium selenites. We used information on 'dark' reactions--failed or unsuccessful hydrothermal syntheses--collected from archived laboratory notebooks from our laboratory, and added physicochemical property descriptions to the raw notebook information using cheminformatics techniques. We used the resulting data to train a machine-learning model to predict reaction success. When carrying out hydrothermal synthesis experiments using previously untested, commercially available organic building blocks, our machine-learning model outperformed traditional human strategies, and successfully predicted conditions

  7. A "Uses and Gratification Expectancy Model" to Predict Students' "Perceived e-Learning Experience"

    ERIC Educational Resources Information Center

    Mondi, Makingu; Woods, Peter; Rafi, Ahmad

    2008-01-01

    This study investigates "how and why" students' "Uses and Gratification Expectancy" (UGE) for e-learning resources influences their "Perceived e-Learning Experience." A "Uses and Gratification Expectancy Model" (UGEM) framework is proposed to predict students' "Perceived e-Learning Experience," and their uses and gratifications for electronic…

  8. Online or Face-to-Face? Students' Experiences and Preferences in E-Learning

    ERIC Educational Resources Information Center

    Paechter, Manuela; Maier, Brigitte

    2010-01-01

    Which aspects of e-learning courses do students experience as being favorable for learning? When do students prefer online or face-to-face learning components? These questions were the subject of a research study in a sample of 2196 students from 29 Austrian universities. The students completed a questionnaire on their experiences attending an…

  9. Education of Prison Inmates: Course Experience, Motivation, and Learning Strategies as Indicators of Evaluation

    ERIC Educational Resources Information Center

    Diseth, Age; Eikeland, Ole-Johan; Manger, Terje; Hetland, Hilde

    2008-01-01

    Course experience, motivational beliefs, and self-regulated learning strategies may be considered to be important indicators of education quality. Inmates taking education in prison may also experience particular problems related to the learning environment and to their own learning difficulties. The present study investigated the level of these…

  10. A Rasch Analysis on Total Learning Experience of UKM Engineering Students

    ERIC Educational Resources Information Center

    Aziz, Azrilah Abdul; Khatimin, Nuraini; Mastor, Khairul Anwar; Zaharim, Azami; Yasin, Siti Hanani Mat

    2013-01-01

    Learning experience has always been influenced by not only the academic materials presented to students, but also others factors within the surroundings of the students. Assessment is conducted to monitor the students' total learning experience (TLE) throughout their academic tenure-ship at the higher learning institution. UKM has taken the…

  11. Re-live and learn - Interlocutor-induced elicitation of phenomenal experiences in learning offline.

    PubMed

    Schilhab, Theresa

    2015-12-01

    Contemporary neuroscience studies propose that sensory-motor experiences in the form of 're-enactments' or 'simulations' are significant to the individual's development of concepts and language use. To a certain extent, such studies align with non-Cartesian perspectives on situated cognition. Since perceptual activity is reflected neurally, however, the neural perspective of experiences and re-enactments allows us to distinguish between online and offline conditions within situated cognition, thereby addressing the extent to which direct experiences contribute to a particular learning episode. Whereas online situated cognition reflects the 'traditional' 4e's (minds as embodied, embedded, enacted, and extended) and focus is on cognitive processes confined to the individual, offline situated cognition introduces Others as significant contributors to cognitive processes in the individual. In this paper, I analyse how offline situated cognition entails a hitherto underdescribed but radical receptivity to the social world that works through language. Based on the unfolding of how we acquire the concepts of mental states as part of theory of mind, I establish that in the hands of interlocutors, words cultivate minds by first eliciting phenomenal sensations and then facilitating an association of these to experiences that originate with a different phenomenal content. Thus, I conclude both that phenomenal experiences online are central to conceptual learning offline through re-enactions and that Others are profoundly essential in forming cognising Selves. PMID:26272800

  12. Responses of estuarine nematodes to an increase in nutrient supply: an in situ continuous addition experiment.

    PubMed

    Ferreira, R C; Nascimento-Junior, A B; Santos, P J P; Botter-Carvalho, M L; Pinto, T K

    2015-01-15

    An experiment was carried out on an estuarine mudflat to assess impacts of inorganic nutrients used to fertilize sugar-cane fields on the surrounding aquatic ecosystem, through changes in the nematode community structure. During 118 days, nine quadrats each 4m(2) were sampled six times after the beginning of fertilizer addition. The fertilizer was introduced weekly in six areas, at two different concentrations (low and high doses), and three areas were used as control. The introduction of nutrients modified key nematode community descriptors. In general, the nematodes were negatively affected over the study period. However, Comesa, Metachromadora, Metalinhomoeus, Spirinia and Terschellingia were considered tolerant, and other genera showed different degrees of sensitivity. Nutrient input also affect the availability and quality of food, changing the nematode trophic structure. The use of inorganic fertilizer should be evaluated with care because of the potential for damage to biological communities of coastal aquatic systems. PMID:25499965

  13. Modification of sandy soil hydrophysical environment through bagasse additive under laboratory experiment

    NASA Astrophysics Data System (ADS)

    Abd El-Halim, A. A.; Kumlung, Arunsiri

    2015-01-01

    Until now sandy soils can be considered as one roup having common hydrophysical problems. Therefore, a laboratory experiment was conducted to evaluate the influence of bagasse as an amendment to improve hydrophysical properties of sandy soil, through the determination of bulk density, aggregatesize distribution, total porosity, hydraulic conductivity, pore-space structure and water retention. To fulfil this objective, sandy soils were amended with bagasse at the rate of 0, 0.5, 1, 2, 3 and 4% on the dry weight basis. The study results demonstrated that the addition of bagasse to sandy soils in between 3 to 4% on the dry weight basis led to a significant decrease in bulk density, hydraulic conductivity, and rapid-drainable pores, and increase in the total porosity, water-holding pores, fine capillary pores, water retained at field capacity, wilting point, and soil available water as compared with the control treatment

  14. Additional experiments on flowability improvements of aviation fuels at low temperatures, volume 2

    NASA Technical Reports Server (NTRS)

    Stockemer, F. J.; Deane, R. L.

    1982-01-01

    An investigation was performed to study flow improver additives and scale-model fuel heating systems for use with aviation hydrocarbon fuel at low temperatures. Test were performed in a facility that simulated the heat transfer and temperature profiles anticipated in wing fuel tanks during flight of long-range commercial aircraft. The results are presented of experiments conducted in a test tank simulating a section of an outer wing integral fuel tank approximately full-scale in height, chilled through heat exchange panels bonded to the upper and lower horizontal surfaces. A separate system heated lubricating oil externally by a controllable electric heater, to transfer heat to fuel pumped from the test tank through an oil-to-fuel heat exchanger, and to recirculate the heated fuel back to the test tank.

  15. Associativity and Understanding of the Operation of Addition in Children with Learning Differences.

    ERIC Educational Resources Information Center

    Grobecker, Betsey; Lawrence, Frank

    2000-01-01

    Twenty-seven children (ages 7-10) with learning disabilities and 42 controls were tested on three different mathematics tasks. Significantly more controls abstracted composite unit structures suggestive of operational logic on modified nonverbal and associativity of length tasks. On a flash card task, children with learning disabilities achieved…

  16. An assessment of student experiences and learning based on a novel undergraduate e-learning resource.

    PubMed

    Mehta, S; Clarke, F; Fleming, P S

    2016-08-12

    Purpose/objectives The aims of this study were to describe the development of a novel e-learning resource and to assess its impact on student learning experiences and orthodontic knowledge.Methods Thirty-two 4th year dental undergraduate students at Queen Mary University of London were randomly allocated to receive electronic access to e-learning material covering various undergraduate orthodontic topics over a 6-week period. Thirty-one control students were not given access during the study period. All students were asked to complete electronic quizzes both before (T0) and after (T1) the study period and a general questionnaire concerning familiarity with e-learning. The test group also completed a user satisfaction questionnaire at T1. Two focus groups were also undertaken to explore learners' experiences and suggestions in relation to the resource.Results The mean quiz result improved by 3.9% and 4.5% in the control and test groups, respectively. An independent t-test, however, demonstrated a lack of statistical significance in knowledge gain between control and test groups (P = 0.941). The qualitative feedback indicated that students believed that use of the resource enhanced knowledge and basic understanding with students expressing a wish to ingrain similar resources in other areas of undergraduate teaching.Conclusions Use of the novel orthodontic e-resource by 4th year undergraduate students over a 6-week period did not result in a significant improvement in subject knowledge. However, the e-learning has proven popular among undergraduates and the resources will continue to be refined. PMID:27514348

  17. Loophole-free Bell test using electron spins in diamond: second experiment and additional analysis.

    PubMed

    Hensen, B; Kalb, N; Blok, M S; Dréau, A E; Reiserer, A; Vermeulen, R F L; Schouten, R N; Markham, M; Twitchen, D J; Goodenough, K; Elkouss, D; Wehner, S; Taminiau, T H; Hanson, R

    2016-01-01

    The recently reported violation of a Bell inequality using entangled electronic spins in diamonds (Hensen et al., Nature 526, 682-686) provided the first loophole-free evidence against local-realist theories of nature. Here we report on data from a second Bell experiment using the same experimental setup with minor modifications. We find a violation of the CHSH-Bell inequality of 2.35 ± 0.18, in agreement with the first run, yielding an overall value of S = 2.38 ± 0.14. We calculate the resulting P-values of the second experiment and of the combined Bell tests. We provide an additional analysis of the distribution of settings choices recorded during the two tests, finding that the observed distributions are consistent with uniform settings for both tests. Finally, we analytically study the effect of particular models of random number generator (RNG) imperfection on our hypothesis test. We find that the winning probability per trial in the CHSH game can be bounded knowing only the mean of the RNG bias. This implies that our experimental result is robust for any model underlying the estimated average RNG bias, for random bits produced up to 690 ns too early by the random number generator. PMID:27509823

  18. Loophole-free Bell test using electron spins in diamond: second experiment and additional analysis

    PubMed Central

    Hensen, B.; Kalb, N.; Blok, M. S.; Dréau, A. E.; Reiserer, A.; Vermeulen, R. F. L.; Schouten, R. N.; Markham, M.; Twitchen, D. J.; Goodenough, K.; Elkouss, D.; Wehner, S.; Taminiau, T. H.; Hanson, R.

    2016-01-01

    The recently reported violation of a Bell inequality using entangled electronic spins in diamonds (Hensen et al., Nature 526, 682–686) provided the first loophole-free evidence against local-realist theories of nature. Here we report on data from a second Bell experiment using the same experimental setup with minor modifications. We find a violation of the CHSH-Bell inequality of 2.35 ± 0.18, in agreement with the first run, yielding an overall value of S = 2.38 ± 0.14. We calculate the resulting P-values of the second experiment and of the combined Bell tests. We provide an additional analysis of the distribution of settings choices recorded during the two tests, finding that the observed distributions are consistent with uniform settings for both tests. Finally, we analytically study the effect of particular models of random number generator (RNG) imperfection on our hypothesis test. We find that the winning probability per trial in the CHSH game can be bounded knowing only the mean of the RNG bias. This implies that our experimental result is robust for any model underlying the estimated average RNG bias, for random bits produced up to 690 ns too early by the random number generator. PMID:27509823

  19. Augmenting a Waste Glass Mixture Experiment Study with Additional Glass Components and Experimental Runs

    SciTech Connect

    Piepel, Gregory F. ); Cooley, Scott K. ); Peeler, David K.; Vienna, John D. ); Edwards, Tommy B.

    2002-01-01

    A glass composition variation study (CVS) for high-level waste (HLW) stored in Idaho is being statistically designed and performed in phases over several years. The purpose of the CVS is to investigate and model how HLW-glass properties depend on glass composition. The resulting glass property-composition models will be used to develop desirable glass formulations and for other purposes. Phases 1 and 2 of the CVS have been completed and are briefly described. This paper focuses on the CVS Phase 3 experimental design, which was chosen to augment the Phase 1 and 2 data with additional data points, as well as to account for additional glass components not studied in Phases 1 and/or 2. In total, 16 glass components were varied in the Phase 3 experimental design. The paper describes how these Phase 3 experimental design augmentation challenges were addressed using the previous data, preliminary property-composition models, and statistical mixture experiment and optimal experimental design methods and software.

  20. The additive effect on suicidality of family history of suicidal behavior and early traumatic experiences.

    PubMed

    Lopez-Castroman, J; Guillaume, S; Olié, E; Jaussent, I; Baca-García, E; Courtet, P

    2015-01-01

    Family history of suicidal behavior and personal history of childhood abuse are reported risk factors for suicide attempts and suicide completion. We aim to quantify the additive effect of family history of suicidal behavior and different subtypes of childhood abuse on suicidal behavior. We examined a sample of 496 suicide attempters, comparing individuals with family history of suicidal behavior and personal history of childhood (physical or sexual) abuse, individuals with family history of suicidal behavior only, individuals with history of early traumatic experiences only, and individuals with none of these two risk factors with regards to suicidal features. An additive effect was found for the age at the first attempt in suicide attempters with both family history of suicidal behavior and either physical or sexual abuse. No significant interactions were found between family history of suicidal behavior and childhood trauma in relation to any characteristics of suicidal behavior. Subjects presenting family history of suicidal behavior and childhood abuse attempt suicide earlier in life than subjects with just one or none of them, particularly if they were sexually abused. Other suicidality indexes were only partially or not associated with this combination of risk factors. A careful assessment of patients with both family history of suicidal behavior and childhood abuse could help to prevent future suicide attempts, particularly in young people. PMID:25259671

  1. Does using active learning in thermodynamics lectures improve students’ conceptual understanding and learning experiences?

    NASA Astrophysics Data System (ADS)

    Georgiou, H.; Sharma, M. D.

    2015-01-01

    Encouraging ‘active learning’ in the large lecture theatre emerges as a credible recommendation for improving university courses, with reports often showing significant improvements in learning outcomes. However, the recommendations are based predominantly on studies undertaken in mechanics. We set out to examine those claims in the thermodynamics module of a large first year physics course with an established technique, called interactive lecture demonstrations (ILDs). The study took place at The University of Sydney, where four parallel streams of the thermodynamics module were divided into two streams that experienced the ILDs and two streams that did not. The programme was first implemented in 2011 to gain experience and refine logistical matters and repeated in 2012 with approximately 500 students. A validated survey, the thermal concepts survey, was used as pre-test and post-test to measure learning gains while surveys and interviews provided insights into what the ‘active learning’ meant from student experiences. We analysed lecture recordings to capture the time devoted to different activities in a lecture, including interactivity. The learning gains were in the ‘high gain’ range for the ILD streams and ‘medium gain’ for the other streams. The analysis of the lecture recordings showed that the ILD streams devoted significantly more time to interactivity while surveys and interviews showed that students in the ILD streams were thinking in deep ways. Our study shows that ILDs can make a difference in students’ conceptual understanding as well as their experiences, demonstrating the potential value-add that can be provided by investing in active learning to enhance lectures.

  2. The student fieldwork experience: influencing factors and implications for learning

    NASA Astrophysics Data System (ADS)

    Boyle, Alan; Stokes, Alison

    2010-05-01

    Fieldwork has always been a crucial component of undergraduate geoscience degrees, yet our understanding of the learning processes that operate in a field environment is limited. Learning is a complex process, and there is increasing interest in the role played in this process by the affective domain, in particular the link between affect (emotion and attitude) and cognition (understanding). This presentation covers two UK-based studies that investigated the impact of residential geoscience fieldwork on students' affective responses (e.g. feelings, attitudes, motivations), and their subsequent learning outcomes; student affective responses are thought to be linked to the adoption of effective approaches to learning. The first study involved ~300 students from 7 UK universities undertaking residential field classes in, geography, earth and environmental sciences (GEES disciplines). Mixed-format surveys applied before and after fieldwork demonstrated significant effects in the affective domain. In general, student responses were very positive prior to fieldwork and became more positive as a result of the field experience. The data were analysed for any subgroup differences (gender, age, previous experience) but the only significant difference concerned levels of anxiety amongst some groups of students prior to fieldwork. However, post fieldwork surveys showed that the field experience mitigated these anxieties; for most it was not as bad as they thought it would be. This study demonstrated that fieldwork generated positive attitudes amongst students to their subject of study as well as development of ‘soft' interpersonal skills. The second study collected qualitative and quantitative data from 62 students at a single UK university before, during and after a nine day geologic mapping-training field course, a style of fieldwork not surveyed in the first study. As with the first study, pre-field class positive affects became strengthened, while negative feelings and

  3. Lessons Learned at the Idaho National Laboratory for the Entry into Force of the U.S. Additional Protocol

    SciTech Connect

    Jeffrey C. Joe; Shauna A. Hoiland

    2009-07-01

    For a number of years, the Idaho National Laboratory (INL) has been preparing for the entry into force of the U.S. Additional Protocol (AP). These preparations included attending training, participating in tabletop exercises, preparing draft declarations, developing INL-specific guidance documents, preparing for and hosting a mock complementary access visit, and preparing declarations for official submittal. All of these activities, the training materials, and software developed by other U.S. DOE national laboratories (PNNL, ORNL, LANL, and BNL) were very helpful in preparing for the entry into force of the AP. As with any endeavor of this size and complexity, however, there are always instances where even the best preparations and advanced planning do not anticipate every challenge. As the DOE's lead nuclear energy research and development facility, the INL faced many unique challenges. The majority of research conducted at the INL is nuclear fuel cycle related, most of which is not protected by the National Security Exclusion. This paper describes the lessons learned from the INL’s experience of preparing for the entry into force of the AP, specifically how translating and implementing general principles into actual activities proved to be one of many challenges, and provides general suggestions on how to respond effectively and efficiently to routine annual data calls and other AP requests.

  4. An Assessment of Teacher Education Students' Perceptions and Satisfaction of Their Learning Experiences in a Summer Pilot Program

    ERIC Educational Resources Information Center

    Hicks, Terence; Lewis, Leontye; Munn, Geraldine; Jordon, Earlyn; Charles, Kelly

    2010-01-01

    This study assessed teacher education students' perceptions and satisfaction of their learning experiences concerning an accelerated summer pilot program. In addition, the study provided information on the impact and teaching effectiveness of the accelerated teacher education summer pilot program on participating students. Results from this study…

  5. Injecting learning experience into geoethics for human and natural sustainability

    NASA Astrophysics Data System (ADS)

    Crookall, David

    2016-04-01

    Our early life experience has a strong influence on our actions in later life. Humans today are just starting to re-learn, collectively, how to treat Earth with the respect that it deserves and that is needed for our offspring to inherit a decent home. However, we still have a long way to go to instill in people at large the ethics, knowledge and skills necessary to ensure a healthy journey for humanity on spaceship. The experience of early upbringing, of schooling and of everyday life is probably the only path strong enough to develop in people a strong desire for ethical behaviour towards their environment. The problem is that the measures taken today to ensure the development of ethical behaviours in the population at large are woefully inadequate. At best, western school programmes contain a few lessons devoted to the environment, and even then they usually just pay lip service to the basics of the environment; they rarely aim to instill skills and knowledge in order to understand and care deeply for the environment. My presentation will suggest some practical ways to help communities build ethical frameworks and strategies to guide and generate tools, methods and activities that guide young people (pupils, students, scholars, researchers) to toward more ethical behaviours regarding their environment and their communities. Examples might include: - Developing geoethical dimensions of internships, in all areas; - Designing, testing and running simulation/games+debriefing providing a rich affective-cognitive context for grappling with geoethical problems- eg, FISH BANKS, KEEP COOL. - Pressuring governments to make geoethics, environmental care and climate change understanding central components of (almost) all educational programmes (in, eg, history, language, business, law, medicine, etc). - Subsidizing environmental-care summer schools for families and teachers at all levels. - Etc. One of my actions is founding a academic journal in the area, maybe with the

  6. Students' Reflections on the Relationships between Safe Learning Environments, Learning Challenge and Positive Experiences of Learning in a Simulated GP Clinic

    ERIC Educational Resources Information Center

    Young, J. E.; Williamson, M. I.; Egan, T. G.

    2016-01-01

    Learning environments are a significant determinant of student behaviour, achievement and satisfaction. In this article we use students' reflective essays to identify key features of the learning environment that contributed to positive and transformative learning experiences. We explore the relationships between these features, the students'…

  7. Learning Quantitative Sequence-Function Relationships from Massively Parallel Experiments

    NASA Astrophysics Data System (ADS)

    Atwal, Gurinder S.; Kinney, Justin B.

    2016-03-01

    A fundamental aspect of biological information processing is the ubiquity of sequence-function relationships—functions that map the sequence of DNA, RNA, or protein to a biochemically relevant activity. Most sequence-function relationships in biology are quantitative, but only recently have experimental techniques for effectively measuring these relationships been developed. The advent of such "massively parallel" experiments presents an exciting opportunity for the concepts and methods of statistical physics to inform the study of biological systems. After reviewing these recent experimental advances, we focus on the problem of how to infer parametric models of sequence-function relationships from the data produced by these experiments. Specifically, we retrace and extend recent theoretical work showing that inference based on mutual information, not the standard likelihood-based approach, is often necessary for accurately learning the parameters of these models. Closely connected with this result is the emergence of "diffeomorphic modes"—directions in parameter space that are far less constrained by data than likelihood-based inference would suggest. Analogous to Goldstone modes in physics, diffeomorphic modes arise from an arbitrarily broken symmetry of the inference problem. An analytically tractable model of a massively parallel experiment is then described, providing an explicit demonstration of these fundamental aspects of statistical inference. This paper concludes with an outlook on the theoretical and computational challenges currently facing studies of quantitative sequence-function relationships.

  8. Process Drama: The Use of Affective Space to Reduce Language Anxiety in the Additional Language Learning Classroom

    ERIC Educational Resources Information Center

    Piazzoli, Erika

    2011-01-01

    This paper describes a research project designed to find out what happens when process drama strategies are applied to an advanced level of additional language learning. In order to answer this question, the author designed and facilitated six process drama workshops as part of a third-year course of Italian at a university in Brisbane, Australia.…

  9. The Role of Experience: A Qualitative Study of Adult Learning in History Museums

    ERIC Educational Resources Information Center

    Wilson, Melissa A.

    2013-01-01

    The problem to be investigated by this study is whether museum visitors' history content knowledge is enhanced by their museum experience and whether their lived experiences played a role in their learning. The study is based on the theories of experiential, informal and free-choice learning. A qualitative design examined the lived experiences of…

  10. Arab Education in Israel: Lessons from Positive Learning Experiences of Palestinian-Israelis

    ERIC Educational Resources Information Center

    Alayan, Samira

    2012-01-01

    This empirical study investigates positive learning experiences of 250 Palestinian-Israeli high school graduates who were formerly pupils in Israeli Arab schools. It addresses how they perceived and now describe such experiences in a questionnaire. The study inquires as to what characterizes these positive learning experiences and under which…

  11. Effects of Learning Experience on Forgetting Rates of Item and Associative Memories

    ERIC Educational Resources Information Center

    Yang, Jiongjiong; Zhan, Lexia; Wang, Yingying; Du, Xiaoya; Zhou, Wenxi; Ning, Xueling; Sun, Qing; Moscovitch, Morris

    2016-01-01

    Are associative memories forgotten more quickly than item memories, and does the level of original learning differentially influence forgetting rates? In this study, we addressed these questions by having participants learn single words and word pairs once (Experiment 1), three times (Experiment 2), and six times (Experiment 3) in a massed…

  12. An Exploratory Analysis of Employment-Related Experiences of Educators with Learning Disabilities

    ERIC Educational Resources Information Center

    Vogel, Susan A.; Murray, Christopher; Wren, Carol; Adelman, Pamela B.

    2007-01-01

    The purpose of this study was to explore the general professional experiences of educators with learning disabilities, the unique skills and challenges among this group attributable to their experience as persons with learning disabilities, and their experience of schools as an employment context. There are several important reasons to develop a…

  13. Learning with Smartphones: Students' Lived Experience of Using Smartphones

    ERIC Educational Resources Information Center

    Chan, Nee Nee; Walker-Gleaves, Alan; Remedios, Richard

    2013-01-01

    With its wide-ranging applications and multiple features, the smartphone is propelling a new way of learning "on the fly". Mobile learning is more than simply learning with certain types of digital technologies: through everyday practices of using the smartphone, learning can take place in formal and informal settings and in the boundary…

  14. Vocational Students Experiences with Assessment in Workplace Learning

    ERIC Educational Resources Information Center

    Sandal, Ann Karin; Smith, Kari; Wangensteen, Ragne

    2014-01-01

    Vocational education, as part of the Norwegian upper secondary education, includes both school-based learning and workplace learning. While school-based learning is characterized by formal structures and guided by aims in the curricula, workplace learning is often informal, incidental and directed by the daily work-tasks. Assessment in workplace…

  15. Understanding the learning assistant experience with physics identity

    NASA Astrophysics Data System (ADS)

    Close, Eleanor W.; Close, Hunter G.; Donnelly, David

    2013-01-01

    Learning Assistants (LAs) have been shown to have better conceptual understanding and more favorable beliefs about science than non-LAs, and are more likely to choose a career in K-12 science teaching [1]. We propose that connections between elements of identity, persistence, and participation in an LA program can be explained using the concept of the community of practice and its intimate relationship to identity [2]. In separate work, Hazari et al. found that physics identity was highly correlated to expressed career plans in physics [3]. We hypothesize that a thriving LA program has many features of a well-functioning community of practice and contributes to all four elements of physics identity: personal interest, student performance, competence, and recognition by others. We explore how this analysis of the LA experience might shape decisions and influence outcomes of adoption and adaptations of the LA model.

  16. Learning to Teach Online or Learning to Become an Online Teacher: An Exploration of Teachers' Experiences in a Blended Learning Course

    ERIC Educational Resources Information Center

    Comas-Quinn, Anna

    2011-01-01

    A key role in the successful implementation of any learning approach is played by teachers, so how well blended learning works will depend largely on how well teachers make the transition from their traditional face-to-face classroom roles to the wider more complex role that blended learning requires. The additional skills and the forging of a new…

  17. Sensitivity of Arctic Permafrost Carbon in the Mackenzie River Basin: A substrate addition and incubation experiment

    NASA Astrophysics Data System (ADS)

    Hedgpeth, A.; Beilman, D.; Crow, S. E.

    2014-12-01

    Arctic soil organic matter (SOM) mineralization processes are fundamental to the functioning of high latitude soils in relation to nutrients, stability, and feedbacks to atmospheric CO2 and climate. The arctic permafrost zone covers 25% of the northern hemisphere and contains 1672Pg of soil carbon (C). 88% of this C currently resides in frozen soils that are vulnerable to environmental change. For instance, arctic growing seasons may be lengthened, resulting in an increase in plant productivity and rate of below ground labile C inputs as root exudates. Understanding controls on Arctic SOM dynamics requires recognition that labile C inputs have the potential to significantly affect mineralization of previously stable SOM, also known as 'priming effects'. We conducted a substrate addition incubation experiment to quantify and compare respiration in highly organic (42-48 %C) permafrost soils along a north-south transect in western Canada. Near surface soils (10-20 cm) were collected from permafrost peatland sites in the Mackenzie River Basin from 69.2-62.6°N. The surface soils are fairly young (Δ14C values > -140.0) and can be assumed to contain relatively reactive soil carbon. To assess whether addition of labile substrate alters SOM decomposition dynamics, 4.77-11.75 g of permafrost soil were spiked with 0.5 mg D-glucose g-1 soil and incubated at 5°C. A mass balance approach was used to determin substrate-induced respiration and preliminary results suggest a potential for positive priming in these C-rich soils. Baseline respiration rates from the three sites were similar (0.067-0.263 mg CO2 g-1 soil C) yet show some site-specific trends. The rate at which added substrate was utilized within these soils suggests that other factors besides temperature and soil C content are controlling substrate consumption and its effect on SOM decomposition. Microbial activity can be stimulated by substrate addition to such an extent that SOM turnover is enhanced, suggesting that

  18. An experiment in software reliability: Additional analyses using data from automated replications

    NASA Technical Reports Server (NTRS)

    Dunham, Janet R.; Lauterbach, Linda A.

    1988-01-01

    A study undertaken to collect software error data of laboratory quality for use in the development of credible methods for predicting the reliability of software used in life-critical applications is summarized. The software error data reported were acquired through automated repetitive run testing of three independent implementations of a launch interceptor condition module of a radar tracking problem. The results are based on 100 test applications to accumulate a sufficient sample size for error rate estimation. The data collected is used to confirm the results of two Boeing studies reported in NASA-CR-165836 Software Reliability: Repetitive Run Experimentation and Modeling, and NASA-CR-172378 Software Reliability: Additional Investigations into Modeling With Replicated Experiments, respectively. That is, the results confirm the log-linear pattern of software error rates and reject the hypothesis of equal error rates per individual fault. This rejection casts doubt on the assumption that the program's failure rate is a constant multiple of the number of residual bugs; an assumption which underlies some of the current models of software reliability. data raises new questions concerning the phenomenon of interacting faults.

  19. Additions and Improvements to the FLASH Code for Simulating High Energy Density Physics Experiments

    NASA Astrophysics Data System (ADS)

    Lamb, D. Q.; Daley, C.; Dubey, A.; Fatenejad, M.; Flocke, N.; Graziani, C.; Lee, D.; Tzeferacos, P.; Weide, K.

    2015-11-01

    FLASH is an open source, finite-volume Eulerian, spatially adaptive radiation hydrodynamics and magnetohydrodynamics code that incorporates capabilities for a broad range of physical processes, performs well on a wide range of computer architectures, and has a broad user base. Extensive capabilities have been added to FLASH to make it an open toolset for the academic high energy density physics (HEDP) community. We summarize these capabilities, with particular emphasis on recent additions and improvements. These include advancements in the optical ray tracing laser package, with methods such as bi-cubic 2D and tri-cubic 3D interpolation of electron number density, adaptive stepping and 2nd-, 3rd-, and 4th-order Runge-Kutta integration methods. Moreover, we showcase the simulated magnetic field diagnostic capabilities of the code, including induction coils, Faraday rotation, and proton radiography. We also describe several collaborations with the National Laboratories and the academic community in which FLASH has been used to simulate HEDP experiments. This work was supported in part at the University of Chicago by the DOE NNSA ASC through the Argonne Institute for Computing in Science under field work proposal 57789; and the NSF under grant PHY-0903997.

  20. What Students Have to Say: A Qualitative Study of Middle School Students' Experiences Learning Mathematics in Middle School Mathematics Classes

    ERIC Educational Resources Information Center

    Brown, Marc C.

    2012-01-01

    The central research question of the study asks: how do middle school students experience learning mathematics in middle school mathematics class? The additional research questions that guide the study ask: what are some of the barriers to learning mathematics in middle school mathematics class and what causes students to understand certain…

  1. Automated microbial metabolism laboratory. [design of advanced labeled release experiment based on single addition of soil and multiple sequential additions of media into test chambers

    NASA Technical Reports Server (NTRS)

    1974-01-01

    The design and rationale of an advanced labeled release experiment based on single addition of soil and multiple sequential additions of media into each of four test chambers are outlined. The feasibility for multiple addition tests was established and various details of the methodology were studied. The four chamber battery of tests include: (1) determination of the effect of various atmospheric gases and selection of that gas which produces an optimum response; (2) determination of the effect of incubation temperature and selection of the optimum temperature for performing Martian biochemical tests; (3) sterile soil is dosed with a battery of C-14 labeled substrates and subjected to experimental temperature range; and (4) determination of the possible inhibitory effects of water on Martian organisms is performed initially by dosing with 0.01 ml and 0.5 ml of medium, respectively. A series of specifically labeled substrates are then added to obtain patterns in metabolic 14CO2 (C-14)O2 evolution.

  2. Assault experiences: Lessons learned from mental health nurses in Taiwan.

    PubMed

    Yang, Cheng-I; Hsieh, Wen-Po; Lee, Li-Hung; Chen, Shu-Ling

    2016-06-01

    Mental health nurse are frequently subjected to patients' violent and aggressive behaviour. These assault experiences have given rise to mental health nurses' physical and psychological trauma, and negatively impact the quality of patient care. The purpose of the present qualitative study was to understand mental health nurses' experiences of being assaulted, the influences on their patient care, and their perspectives of the effectiveness of in-service, violence-prevention education. Ten mental health nurses from two different inpatient mental health facilities were interviewed using a semistructured interview guide. Thematic analysis of interview data found six themes: (i) violence is unpredictable; (ii) violence is normal; (iii) lasting psychological trauma; (iv) limited support from peers and the administrator; (v) violence prevention requires team cooperation; and (vi) doubting the effectiveness of in-service education on violence prevention. Psychiatric ward administrators should assess nurses' learning and skill needs to determine whether these needs are met by existing in-service training programmes. A culture of safety should also be promoted by building a warm and supportive ward climate for both staff and patients, which would include team cooperation and support for colleagues who suffer a violent incident. PMID:27170463

  3. The photons payload, G-494: A learning experience

    NASA Technical Reports Server (NTRS)

    Harris, F. R.; Gattinger, R. L.; Creutzberg, F.; Llewellyn, E. J.

    1988-01-01

    PHOTONS (Photometric Thermospheric Oxygen Nightglow Study) is an optical remote sensing payload developed for Get Away Special (GAS) flight by the National Research Council of Canada. The device is extremely sensitive and is suitable for making measurements of low intensity, aeronomically generated atmospheric emissions in the nadir and the limb and of Shuttle ram glow. The unit uses a sealed canister and UV transmitting viewing ports. During the flight of STS 61-C, PHOTONS received one hour of operation and aeronomic observations were made. Good diagnostic data were obtained and the science part of the experiment malfunctioned. Post flight inspection revealed that the payload was in perfect working order except for total failure of the photomultiplier detectors. The experiment and the payload are described and the flight results are discussed along with the cause of the malfunctions. It is shown that enough was learned from the flight diagnostic data and about the cause of the malfunction to conclude that the engineering flight was successful and that subsequent flight of the PHOTONS payload will be productive.

  4. Variables affecting learning in a simulation experience: a mixed methods study.

    PubMed

    Beischel, Kelly P

    2013-02-01

    The primary purpose of this study was to test a hypothesized model describing the direct effects of learning variables on anxiety and cognitive learning outcomes in a high-fidelity simulation (HFS) experience. The secondary purpose was to explain and explore student perceptions concerning the qualities and context of HFS affecting anxiety and learning. This study used a mixed methods quantitative-dominant explanatory design with concurrent qualitative data collection to examine variables affecting learning in undergraduate, beginning nursing students (N = 124). Being ready to learn, having a strong auditory-verbal learning style, and being prepared for simulation directly affected anxiety, whereas learning outcomes were directly affected by having strong auditory-verbal and hands-on learning styles. Anxiety did not quantitatively mediate cognitive learning outcomes as theorized, although students qualitatively reported debilitating levels of anxiety. This study advances nursing education science by providing evidence concerning variables affecting learning outcomes in HFS. PMID:21593285

  5. Increasing Instructional Efficiency by Presenting Additional Stimuli in Learning Trials for Children with Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Vladescu, Jason C.; Kodak, Tiffany M.

    2013-01-01

    The current study examined the effectiveness and efficiency of presenting secondary targets within learning trials for 4 children with an autism spectrum disorder. Specifically, we compared 4 instructional conditions using a progressive prompt delay. In 3 conditions, we presented secondary targets in the antecedent or consequence portion of…

  6. Nitrate removal in stream ecosystems measured by 15N addition experiments: Total uptake

    SciTech Connect

    Mulholland, Patrick J; Hall, Robert; Tank, Jennifer; Sobota, Daniel; O'Brien, Jon; Webster, Jackson; Valett, H. Maurice; Dodds, Walter; Poole, Geoff; Peterson, Chris G.; Meyer, Judy; McDowell, William; Johnson, Sherri; Hamilton, Stephen; Gregory, Stanley; Grimm, Nancy; Dahm, Cliff; Cooper, Lee W; Ashkenas, Linda; Thomas, Suzanne; Sheibley, Rich; Potter, Jody; Niederlehner, Bobbie; Johnson, Laura; Helton, Ashley; Crenshaw, Chelsea; Burgin, Amy; Bernot, Melody; Beaulieu, Jake; Arango, Clay

    2009-01-01

    We measured uptake length of {sup 15}NO{sub 3}{sup -} in 72 streams in eight regions across the United States and Puerto Rico to develop quantitative predictive models on controls of NO{sub 3}{sup -} uptake length. As part of the Lotic Intersite Nitrogen Experiment II project, we chose nine streams in each region corresponding to natural (reference), suburban-urban, and agricultural land uses. Study streams spanned a range of human land use to maximize variation in NO{sub 3}{sup -} concentration, geomorphology, and metabolism. We tested a causal model predicting controls on NO{sub 3}{sup -} uptake length using structural equation modeling. The model included concomitant measurements of ecosystem metabolism, hydraulic parameters, and nitrogen concentration. We compared this structural equation model to multiple regression models which included additional biotic, catchment, and riparian variables. The structural equation model explained 79% of the variation in log uptake length (S{sub Wtot}). Uptake length increased with specific discharge (Q/w) and increasing NO{sub 3}{sup -} concentrations, showing a loss in removal efficiency in streams with high NO{sub 3}{sup -} concentration. Uptake lengths shortened with increasing gross primary production, suggesting autotrophic assimilation dominated NO{sub 3}{sup -} removal. The fraction of catchment area as agriculture and suburban-urban land use weakly predicted NO{sub 3}{sup -} uptake in bivariate regression, and did improve prediction in a set of multiple regression models. Adding land use to the structural equation model showed that land use indirectly affected NO{sub 3}{sup -} uptake lengths via directly increasing both gross primary production and NO{sub 3}{sup -} concentration. Gross primary production shortened S{sub Wtot}, while increasing NO{sub 3}{sup -} lengthened S{sub Wtot} resulting in no net effect of land use on NO{sub 3}{sup -} removal.

  7. Nitrate removal in stream ecosystems measured by 15N addition experiments: Total uptake

    USGS Publications Warehouse

    Hall, R.O., Jr.; Tank, J.L.; Sobota, D.J.; Mulholland, P.J.; O'Brien, J. M.; Dodds, W.K.; Webster, J.R.; Valett, H.M.; Poole, G.C.; Peterson, B.J.; Meyer, J.L.; McDowell, W.H.; Johnson, S.L.; Hamilton, S.K.; Grimm, N. B.; Gregory, S.V.; Dahm, Clifford N.; Cooper, L.W.; Ashkenas, L.R.; Thomas, S.M.; Sheibley, R.W.; Potter, J.D.; Niederlehner, B.R.; Johnson, L.T.; Helton, A.M.; Crenshaw, C.M.; Burgin, A.J.; Bernot, M.J.; Beaulieu, J.J.; Arangob, C.P.

    2009-01-01

    We measured uptake length of 15NO-3 in 72 streams in eight regions across the United States and Puerto Rico to develop quantitative predictive models on controls of NO-3 uptake length. As part of the Lotic Intersite Nitrogen eXperiment II project, we chose nine streams in each region corresponding to natural (reference), suburban-urban, and agricultural land uses. Study streams spanned a range of human land use to maximize variation in NO-3 concentration, geomorphology, and metabolism. We tested a causal model predicting controls on NO-3 uptake length using structural equation modeling. The model included concomitant measurements of ecosystem metabolism, hydraulic parameters, and nitrogen concentration. We compared this structural equation model to multiple regression models which included additional biotic, catchment, and riparian variables. The structural equation model explained 79% of the variation in log uptake length (S Wtot). Uptake length increased with specific discharge (Q/w) and increasing NO-3 concentrations, showing a loss in removal efficiency in streams with high NO-3 concentration. Uptake lengths shortened with increasing gross primary production, suggesting autotrophic assimilation dominated NO-3 removal. The fraction of catchment area as agriculture and suburban-urban land use weakly predicted NO-3 uptake in bivariate regression, and did improve prediction in a set of multiple regression models. Adding land use to the structural equation model showed that land use indirectly affected NO-3 uptake lengths via directly increasing both gross primary production and NO-3 concentration. Gross primary production shortened SWtot, while increasing NO-3 lengthened SWtot resulting in no net effect of land use on NO- 3 removal. ?? 2009.

  8. Transitioning from Additive to Multiplicative Thinking: A Design and Teaching Experiment with Third through Fifth Graders

    ERIC Educational Resources Information Center

    Brickwedde, James

    2011-01-01

    The maturation of multiplicative thinking is key to student progress in middle school as rational number, ratio, and proportion concepts are encountered. But many students arrive from the intermediate grades and falter in developing this essential disposition. Elementary students have historically learned multiplication and division as operation…

  9. Learning to Step Up among Colleagues: An Examination of How Teacher Leaders Learn from Experience and in Communities of Practice

    ERIC Educational Resources Information Center

    Kwong, Welton W. H.

    2016-01-01

    The purpose of this study was to understand what knowledge, skills, and practices teacher leaders learn from exercising leadership with other teachers in their school settings and how, if at all, they learn from experience and in communities of practice (CoPs), that is, groups of people with shared interest in a particular domain (Lave &…

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

    ERIC Educational Resources Information Center

    Truuvert, Toomas

    2014-01-01

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

  11. Learning What to Learn: The Effects of Task Experience on Strategy Shifts in the Allocation of Study Time

    ERIC Educational Resources Information Center

    Ariel, Robert

    2013-01-01

    Learners typically allocate more resources to learning items that are higher in value than they do to items lower in value. For instance, when items vary in point value for learning, participants allocate more study time to the higher point items than they do to the lower point items. The current experiments extend this research to a context where…

  12. Learning with Dyslexia in Secondary School in New Zealand: What Can We Learn from Students' Past Experiences?

    ERIC Educational Resources Information Center

    Rowan, Linda

    2010-01-01

    This study uses an interpretive approach to present the prior secondary school experiences of four students with dyslexia now studying at university. Students with dyslexia in Aotearoa/New Zealand have had to contend with a compulsory education system that has not recognised their learning struggles nor supported their particular ways of learning.…

  13. "I Couldn't Have Learned This Any Other Way": Learning to Teach Literacy across Concurrent Practicum Experiences

    ERIC Educational Resources Information Center

    Mosley Wetzel, Melissa; L. Roser, Nancy; Hoffman, James V.; Antonio Martínez, Ramón; Price-Dennis, Detra

    2016-01-01

    The authors, a team of literacy teacher educators who are focused on extending our own understandings of preservice teacher (PST) learning, conducted a cross-case analysis of how PSTs learned to teach literacy in three concurrent practicum experiences. We draw on Grossman's framework of representations, decompositions, and approximations to…

  14. Self-Organization with Additional Learning Based on Category Mapping and Its Application to Dynamic News Clustering

    NASA Astrophysics Data System (ADS)

    Toyota, Tetsuya; Nobuhara, Hajime

    The Internet news are texts which involve from various fields, therefore, when a text data that will show a rapid increase of the number of dimensions of feature vectors of Self-Organizing Map (SOM) is added, these results cannot be reflected to learning. Furthermore, it is difficult for users to recognize the learning results because SOM can not produce any label information by each cluster. In order to solve these problems, we propose SOM with additional learning and dimensional by category mapping which is based on the category structure of Wikipedia. In this method, input vector is generated from each text and the corresponding Wikipedia categories extracted from Wikipedia articles. Input vectors are formed in the common category taking the hierarchical structure of Wikipedia category into consideration. By using the proposed method, the problem of reconfiguration of vector elements caused by dynamic changes in the text can be solved. Moreover, information loss in newly obtained index term can be prevented.

  15. Systemic Family Therapy Using the Reflecting Team: The Experiences of Adults with Learning Disabilities

    ERIC Educational Resources Information Center

    Anslow, Katharine

    2014-01-01

    This research aimed to illuminate the experiences of adults with learning disabilities of the reflecting team, in the context of their systemic family therapy. Five adults with learning disabilities were recruited from one community learning disability team. A qualitative design using interpretative phenomenological analysis (IPA) was appropriate…

  16. The Lived Experience of a Doctoral Student: The Process of Learning and Becoming

    ERIC Educational Resources Information Center

    Callary, Betina; Werthner, Penny; Trudel, Pierre

    2012-01-01

    The PhD experience is often a transition from student to future faculty member, which involves considerable learning and development (Glaze, 2002; Hockey, 2004). Using a lifelong learning perspective (Jarvis, 2009), the purpose of this article is to explore, through a reflective self-study, my process of learning throughout the PhD degree. In this…

  17. Learning Ethics through Virtual Fieldtrips: Teaching Ethical Theories through Virtual Experiences

    ERIC Educational Resources Information Center

    Houser, Rick; Thoma, Steve; Coppock, Amanda; Mazer, Matthew; Midkiff, Lewis; Younanian, Marisa; Young, Sarah

    2011-01-01

    Teaching ethical reasoning is considered an important component of the undergraduate learning experience. A recent approach to teaching using experiential learning is through virtual worlds such as Second Life. We discuss how ethics may be taught using experiential learning in the virtual world of Second Life. Participants in the class in this…

  18. Surviving Women's Learning Experiences from the Tsunami in Aceh

    ERIC Educational Resources Information Center

    Teng, Yan Fang Jane; Yusof, Qismullah

    2014-01-01

    This study investigated surviving women's learning experiences from the 2004 tsunami in Aceh. Women were the majority of casualties and the most vulnerable after the tsunami. Almost a decade later, we used a conceptual framework of experiential learning, critical reflection, and transformative learning to understand the surviving women's…

  19. Blogs as a Representation of Student Experiences in a Service Learning Course

    ERIC Educational Resources Information Center

    Gerstenblatt, Paula

    2014-01-01

    Research on service learning has demonstrated positive outcomes in several areas of student learning; however, there is a scarcity of research examining the lived experiences of students. This study consisted of seventeen students from two cohorts enrolled in a service learning class working in a rural town. The current study suggests the…

  20. Students' Experiences of Clinic-Based Learning during a Final Year Veterinary Internship Programme

    ERIC Educational Resources Information Center

    Matthew, Susan M.; Taylor, Rosanne M.; Ellis, Robert A.

    2010-01-01

    This study investigated veterinary students' experiences of clinic-based learning (CBL) during a comprehensive final year internship programme. Open-ended surveys (n = 93) were used to gather qualitative data about students' conceptions of what is learned during CBL and their approaches to learning in clinics. Phenomenography was used for detailed…

  1. Sampling Memories: Using Hip-Hop Aesthetics to Learn from Urban Schooling Experiences

    ERIC Educational Resources Information Center

    Petchauer, Emery

    2012-01-01

    This article theorizes and charts the implementation of a learning activity designed from the hip-hop aesthetic of sampling. The purpose of this learning activity was to enable recent urban school graduates to reflect upon their previous schooling experiences as a platform for future learning in higher education. This article illustrates what…

  2. Lifting off the Ground to Return Anew: Mediated Praxis, Transformative Learning, and Social Design Experiments

    ERIC Educational Resources Information Center

    Gutierrez, Kris D.; Vossoughi, Shirin

    2010-01-01

    This article examines a praxis model of teacher education and advances a new method for engaging novice teachers in reflective practice and robust teacher learning. Social design experiments--cultural historical formations designed to promote transformative learning for adults and children--are organized around expansive notions of learning and…

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

    ERIC Educational Resources Information Center

    Ingerman, Ake; Linder, Cedric; Marshall, Delia

    2009-01-01

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

  4. Women and Cardiovascular Disease: Learning Communities and Experiences that Influence Lifestyle Change

    ERIC Educational Resources Information Center

    Shockley, Carrie Lenora

    2010-01-01

    This qualitative study examined women's learning in making healthy lifestyle changes after a cardiac event. The study examined how and what learning women identified as important to learning behavioral change and the meaning making experiences that influenced changes in self-perception and outlook. The study also focused on the role of the cardiac…

  5. The Role of Planned Professional Learning in Becoming an Accomplished Teacher: The Queensland Experience

    ERIC Educational Resources Information Center

    Saunders, Sherryl

    2009-01-01

    The role of planned professional learning in being an accomplished languages and cultures teacher has never been so important. Professional learning that focuses on "becoming" an accomplished practitioner as part of an ongoing professional learning experience rather than a process of detailing deficiencies is to be applauded. Indeed, the…

  6. The Student Experience of a Collaborative E-Learning University Module

    ERIC Educational Resources Information Center

    Biasutti, Michele

    2011-01-01

    The aim of this paper is to present a picture of student experience of a collaborative e-learning module in an asynchronous e-learning environment. A distance learning module on music education worth five credit points for a bachelor online degree for primary school educating teachers was assessed using a self-evaluation questionnaire that…

  7. Undergraduate Political Communication in Action: Volunteer Experiences in a Situated Learning Course

    ERIC Educational Resources Information Center

    Brubaker, Jennifer

    2011-01-01

    In many college classes, students spend their time learning about the theories from the linear logic of a textbook. However, true learning occurs when these theories are integrated with hands-on authentic experiences. Situated learning courses are designed to bridge the gap between the theoretical and the authentic. Students apply classroom…

  8. Students' Perceptions of Their Learning Experiences in an Authentic Instructional Design Context

    ERIC Educational Resources Information Center

    Dabbagh, Nada; Blijd, Cecily Williams

    2010-01-01

    The purpose of this case study was to examine students' perceptions of their learning experiences while working on a real world instructional design project in a performance oriented team in the context of a situated and problem-based learning environment. Participants were 11 graduate students enrolled in a learning-by-doing instructional design…

  9. An "Adventure" of MBA Students in Europe: How Volcanic Ash Produced an Incidental Learning Experience

    ERIC Educational Resources Information Center

    Vazquez, Ana Claudia Souza; Ruas, Roberto Lima; Cervo, Clarissa S.; Hutz, Claudio Simon

    2013-01-01

    Because the volcanic ash that affected air travel in Western Europe in 2010 was considered as one of the most meaningful learning experiences by a group of MBA students, this article aims to outline the main aspects of an incidental learning situation, rarely described on management education literature. Incidental learning is an unsystematic…

  10. Learning Experiences for elementary Law-Related Education.

    ERIC Educational Resources Information Center

    Dulaney, Beverly; And Others

    1980-01-01

    Outlines learning activities related to law-related education at the elementary school level. Activities include creating a classroom constitution, a law-related scavenger hunt, and case studies. Learning outcomes and curriculum correlation are included in directions. (KC)

  11. A Peer-Assisted Learning Experience in Computer Programming Language Learning and Developing Computer Programming Skills

    ERIC Educational Resources Information Center

    Altintas, Tugba; Gunes, Ali; Sayan, Hamiyet

    2016-01-01

    Peer learning or, as commonly expressed, peer-assisted learning (PAL) involves school students who actively assist others to learn and in turn benefit from an effective learning environment. This research was designed to support students in becoming more autonomous in their learning, help them enhance their confidence level in tackling computer…

  12. Unintentional Learning and the Occupational Health and Safety Experience.

    ERIC Educational Resources Information Center

    Dodge, R. Bruce

    1998-01-01

    Evidence from the occupational safety and health field suggests that much unintentional learning takes place in the workplace that is not a result of conscious decisions and lacks critical reflection. Such learning may have negative consequences. Action can be taken to identify and mitigate the effects of unintentional learning. (SK)

  13. Students' Experiences of Learning in a Virtual Classroom

    ERIC Educational Resources Information Center

    Gedera, Dilani S. P.

    2014-01-01

    Online learning environments can offer learners opportunities for flexibility, interaction and collaboration distinctly different from face-to-face learning environments. However, the integration of educational technologies also presents challenges and concerns in relation to students' learning. This article attempts to develop a better…

  14. Scaling up Learning Communities: The Experience of Six Community Colleges

    ERIC Educational Resources Information Center

    Visher, Mary G.; Schneider, Emily; Wathington, Heather; Collado, Herbert

    2010-01-01

    The Learning Communities Demonstration is a large-scale, random assignment evaluation of learning community programs at six community colleges. During the first year of the demonstration, all six colleges expanded their learning community programs and, in the process, faced similar challenges in selecting courses to link, recruiting and supporting…

  15. Online Independent Vocabulary Learning Experience of Hong Kong University Students

    ERIC Educational Resources Information Center

    Tang, Eunice; Chung, Edsoulla; Li, Eddy; Yeung, Steven

    2016-01-01

    In response to the limited vocabulary size of its undergraduates, an independent vocabulary learning platform, VLearn was designed and launched in a university in Hong Kong. As an e-learning environment that supports self-directed vocabulary learning of Chinese learners, the primary aim of VLearn is to equip users with appropriate knowledge and…

  16. Cooperative Learning at a Distance: An Experiment with Wikis

    ERIC Educational Resources Information Center

    Campbell, Katherine; Ellingson, Dee Ann

    2010-01-01

    The merits of incorporating group work into learning environments are well established. Online classes and other distance learning settings, however, can make it challenging to introduce traditional group projects. Wikis use technology to facilitate group work in distance learning settings. Wikis allow individuals in different locations to…

  17. Learning Music: Embodied Experience in the Life-World

    ERIC Educational Resources Information Center

    Alerby, Eva; Ferm, Cecilia

    2005-01-01

    In the present age, which is often signified as post-modern or knowledge-intensive, the calls for learning echo loud. Discussions of learning, as well as teaching, permeate almost all levels and arenas of our society, and have a sure place in every-day conversation as well as scientific debate. The concept of learning can be understood and…

  18. Sexual Learning, Sexual Experience, and Healthy Adolescent Sex

    ERIC Educational Resources Information Center

    Fortenberry, J. Dennis

    2014-01-01

    This chapter is organized around the question "How do adolescents learn to have healthy sex?" The chapter assumes that sexual learning derives from a broad range of both informal and formal sources that contribute to learning within the context of neurocognitive brain systems that modulate sexual motivations and self-regulation. The…

  19. Twelve-Month-Old Infants Benefit From Prior Experience in Statistical Learning

    PubMed Central

    Lany, Jill; Gómez, Rebecca L.

    2010-01-01

    A decade of research suggests that infants readily detect patterns in their environment, but it is unclear how such learning changes with experience. We tested how prior experience influences sensitivity to statistical regularities in an artificial language. Although 12-month-old infants learn adjacent relationships between word categories, they do not track nonadjacent relationships until 15 months. We asked whether 12-month-old infants could generalize experience with adjacent dependencies to nonadjacent ones. Infants were familiarized to an artificial language either containing or lacking adjacent dependencies between word categories and were subsequently habituated to novel nonadjacent dependencies. Prior experience with adjacent dependencies resulted in enhanced learning of the nonadjacent dependencies. Female infants showed better discrimination than males did, which is consistent with earlier reported sex differences in verbal memory capacity. The findings suggest that prior experience can bootstrap infants’ learning of difficult language structure and that learning mechanisms are powerfully affected by experience. PMID:19121132

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

    NASA Astrophysics Data System (ADS)

    Magana de Leon, Alejandra De Jesus

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

  1. The Additional-Mass Effect of Plates as Determined by Experiments

    NASA Technical Reports Server (NTRS)

    Gracey, William

    1941-01-01

    The apparent increase in the inertia properties of a body moving in a fluid medium has been called the additional-mass effect. This report presents a resume of test procedures and results of experimental determinations of the additional-mass effect of flat plates. In addition to data obtained from various foreign sources and from a NACA investigation in 1933, the results of tests recently conducted by the National Advisory Committee for Aeronautics are included.

  2. How and What Can We Learn from Replicating Historical Experiments? A Case Study.

    ERIC Educational Resources Information Center

    Hottecke, Dietmar

    2000-01-01

    Argues that historical experiments replicated as closely as possible to the original enable experiences that are intellectual as well as sensual in kind. Demonstrates that learning by replicating makes it possible to learn on different levels of human activity related to mind and body. Introduces a case study of the replication of the kind of…

  3. Achieving Both Intellectual Quality and Relevance in Classroom Learning Experiences: Some Conceptual Challenges

    ERIC Educational Resources Information Center

    Williams, Carolyn; Wilson, Steve

    2012-01-01

    The idea that the educational needs of secondary school students are best met by providing them with learning experiences that are both intellectually challenging and connected to the world beyond the classroom underpins several recent pedagogical initiatives in Australia. However, such learning experiences are rarely found in practice. Many…

  4. Connections between Learning Experience, Study Behaviour and Academic Performance: A Longitudinal Study

    ERIC Educational Resources Information Center

    Ning, H. K.; Downing, Kevin

    2010-01-01

    Background: Whilst past studies have established the joint influence of student learning experience and study behaviour on academic achievement, few attempts have been made to determine their causal ordering in a longitudinal framework. Purpose: This study explored the reciprocal relationship between learning experience and study behaviour, and…

  5. "Being the Faculty Face": A Grounded Theory of Living-Learning Program Faculty Motives and Experiences

    ERIC Educational Resources Information Center

    Drechsler Sharp, Marybeth

    2012-01-01

    Few evident incentives exist for faculty to become involved with living-learning programs. The purpose of this constructivist grounded theory study was to investigate the motives and experiences of faculty members working with living-learning programs at doctoral-granting research institutions. Illuminating the experiences of living-learning…

  6. The Relationship between Cultural Values and Learning Preference: The Impact of Acculturation Experiences upon East Asians

    ERIC Educational Resources Information Center

    Chuang, Szu-Fang

    2012-01-01

    Globalization and technology advancement are creating more biculturalism at workplaces and learning settings. However, little is known about acculturation experience and its influence on a person's cultural values and learning preference. The research reported in this study investigates the impact of acculturation experiences upon the relationship…

  7. A Cross-Modal Analysis of Learning Experience from a Learner's Perspective

    ERIC Educational Resources Information Center

    Nkuyubwatsi, Bernard

    2014-01-01

    Learning experience has been one of the most debated aspects of Massive Open Online Courses (MOOCs). Various perceptions on learning experience offered by MOOCs have led to many claims about the quality of these courses and their potential impact on higher education in both developed and developing countries. This paper discusses, from a…

  8. Stopping and Starting: Experiences of Adults Returning to Formal Literacy Learning.

    ERIC Educational Resources Information Center

    Boyd, Vivienne; Cates, Julie; Hellyer, Jan; Leverton, Marianne; Robinson, Helen; Tobias, Robert

    2002-01-01

    Case studies of six adult literacy students revealed factors that had influenced them to stop and restart formal education: family conditions, traumatic events, initial schooling experiences, social networks, personal motivations, and informal learning experiences. The influence of contextual factors on literacy learning and characteristics of…

  9. Theme-Based Project Learning: Design and Application of Convergent Science Experiments

    ERIC Educational Resources Information Center

    Chun, Man-Seog; Kang, Kwang Il; Kim, Young H.; Kim, Young Mee

    2015-01-01

    This case study aims to verify the benefits of theme-based project learning for convergent science experiments. The study explores the possibilities of enhancing creative, integrated and collaborative teaching and learning abilities in science-gifted education. A convergent project-based science experiment program of physics, chemistry and biology…

  10. From Books to the Real World: A Field Learning Experience. Final Report.

    ERIC Educational Resources Information Center

    Wilkes Coll., Wilkes-Barre, PA. Educational Development Center.

    The Crestwood Community-Based Learning Experiences Project was undertaken to test the feasibility of conducting an out-of-school learning program and to determine the cost of establishing such a program. For 3 months, 6 teachers and 206 fifth-grade children participated in a total of 20 field experiences which were implemented at three levels: a)…

  11. Learning through Experience: The Transition from Doctoral Student to Social Work Educator

    ERIC Educational Resources Information Center

    Oktay, Julianne S.; Jacobson, Jodi M.; Fisher, Elizabeth

    2013-01-01

    The researchers conducted an exploratory study using grounded theory qualitative research methods to examine experiences of social work doctoral students as they learned to teach ("N"?=?14). A core category, "learning through experience," representing a basic social process, was identified. The doctoral students experienced…

  12. Stakeholder Perceptions of the Positive Benefits and Critical Challenges Involved in Student Service-Learning Experiences

    ERIC Educational Resources Information Center

    Hohenthal, K. Darcy

    2010-01-01

    The Bolman and Deal (2003) Four-Frame Model was adapted in this qualitative phenomenological research study to describe how stakeholders experience student service-learning. The study presents how students perceive the positive benefits and critical challenges encountered in their service-learning experience; how professors perceive the positive…

  13. The Necessity of Teaching for Aesthetic Learning Experiences in Undergraduate General Education Science

    ERIC Educational Resources Information Center

    Biscotte, Stephen

    2015-01-01

    Students should have aesthetic experiences to be fully engaged in science learning at any level. A general education science instructor can foster opportunities for aesthetic educative learning experiences enabling student growth. Drawing on the work of John Dewey and expanding on others in the field, Uhrmacher identifies the characteristics of…

  14. Learning in an Online Distance Education Course: Experiences of Three International Students

    ERIC Educational Resources Information Center

    Zhang, Zuochen; Kenny, Richard F.

    2010-01-01

    This case study explores the learning experiences of three international students who were enrolled in an online master's program offered by a large university in Canada. The aim of the study was to understand the international students' experiences with, and perspectives on, the online learning environment. Findings indicate that previous…

  15. Measuring Choice to Participate in Optional Science Learning Experiences during Early Adolescence

    ERIC Educational Resources Information Center

    Sha, Li; Schunn, Christian; Bathgate, Meghan

    2015-01-01

    Cumulatively, participation in optional science learning experiences in school, after school, at home, and in the community may have a large impact on student interest in and knowledge of science. Therefore, interventions can have large long-term effects if they change student choice preferences for such optional science learning experiences. To…

  16. Physiology Teaching and Learning Experience in a New Modular Curriculum at the National University of Rwanda

    ERIC Educational Resources Information Center

    Gahutu, Jean Bosco

    2010-01-01

    In the present article, I report on my experience in teaching and learning physiology in the first year of a new modular curriculum at the Faculty of Medicine of the National University of Rwanda. With self-reported questionnaires, I collected learning experience perceptions from 112 students who attended the module of physiology in 2008. The…

  17. Student Experiences and Administrator Perceptions of a Leadership Living Learning Community at a Four Year University

    ERIC Educational Resources Information Center

    Smith, Termika Nicole

    2014-01-01

    The purpose of this single-site case study was to describe the learning experience of 29 freshman students bounded by participating in the Leadership Living Learning Community at Gulf Coast University (pseudonym) for the 2011-2012 school term. This study sought to explore students' experiences and attitudes and administrator perceptions about the…

  18. Reciprocal Education Experiences In Two GK-12 Programs: Teachers Learning And Students Teaching In Diverse Settings

    NASA Astrophysics Data System (ADS)

    Mayo, M.; Williams, C.; Rodriguez, T.; Greely, T.; Pyrtle, A. J.; Rivera-Rentas, A. L.; Vilches, M.

    2004-12-01

    The National Science Foundation's Graduate Teaching Fellows in K-12 Education (GK-12) Program has enabled science, technology, engineering and mathematics (STEM) graduate schools across the country to become more active in local area K-12 schools. An overview of a graduate student's experiences, insights gained and lessons learned as a Fellow in the 2003-2004 Universidad Metropolitana's (UMET) environmental science and the 2004-2005 University of South Florida's (USF) ocean science GK-12 Programs is presented. The major goals of the 2003-2004 UMET GK-12 Program were 1) to enrich environmental science teaching and learning via a thematic approach in eight local public schools and 2) to provide UMET graduate students with exposure to teaching methodologies and practical teaching experience. Utilizing examples from local environments in and nearby Carolina, Puerto Rico to teach key science principles at Escuela de la Comunidad Juana Rodriguez Mundo provided numerous opportunities to relate science topics to students' daily life experiences. By 2004, the UMET GK-12 Program had successfully engaged the entire student body (primarily comprised of bilingual minority kindergarten to sixth graders), teachers and school administrators in environment-focused teaching and learning activities. Examples of such activities include tree planting projects to minimize local erosion, conducting a science fair for the first time in many years, and numerous opportunities to experience what "real scientists do" while conducting environmental science investigations. During the 2004-2005 academic year, skills, insights and lessons learned as a UMET GK-12 Fellow are being further enhanced through participation in the USF GK-12 OCEANS Program. The overall objectives of the 2004-2005 USF GK-12 OCEANS assignment at Madeira Beach Elementary School in Saint Petersburg, Florida are to 1) engage students from various ethnic backgrounds and cultures in hands-on science activities, 2) enhance the

  19. Experiments on Supervised Learning Algorithms for Text Categorization

    NASA Technical Reports Server (NTRS)

    Namburu, Setu Madhavi; Tu, Haiying; Luo, Jianhui; Pattipati, Krishna R.

    2005-01-01

    Modern information society is facing the challenge of handling massive volume of online documents, news, intelligence reports, and so on. How to use the information accurately and in a timely manner becomes a major concern in many areas. While the general information may also include images and voice, we focus on the categorization of text data in this paper. We provide a brief overview of the information processing flow for text categorization, and discuss two supervised learning algorithms, viz., support vector machines (SVM) and partial least squares (PLS), which have been successfully applied in other domains, e.g., fault diagnosis [9]. While SVM has been well explored for binary classification and was reported as an efficient algorithm for text categorization, PLS has not yet been applied to text categorization. Our experiments are conducted on three data sets: Reuter's- 21578 dataset about corporate mergers and data acquisitions (ACQ), WebKB and the 20-Newsgroups. Results show that the performance of PLS is comparable to SVM in text categorization. A major drawback of SVM for multi-class categorization is that it requires a voting scheme based on the results of pair-wise classification. PLS does not have this drawback and could be a better candidate for multi-class text categorization.

  20. Light: an experiments based learning approach with primary school children

    NASA Astrophysics Data System (ADS)

    Abreu, Cátia; Noversa, Silvana; Varela, Paulo; Costa, Manuel F.

    2014-07-01

    A pedagogical intervention project was carried out at a primary school in the municipality of Vila Verde, Braga in Portugal. In a class of the 3rd grade, composed of 16 students, a practice of inquiry-based science teaching was implemented, addressing the curricular topic "Light Experiments". Various experimental activities were planned within this topic, including: What is light? How does light travel? Does light travel through every material? How is light reflected by a mirror? This project adopted an action research methodology and had as its main objectives: a) to promote a practical and experimental approach to the science component of the Environmental Studies curricular area; b) to describe the scientific meaning construction process inherent to the topics addressed in the classroom with the children, c) to assess the learning steps and children' achievements. Class diaries were prepared, based on field notes and audio recordings taken in the classroom. Through the analysis of the class diary concerning the topic "materials that let light travel through them" we intend to illustrate the process of construction of scientific meanings promoted in the classroom with our approach.

  1. Learning to prescribe – pharmacists' experiences of supplementary prescribing training in England

    PubMed Central

    Cooper, Richard J; Lymn, Joanne; Anderson, Claire; Avery, Anthony; Bissell, Paul; Guillaume, Louise; Hutchinson, Allen; Murphy, Elizabeth; Ratcliffe, Julie; Ward, Paul

    2008-01-01

    Background The introduction of non-medical prescribing for professions such as pharmacy and nursing in recent years offers additional responsibilities and opportunities but attendant training issues. In the UK and in contrast to some international models, becoming a non-medical prescriber involves the completion of an accredited training course offered by many higher education institutions, where the skills and knowledge necessary for prescribing are learnt. Aims: to explore pharmacists' perceptions and experiences of learning to prescribe on supplementary prescribing (SP) courses, particularly in relation to inter-professional learning, course content and subsequent use of prescribing in practice. Methods A postal questionnaire survey was sent to all 808 SP registered pharmacists in England in April 2007, exploring demographic, training, prescribing, safety culture and general perceptions of SP. Results After one follow-up, 411 (51%) of pharmacists responded. 82% agreed SP training was useful, 58% agreed courses provided appropriate knowledge and 62% agreed that the necessary prescribing skills were gained. Clinical examination, consultation skills training and practical experience with doctors were valued highly; pharmacology training and some aspects of course delivery were criticised. Mixed views on inter-professional learning were reported – insights into other professions being valued but knowledge and skills differences considered problematic. 67% believed SP and recent independent prescribing (IP) should be taught together, with more diagnostic training wanted; few pharmacists trained in IP, but many were training or intending to train. There was no association between pharmacists' attitudes towards prescribing training and when they undertook training between 2004 and 2007 but earlier cohorts were more likely to be using supplementary prescribing in practice. Conclusion Pharmacists appeared to value their SP training and suggested improvements that could

  2. Learning what to learn: the effects of task experience on strategy shifts in the allocation of study time.

    PubMed

    Ariel, Robert

    2013-11-01

    Learners typically allocate more resources to learning items that are higher in value than they do to items lower in value. For instance, when items vary in point value for learning, participants allocate more study time to the higher point items than they do to the lower point items. The current experiments extend this research to a context where the value of items is not explicitly labeled by evaluating whether learners' study decisions are sensitive to statistical regularities in the testing environment that signal which items are valuable to learn. In 4 experiments, participants studied English-English and Swahili-English paired associates across 4 study-test trials. On each trial, they were tested on only 1 type of item (e.g., only Swahili-English pairs), and, hence, only 1 type of item was valuable for performance. Some participants were cued to which information was valuable, and other participants had to learn from task experience. Experiment 2 examined the effect of performance incentives on study decisions, and Experiment 3 examined how the organization of the task environment influences learners' decisions. Finally, Experiment 4 examined the role of working memory span, fluid intelligence, and need for cognition on decisions. Findings indicated that some people can learn from task experience which items are important to study. However, many learners fail to do so (in particular, learners with low working memory spans); as a consequence, they dysregulate their study by allocating time to items that are not valuable to performance. PMID:23751010

  3. Learning from other people's experience: a neuroimaging study of decisional interactive-learning.

    PubMed

    Canessa, Nicola; Motterlini, Matteo; Alemanno, Federica; Perani, Daniela; Cappa, Stefano F

    2011-03-01

    Decision-making is strongly influenced by the counterfactual anticipation of personal regret and relief, through a learning process involving the ventromedial-prefrontal cortex. We previously reported that observing the regretful outcomes of another's choices reactivates the regret-network. Here we extend those findings by investigating whether this resonant mechanism also underpins interactive-learning from others' previous outcomes. In this functional-Magnetic-Resonance-Imaging study 24 subjects either played a gambling task or observed another player's risky/non-risky choices and resulting outcomes, thus experiencing personal or shared regret/relief for risky/non-risky decisions. Subjects' risk-aptitude in subsequent choices was significantly influenced by both their and the other's previous outcomes. This influence reflected in cerebral regions specifically coding the effect of previously experienced regret/relief, as indexed by the difference between factual and counterfactual outcomes in the last trial, when making a new choice. The subgenual cortex and caudate nucleus tracked the outcomes that increased risk-seeking (relief for a risky choice, and regret for a non-risky choice), while activity in the ventromedial-prefrontal cortex, amygdala and periaqueductal gray-matter reflected those reducing risk-seeking (relief for a non-risky choice, and regret for a risky choice). Crucially, a subset of the involved regions was also activated when subjects chose after observing the other player's outcomes, leading to the same behavioural change as in a first person experience. This resonant neural mechanism at choice may subserve interactive-learning in decision-making. PMID:21126586

  4. Sharing e-Learning Experiences: A Personalised Approach

    NASA Astrophysics Data System (ADS)

    Clematis, Andrea; Forcheri, Paola; Ierardi, Maria Grazia; Quarati, Alfonso

    A two-tier architecture is presented, based on hybrid peer-to-peer technology, aimed at providing personalized access to heterogeneous learning sources. The architecture deploys a conceptual model that is superimposed over logically and physically separated repositories. The model is based on the interactions between users and learning resources, described by means of coments. To support users to find out material satisfying their needs, mechanisms for ranking resources and for extracting personalized views of the learning space are provided.

  5. Learning from project experiences using a legacy-based approach

    NASA Technical Reports Server (NTRS)

    Cooper, Lynne P.; Majchrzak, Ann; Faraj, Samer

    2005-01-01

    As project teams become used more widely, the question of how to capitalize on the knowledge learned in project teams remains an open issue. Using previous research on shared cognition in groups, an approach to promoting post-project learning was developed. This Legacy Review concept was tested on four in tact project teams. The results from those test sessions were used to develop a model of team learning via group cognitive processes. The model and supporting propositions are presented.

  6. Social Phenomenon of Community on Online Learning: Digital Interaction and Collaborative Learning Experience

    ERIC Educational Resources Information Center

    Aleksic-Maslac, Karmela; Magzan, Masha; Juric, Visnja

    2009-01-01

    Digital interaction in e-learning offers great opportunities for education quality improvement in both--the classical teaching combined with e-learning, and distance learning. Zagreb School of Economics & Management (ZSEM) is one of the few higher education institutions in Croatia that systematically uses e-learning in teaching. Systematically…

  7. Blended Learning Approach for Enhancing Students' Learning Experiences in a Knowledge Society

    ERIC Educational Resources Information Center

    Suprabha, K.; Subramonian, G.

    2015-01-01

    Blended learning which, its name suggests, blends online learning with traditional methods of learning and development. It is a new instructional strategy, based on the non-linear and interactive features of the digital learning and instruction through the web. Exploring the literature review, the purpose of the study was to get a deeper…

  8. Learning from Experience: A Collection of Service-Learning Projects Linking Academic Standards to Curriculum.

    ERIC Educational Resources Information Center

    Babcock, Barbara, Ed.

    Service-learning projects combine community service with student learning in a practical way that enhances academic knowledge and improves community environments and fellowship. This compilation is designed to show the service-learning process in action. The collection presents outstanding examples of successful service-learning projects as…

  9. Chemical and nuclear emergencies: Interchanging lessons learned from planning and accident experience

    SciTech Connect

    Adler, V.; Sorensen, J.H.; Rogers, G.O.

    1989-01-01

    Because the goal of emergency preparedness for both chemical and nuclear hazards is to reduce human exposure to hazardous materials, this paper examines the interchange of lessons learned from emergency planning and accident experience in both industries. While the concerns are slightly different, sufficient similarity is found for each to draw implications from the others experience. Principally the chemical industry can learn from the dominant planning experience associated with nuclear power plants, while the nuclear industry can chiefly learn from the chemical industry's accident experience. 23 refs.

  10. Development, Evaluation and Use of a Student Experience Survey in Undergraduate Science Laboratories: The Advancing Science by Enhancing Learning in the Laboratory Student Laboratory Learning Experience Survey

    ERIC Educational Resources Information Center

    Barrie, Simon C.; Bucat, Robert B.; Buntine, Mark A.; Burke da Silva, Karen; Crisp, Geoffrey T.; George, Adrian V.; Jamie, Ian M.; Kable, Scott H.; Lim, Kieran F.; Pyke, Simon M.; Read, Justin R.; Sharma, Manjula D.; Yeung, Alexandra

    2015-01-01

    Student experience surveys have become increasingly popular to probe various aspects of processes and outcomes in higher education, such as measuring student perceptions of the learning environment and identifying aspects that could be improved. This paper reports on a particular survey for evaluating individual experiments that has been developed…

  11. Baccalaureate nursing students' experience of dyadic learning in an acute care setting.

    PubMed

    Trueman, Gregg; Osuji, Joseph; El-Hussein, Mohamed Toufic

    2014-09-01

    This article describes a unique learning project designed to address the praxis gap between baccalaureate nursing students' clinical learning and theoretic principles of collaborative practice on an acute medical-surgical unit in Canada. The study was framed by the active engagement model to provide second-year nursing students a nontraditional approach to develop their nursing practice. Clinical faculty partnered with medical-surgical nursing staff and eight baccalaureate nursing students to explore the experience of collaborative learning and stakeholders' anticipated learning outcomes while working in dyads. A modified phenomenological approach was used in understanding the experience of dyadic learning through reflective journals, course evaluation data, and a semistructured exit interview for analysis. Four themes were revealed based on students' reflection of their experience: work engagement, relational practice, autonomy, and empowerment. These themes underscore the strengths and opportunities associated with this nontraditional approach to clinical learning. PMID:25199158

  12. Relationships between Students' Experiences of Learning in an Undergraduate Internship Programme and New Graduates' Experiences of Professional Practice

    ERIC Educational Resources Information Center

    Matthew, Susan M.; Taylor, Rosanne M.; Ellis, Robert A.

    2012-01-01

    Although educators believe that undergraduate internship programmes are a vital component of professional degrees, evidence of the relationship between students' experiences of learning during such programmes and the quality of new graduates' experiences of professional practice is limited. This research sought to investigate associations between…

  13. Effectiveness of Taste Lessons with and without additional experiential learning activities on children's psychosocial determinants of vegetables consumption.

    PubMed

    Battjes-Fries, Marieke C E; Haveman-Nies, Annemien; van Dongen, Ellen J I; Meester, Hante J; van den Top-Pullen, Rinelle; de Graaf, Kees; van 't Veer, Pieter

    2016-10-01

    Experiential learning methods seem to be promising to enhance healthy eating behaviour in children. Therefore, this study compared the effectiveness of the Dutch programme Taste Lessons with and without additional experiential learning activities on children's psychosocial determinants of vegetable consumption. In a quasi-experimental design, 800 children aged 8-11 years old from 34 elementary schools participated in a Taste Lessons (TL: 5 lessons) group, a Taste Lessons Vegetable Menu (TLVM: TL with 3 added experiential learning activities) group, and a control group. During a baseline and follow-up measurement, children completed a questionnaire on psychosocial determinants towards vegetables consumption. Multilevel regression analyses were conducted to compare changes in the determinants between the TLVM group and the TL group, and between the two intervention groups and the control group. The TLVM group showed a significantly higher increase in knowledge (p < 0.001), attitude and subjective norm of the teacher (both p < 0.05), whereas the TL group only showed a significantly higher increase in knowledge (p < 0.001) compared to the control group. Increases in knowledge (p < 0.10), subjective norm (p < 0.10) and cooking self-efficacy (p < 0.05) were higher in the TLVM group than in the TL group. Therefore, more and stronger effects were found in children who participated in the additional hands-on activities. PMID:27317617

  14. Developing Schools as Professional Learning Communities: The TL21 Experience

    ERIC Educational Resources Information Center

    Malone, Anthony; Smith, Gregory

    2010-01-01

    Over the last 2 decades, Irish schooling and society have gone through a period of significant structural and policy-driven change. To meet the emerging needs of the knowledge/learning society, schools and teachers are challenged to develop their capacities as "active learning communities". This places greater demands on teachers and schools to…

  15. Evolution of E-Learning Projects: A Creative Experience?

    ERIC Educational Resources Information Center

    Wakeford, Carol

    2011-01-01

    e-Learning Projects involve the construction by final year students of e-learning resources in project work. Students are supported in a blended training course in which they acquire appropriate skills and critically review eresources of their peers This paper describes innovations in course design that have lead to the evolution of eresources…

  16. Trainee Teachers' e-Learning Experiences of Computer Play

    ERIC Educational Resources Information Center

    Wright, Pam

    2009-01-01

    Pam Wright highlights the role of technology in providing situated learning opportunities for preservice teachers to explore the role commercial computer games may have in primary education. In a study designed to assess the effectiveness of an online unit on gaming incorporated into a course on learning technologies, Wright found that thoughtful…

  17. A Transformative Experience: Expanding My Teaching and Learning Horizon

    ERIC Educational Resources Information Center

    Kruger, Mellissa L.

    2012-01-01

    At the beginning of my academic journey I held the belief that I would learn to teach simply by teaching. To my dismay, I had underestimated the complicated nature of teaching in higher education and gave little consideration to the ways students learn. Feeling overwhelmed by my situation, I began questioning my teaching practices and student…

  18. Enriching the Undergraduate Experience through a Technology Learning Community.

    ERIC Educational Resources Information Center

    Freeman, Steven A.; Field, Dennis W.; Dyrenfurth, Michael J.

    2001-01-01

    At Iowa State University, industrial technology students participate in learning communities that include an introductory course; out-of-class activities; peer, faculty, and industrial mentors; and holistic assessment. Although worthwhile, learning communities require significant time and resources, and better technology-related holistic measures…

  19. The Sixth Floor: Museum Experiences as Learning Environments.

    ERIC Educational Resources Information Center

    Courtney, Sean

    The Sixth Floor museum in Dallas, Texas, is dedicated to the memory of the assassination of John F. Kennedy. The museum's success as a learning/instructional environment may be explained through a theory of learning and instructional design based on three components: authentic presence, collective design, and sacred connection. "Authentic…

  20. Self-Regulated Learning in Teaching: Students' Experiences

    ERIC Educational Resources Information Center

    Postholm, May Britt

    2011-01-01

    In this article, the concepts of self-regulated learning, learning strategies and metacognition are outlined theoretically and exemplified practically. The teachers and the students presented in the article are taking part in a research and development (R&D) work project. The focus of the article is on how the teachers implement learning…

  1. Creating Memorable Learning Experiences with Foldables in AP Human Geography

    ERIC Educational Resources Information Center

    Purcell, Jane

    2014-01-01

    Many teachers struggle with helping their students simultaneously comprehend and retain the information that they read. These classroom educators have students take notes (copious amounts of notes) that neither produces the intended learning effect nor actively engages the student in the learning process. One way to increase retention is through…

  2. Developing Social and Emotional Aspects of Learning: The American Experience

    ERIC Educational Resources Information Center

    Elias, Maurice J.; Moceri, Dominic C.

    2012-01-01

    Developments in American policy, research and professional development to promote social and emotional learning in schools have drawn on work carried out by the Collaborative for Academic, Social, and Emotional Learning (CASEL), encouraged by the popular and political catalyst of Daniel Goleman's work on emotional intelligence. Based on CASEL's…

  3. The Impact of Action Learning Experience on Reflective Practice

    ERIC Educational Resources Information Center

    Harris, Nicole S.

    2012-01-01

    This case study examines the changes that occur with respect to reflective practices as a result of participating in an action learning group through the identification of aspects/activities of action learning that contribute to such changes and the impact these aspects/activities had on the program participants at a department of the federal…

  4. Mentorship, Supervision and Learning Experience in PhD Education

    ERIC Educational Resources Information Center

    Linden, Jitka; Ohlin, Mats; Brodin, Eva M.

    2013-01-01

    The learning that ensued from the mentorship relationship on a mentorship program for doctoral students at a Swedish university was studied in three cases (two in social science and one in technology). The aim was: (a) to explore how doctoral students, their formal mentors and their supervisors describe their own learning, and how they perceive…

  5. Managing Learning Experiences in an AACSB Environment: Beyond the Classroom

    ERIC Educational Resources Information Center

    Spruell, James; Hawkins, Al; Vicknair, David

    2009-01-01

    The study explores the development and management of a rich learning environment that extends the traditional classroom to include significant co-curricular programs. Learning enrichment is guided by the individual mission of the business school, accreditation agency (AACSB), and in our case, the Jesuit mission. That central framework provides a…

  6. Blended Learning in MBA Education: A Cross-Cultural Experiment

    ERIC Educational Resources Information Center

    Magnier-Watanabe, Remy; Benton, Caroline; Herrig, Harald; Aba, Olivier

    2011-01-01

    e-Learning has entered the mainstream in higher education and many institutions are implementing technology-mediated learning at some level. This paper outlines the case of a course taught jointly in 2010 over three months by two graduate programmes in management at the University of Tsukuba in Japan and the Grenoble Ecole de Management in France…

  7. Flexible Learning Options: The Experiences and Perceptions of Regional Youth

    ERIC Educational Resources Information Center

    Msapenda, Vanessa; Hudson, Cate

    2013-01-01

    Over the past few decades a variety of alternative or re-entry educational programs have been developed in Australia as an approach to address early school leaving and promote engagement with learning. In South Australia, one of the largest initiatives has been the implementation of Flexible Learning Programs (FLPs) as part of the State…

  8. Learning through "e-Resources": The Experience of SMEs.

    ERIC Educational Resources Information Center

    Guile, David

    2002-01-01

    Describes how electronic resources can support learning in small and medium-sized enterprises by identifying connections among management strategy, technology deployment, and knowledge creation. Examples of emerging practices in the use of electronic resources are used to develop a matrix that matches type of learning (adaptive, collaborative,…

  9. Constructing a Cooperative Distance Learning System: The CORAL Experience.

    ERIC Educational Resources Information Center

    Chou, Chien; Sun, Chuen-Tsai

    1996-01-01

    Describes the development of the Cooperative Remotely Accessible Learning (CORAL) system on the Internet at National Chiao Tung University (Taiwan) that promotes cooperative constructive distance learning and provides the first comprehensive and networked courseware written in Chinese. Results of formative evaluation are described and future…

  10. How Dutch Employees Experience Freedom of Learning for Work

    ERIC Educational Resources Information Center

    van Dellen, Theo; Heidekamp, Ina

    2015-01-01

    This article focuses on the perceived freedom of Dutch employees to embark on workplace learning in terms of whether they feel it is "voluntary" or "compulsory". The paper is based on the findings of a large international explorative survey carried out by the Workplace Learning (WPL) Research Network (RN2) of the Asia-Europe…

  11. Research Experience for Undergraduates: an International Program Enhancing Interdisciplinary Learning

    NASA Astrophysics Data System (ADS)

    Pfiffner, S. M.; Davis, K. L.; Phelps, T. J.; Kieft, T. L.; Gihring, T. M.; Onstott, T. C.; Nthangeni, B.; Piater, L.; van Heerden, E.

    2004-12-01

    This NSF-funded research experience for undergraduates (REU) took place in South Africa, where gold mines provided outstanding field sites to investigate biogeochemical processes in deep subsurface environments. Underrepresented minorities were encouraged to participate. Cross-disciplinary training was a major ambition for this REU Site: Biogeochemical Educational Experiences - South Africa. Students were selected from diverse academic disciplines (biology, chemistry, and geology) to participate in this interdisciplinary research program. Research projects included characterizing microbial communities with molecular and biochemical techniques, cultivating microorganisms, utilizing geochemical and isotopic parameters to constrain nutrient cycling in groundwater, investigating extreme enzymes and examining functional genes. During the REU, students collected biofilms and fissure water emanating from gas-rich boreholes in 2-3 km deep mines and performed laboratory research in teams under joint mentorship of U.S. and South African scientists. Research teams consisted of three to five students with at least one student from each country and at least two of the disciplines represented. Team membership reflected students' ranking of their choices among mentor-proposed projects. The REU encouraged students to increase scientific knowledge across disciplines, improve oral and written communication skills, and explore cultural and international challenges for scientific research in the global community. Each research team presented oral progress reports to the other research teams to provide communication skill development and to provide a forum for data exchange and interpretation among the various disciplines. Oral communication training culminated in a public presentation by each team at a university/industry science symposium. Mentors reviewed students' writing skills as they prepared text on experimental design, research findings, data interpretation, and literature

  12. Learning to Solve Addition and Subtraction Word Problems in English as an Imported Language

    ERIC Educational Resources Information Center

    Verzosa, Debbie Bautista; Mulligan, Joanne

    2013-01-01

    This paper reports an intervention phase of a design study aimed to assist second-grade Filipino children in solving addition word problems in English, a language they primarily encounter only in school. With Filipino as the medium of instruction, an out-of-school pedagogical intervention providing linguistic and representational scaffolds was…

  13. Profiling Transitions in Emotional Development for Students with Additional Learning Needs

    ERIC Educational Resources Information Center

    Roberts, Eileen; Griffin, Patrick

    2009-01-01

    The aim of the research described in this article was to build a protocol for describing students' development of emotional knowledge and understanding, and to tailor this to the requirements of assessing the progress of students with additional needs. The paper reports the establishment of such a developmental profile, using procedures for…

  14. Reconceptualising "Identity Slippage": Additional Language Learning and (L2) Identity Development

    ERIC Educational Resources Information Center

    Armour, William

    2009-01-01

    This paper reconsiders the theoretical concept of "identity slippage" by considering a detailed exegesis of three model conversations taught to learners of Japanese as an additional language. To inform my analysis of these conversations and how they contribute to identity slippage, I have used the work of the systemic-functional linguist Jay Lemke…

  15. The Disciplinary Constraints of SLA and TESOL: Additive Bilingualism and Second Language Acquisition, Teaching and Learning

    ERIC Educational Resources Information Center

    May, Stephen

    2011-01-01

    For over 15 years now, various commentators have highlighted the 'monolingual bias' inherent in SLA and TESOL research, which invariably constructs bi/multilingualism in deficit terms. In contrast, these critics have advocated an additive bilingual approach to SLA and TESOL, albeit, not as yet to any great effect. In this paper, I explore why so…

  16. Exploring Teachers' Knowledge and Perceptions across Mathematics and Science through Content-Rich Learning Experiences in a Professional Development Setting

    ERIC Educational Resources Information Center

    Zwiep, Susan Gomez; Benken, Babette M.

    2013-01-01

    This paper examines upper elementary and middle school teachers' learning of mathematics and science content, how their perceptions of their disciplines and learning of that discipline developed through content-rich learning experiences, and the differences and commonalities of the teachers' learning experiences relative to content domain. This…

  17. Learning to fly? First experiences on team learning of Icaros cooperative

    NASA Astrophysics Data System (ADS)

    Juvonen, Pasi

    2013-05-01

    Icaros is an information technology (IT) cooperative that was originally owned by 11 IT degree programme students of Saimaa University of Applied Sciences. This article describes experiences and challenges of team building of these students who are called 'teampreneurs' during their first year as team entrepreneurs. The findings provided here are based on theme-based interviews and direct observations. The team learning experiences gained during their first year were related to lack of risks and challenges in team building. Previous studies related to team development suggest that cooperation and conflict, and also openness and confrontation, are essential elements for team development. Based on the findings, teampreneurs of Icaros were avoiding confrontation and conflict. These facts inhibited their development to a potential team and they were stuck in the pseudo-team stage with several parallel challenges. Later, after four teampreneurs decided to leave the Icaros cooperative, it created a crisis within the team and the Icaros was able to further develop as a team. The results suggest that team building needs lots of time and patience and cannot be hurried. Furthermore, the role of team coach is crucial in supporting the teampreneurs to confront their challenges related to relationships between each other within the team.

  18. Learning Science in the 21st century - a shared experience between schools

    NASA Astrophysics Data System (ADS)

    Pinto, Tânia; Soares, Rosa; Ruas, Fátima

    2015-04-01

    Problem Based Learning is considered an innovative teaching and learning inquiry methodology that is student centered, focused in the resolution of an authentic problem and in which the teacher acts like a facilitator of the work in small groups. In this process, it is expected that students develop attitudinal, procedural and communication skills, in addition to the cognitive typically valued. PBL implementation also allows the use of multiple educational strategies, like laboratorial experiments, analogue modeling or ICT (video animations, electronic presentations or software simulations, for instance), which can potentiate a more interactive environment in the classroom. In this study, taken in three schools in the north of Portugal, which resulted from the cooperation between three science teachers, with a 75 individuals sample, were examined students' opinions about the main difficulties and strengths concerning the PBL methodology, having as a common denominator the use of a laboratorial experiment followed by an adequate digital software as educational resource to interpret the obtained results and to make predictions (e.g. EarthQuake, Virtual Quake, Stellarium). The data collection methods were based on direct observation and questionnaires. The results globally show that this educational approach motivates students' towards science, helping them to solve problems from daily life and that the use of software was relevant, as well as the collaborative working. The cognitive strand continues to be the most valued by pupils.

  19. When Service-Learning Is Not a "Border-Crossing" Experience: Outcomes of a Graduate Spanish Online Course

    ERIC Educational Resources Information Center

    Carracelas-Juncal, Carmen

    2013-01-01

    Research on Spanish service-learning has focused mainly on the outcomes of service-learning for undergraduate students learning Spanish as a second language. This article examines the role of service-learning in a graduate online course for practicing Spanish teachers and the outcomes of the service-learning experience for three participants who…

  20. `Learning Experience' Provided by Science Teaching Practice in a Classroom and the Development of Students' Competences

    NASA Astrophysics Data System (ADS)

    Lopes, J. Bernardino; Branco, Julia; Jimenez-Aleixandre, Maria Pilar

    2011-11-01

    According to the literature, there is a very important corpus of knowledge that allows for the investigation of some dimensions of `learning experience' provided to students, in relation to epistemic, pedagogical and meta-cognitive practices. However, in the literature, there is little investigation into the invariance (or not) of the characteristics of students' learning experience while being taught a scientific subject by the same teacher. This paper suggests that the relationship between the learning experience provided and the competences developed is not properly highlighted. This paper analyses the learning experience provided to students in epistemic, pedagogical and meta-cognitive terms. The students were taught the proprieties and applications of light by one teacher, in three classes, over 7 weeks. We analysed the data in each referred learning experience, using a pre-defined category system. The students' competences were evaluated by a competence test. The epistemic demand of each item and the students' performances were also analysed. Our findings point to the non invariance of learning experiences provided to students and the influence of some dimensions of learning experiences provided in the development of certain competences. These findings and their implications are contextualized and discussed.

  1. The Neural Mechanisms of Social Learning from Fleeting Experience with Pain

    PubMed Central

    Fan, Yang-Teng; Chen, Chenyi; Cheng, Yawei

    2016-01-01

    Social learning is critical for humans to adapt and cope with rapidly changing surroundings. Although, neuroscience has focused on associative learning and pain empathy, the neural mechanisms of social learning through fleeting pain remains to be determined. This functional MRI study included three participant groups, to investigate how the neuro-hemodynamic response and subjective evaluation in response to the observation of hand actions were modulated by first-hand experience (FH), as well as indirect experience through social-observational (SO), and verbal-informed (VI) learning from fleeting pain. The results indicated, that these three learning groups share the common neuro-hemodynamic activations in the brain regions implicated in emotional awareness, memory, mentalizing, perspective taking, and emotional regulation. The anterior insular cortex (AIC) was commonly activated during these learning procedures. The amygdala was only activated by the FH. Dynamic causal modeling further indicated, that the SO and VI learning exhibited weaker connectivity strength from the AIC to superior frontal gyrus than did the FH. These findings demonstrate, that social learning elicits distinct neural responses from associative learning. The ontogeny of human empathy could be better understood with social learning from fleeting experience with pain. PMID:26903828

  2. The Neural Mechanisms of Social Learning from Fleeting Experience with Pain.

    PubMed

    Fan, Yang-Teng; Chen, Chenyi; Cheng, Yawei

    2016-01-01

    Social learning is critical for humans to adapt and cope with rapidly changing surroundings. Although, neuroscience has focused on associative learning and pain empathy, the neural mechanisms of social learning through fleeting pain remains to be determined. This functional MRI study included three participant groups, to investigate how the neuro-hemodynamic response and subjective evaluation in response to the observation of hand actions were modulated by first-hand experience (FH), as well as indirect experience through social-observational (SO), and verbal-informed (VI) learning from fleeting pain. The results indicated, that these three learning groups share the common neuro-hemodynamic activations in the brain regions implicated in emotional awareness, memory, mentalizing, perspective taking, and emotional regulation. The anterior insular cortex (AIC) was commonly activated during these learning procedures. The amygdala was only activated by the FH. Dynamic causal modeling further indicated, that the SO and VI learning exhibited weaker connectivity strength from the AIC to superior frontal gyrus than did the FH. These findings demonstrate, that social learning elicits distinct neural responses from associative learning. The ontogeny of human empathy could be better understood with social learning from fleeting experience with pain. PMID:26903828

  3. Word learning in adults with second language experience: Effects of phonological and referent familiarity

    PubMed Central

    Kaushanskaya, Margarita; Yoo, Jeewon; Van Hecke, Stephanie

    2014-01-01

    Purpose The goal of this research was to examine whether phonological familiarity exerts different effects on novel word learning for familiar vs. unfamiliar referents, and whether successful word-learning is associated with increased second-language experience. Method Eighty-one adult native English speakers with various levels of Spanish knowledge learned phonologically-familiar novel words (constructed using English sounds) or phonologically-unfamiliar novel words (constructed using non-English and non-Spanish sounds) in association with either familiar or unfamiliar referents. Retention was tested via a forced-choice recognition-task. A median-split procedure identified high-ability and low-ability word-learners in each condition, and the two groups were compared on measures of second-language experience. Results Findings suggest that the ability to accurately match newly-learned novel names to their appropriate referents is facilitated by phonological familiarity only for familiar referents but not for unfamiliar referents. Moreover, more extensive second-language learning experience characterized superior learners primarily in one word-learning condition: Where phonologically-unfamiliar novel words were paired with familiar referents. Conclusions Together, these findings indicate that phonological familiarity facilitates novel word learning only for familiar referents, and that experience with learning a second language may have a specific impact on novel vocabulary learning in adults. PMID:22992709

  4. Combustion Module-2 Preparations Completed for SPACEHAB Mission Including the Addition of a New Major Experiment

    NASA Technical Reports Server (NTRS)

    Over, Ann P.

    2001-01-01

    The Combustion Module-1 (CM-1) was a large, state-of-the-art space shuttle Spacelab facility that was designed, built, and operated on STS-83 and STS-94 by a team from the NASA Glenn Research Center composed of civil servants and local support contractors (Analex and Zin Technologies). CM-1 accomplished the incredible task of providing a safe environment to support flammable and toxic gases while providing a suite of diagnostics for science measurements more extensive than any prior shuttle experiment (or anything since). Finally, CM-1 proved that multiple science investigations can be accommodated in one facility, a crucial step for Glenn's Fluids and Combustion Facility developed for the International Space Station. However, the story does not end with CM-1. In 1998, CM-2 was authorized to take the CM-1 accomplishments a big step further by completing three major steps: Converting the entire experiment to operate in a SPACEHAB module. Conducting an extensive hardware refurbishment and upgrading diagnostics (e.g., cameras, gas chromatograph, and numerous sensors). Adding a new, completely different combustion experiment.

  5. Laser Additive Melting and Solidification of Inconel 718: Finite Element Simulation and Experiment

    NASA Astrophysics Data System (ADS)

    Romano, John; Ladani, Leila; Sadowski, Magda

    2016-03-01

    The field of powdered metal additive manufacturing is experiencing a surge in public interest finding uses in aerospace, defense, and biomedical industries. The relative youth of the technology coupled with public interest makes the field a vibrant research topic. The authors have expanded upon previously published finite element models used to analyze the processing of novel engineering materials through the use of laser- and electron beam-based additive manufacturing. In this work, the authors present a model for simulating fabrication of Inconel 718 using laser melting processes. Thermal transport phenomena and melt pool geometries are discussed and validation against experimental findings is presented. After comparing experimental and simulation results, the authors present two correction correlations to transform the modeling results into meaningful predictions of actual laser melting melt pool geometries in Inconel 718.

  6. Additional results on space environmental effects on polymer matrix composites: Experiment A0180

    NASA Technical Reports Server (NTRS)

    Tennyson, R. C.

    1992-01-01

    Additional experimental results on the atomic oxygen erosion of boron, Kevlar, and graphite fiber reinforced epoxy matrix composites are presented. Damage of composite laminates due to micrometeoroid/debris impacts is also examined with particular emphasis on the relationship between damage area and actual hole size due to particle penetration. Special attention is given to one micrometeoroid impact on an aluminum base plate which resulted in ejecta visible on an adjoining vertical flange structure.

  7. My Strangest Learning Experience or, Dr. Savage, Man against Time.

    ERIC Educational Resources Information Center

    Koch, Richard

    1986-01-01

    Affectionately remembers a college professor and his particular approach to poetry reading and discourse. Refers to a Sufi tale regarding teaching and learning to demystify previous philosophical and pedagogical confusion. (JK)

  8. An Experiment in Programmed Learning in Physical Chemistry for Metallurgists.

    ERIC Educational Resources Information Center

    Hinchliffe, Philip R.

    1982-01-01

    Substantially self-paced programed learning at Sheffield City Polytechnic Metallurgy Department was found to be better than conventional lectures, provided that new topic areas covered were relatively small, as demonstrated by using inexpensive, simple instructional materials. (Author/JN)

  9. Enhancing computing skills of low-achieving students via e-learning: a design experiment of Web-based, problem-based learning and self-regulated learning.

    PubMed

    Lee, Tsang-Hsiung; Shen, Pei-Di; Tsai, Chia-Wen

    2008-08-01

    A design experiment was conducted applying Web-based problem-based learning (PBL), self-regulated learning (SRL), or their combination to help low-achieving students improve their skills of deploying application software in a compulsory course at a vocational school in Taiwan. The effects were encouraging and mostly positive. However, students' inertia to change routines of learning inherited from a culture of taking standard tests found in e-learning practice is quite common. A teacher's awareness of these changes and associated resistance may increase likelihood of e-learning success for future trials. Some modifications of the design are thus suggested for the next round of the experiment. PMID:18721091

  10. E-Learning: In Search of a Total Learning Experience (TLE).

    ERIC Educational Resources Information Center

    Kuan, Eric Lim Tze; Weber, Ian

    This paper provides a holistic approach to viewing the e-learning phenomenon from a theoretical perspective. It constructs a framework for e-learning development by drawing upon the literature for learning models. knowledge management and utilization of technology for electronic education. In so doing, it conceptualizes the continuous and…

  11. Motivating Students through Positive Learning Experiences: A Comparison of Three Learning Designs for Computer Programming Courses

    ERIC Educational Resources Information Center

    Lykke, Marianne; Coto, Mayela; Jantzen, Christian; Mora, Sonia; Vandel, Niels

    2015-01-01

    Based on the assumption that wellbeing, positive emotions and engagement influence motivation for learning, the aim of this paper is to provide insight into students' emotional responses to and engagement in different learning designs. By comparing students' reports on the experiential qualities of three different learning designs, their…

  12. FORUM: Affective Learning. Students' Affective Learning as Affective Experience: Significance, Reconceptualization, and Future Directions

    ERIC Educational Resources Information Center

    Bolkan, San

    2015-01-01

    The mission of "Communication Education" is to publish the best research on communication and learning. Researchers study the communication-learning interface in many ways, but a common approach is to explore how instructor and student communication can lead to better learning outcomes. Although scholars have long classified learning…

  13. Virtual Action Learning: Experiences from a Study of an SME e-Learning Programme

    ERIC Educational Resources Information Center

    Stewart, Jean-Anne; Alexander, Gillian

    2006-01-01

    This paper presents the findings from a project investigating management development for SME managers using an action learning programme, combining both face-to-face workshops and a virtual action learning environment. This programme was undertaken as part of the ENSeL (Engaging Networks for Sustainable eLearning) project, which was supported by…

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

    ERIC Educational Resources Information Center

    Sanchez, Adolfo; Mejia, Andres

    2008-01-01

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

  15. Experiments to Populate and Validate a Processing Model for Polyurethane Foam: Additional Data for Structural Foams.

    SciTech Connect

    Rao, Rekha R.; Celina, Mathias C.; Giron, Nicholas Henry; Long, Kevin Nicholas; Russick, Edward M.

    2015-01-01

    We are developing computational models to help understand manufacturing processes, final properties and aging of structural foam, polyurethane PMDI. Th e resulting model predictions of density and cure gradients from the manufacturing process will be used as input to foam heat transfer and mechanical models. BKC 44306 PMDI-10 and BKC 44307 PMDI-18 are the most prevalent foams used in structural parts. Experiments needed to parameterize models of the reaction kinetics and the equations of motion during the foam blowing stages were described for BKC 44306 PMDI-10 in the first of this report series (Mondy et al. 2014). BKC 44307 PMDI-18 is a new foam that will be used to make relatively dense structural supports via over packing. It uses a different catalyst than those in the BKC 44306 family of foams; hence, we expect that the reaction kineti cs models must be modified. Here we detail the experiments needed to characteriz e the reaction kinetics of BKC 44307 PMDI-18 and suggest parameters for the model based on these experiments. In additi on, the second part of this report describes data taken to provide input to the preliminary nonlinear visco elastic structural response model developed for BKC 44306 PMDI-10 foam. We show that the standard cu re schedule used by KCP does not fully cure the material, and, upon temperature elevation above 150 o C, oxidation or decomposition reactions occur that alter the composition of the foam. These findings suggest that achieving a fully cured foam part with this formulation may be not be possible through therma l curing. As such, visco elastic characterization procedures developed for curing thermosets can provide only approximate material properties, since the state of the material continuously evolves during tests.

  16. Middeck Active Control Experiment Reflight (MACE II): lessons learned and reflight status

    NASA Astrophysics Data System (ADS)

    Ninneman, Ronald R.; Denoyer, Keith K.

    2000-06-01

    The Air Force Research Laboratory (AFRL) is sponsoring the Middeck Active Control Experiment Reflight (MACE II) Program. MACE II is a manned space experiment that evaluates the capabilities of adaptive control of flexible structures in the zero-g environment of the space shuttle's Middeck. MACE II has grown out of lessons learned from the original MACE flight and from AFRL sponsored structural control experiments. Previous experiments required extensive testing and 'tuning' for their particular test environment to meet their performance expectations. Such a process is too inefficient to be seriously considered for operational systems, especially space-based systems where access is limited. MACE II takes the next logical step by evaluating the capability of adaptive structural control algorithms AFRL has assembled a team of five small businesses and universities to develop and evaluate several adaptive control methodologies. In addition, AFRL has recruited a second science team led by the Massachusetts Institute of Technology to evaluate control system for time-varying and geometrically nonlinear systems. This paper is an overview of the AFRL science team only.

  17. In situ vitrification and the effects of soil additives; A mixture experiment case study

    SciTech Connect

    Piepel, G.F.; Shade, J.W. )

    1992-01-01

    This paper presents a case study involving in situ vitrification (ISV), a process for immobilizing chemical or nuclear wastes in soil by melting-dissolving the contaminated soil into a glass block. One goal of the study was to investigate how viscosity and electrical conductivity were affected by mixing CaO and Na{sub 2}O with soil. A three-component constrained-region mixture experiment design was generated and the viscosity and electrical conductivity data collected. Several second-order mixture models were considered, and the Box-Cox transformation technique was applied to select property transformations. The fitted models were used to produce contour and component effects plots.

  18. Self-Willed Learning: Experiments in Wild Pedagogy

    ERIC Educational Resources Information Center

    Jickling, Bob

    2015-01-01

    This paper is comprised of written text and photographs of wild experiences that relive a series of ontological experiments. The text represents reflections on these experiences. The photographs, artistic expressions of the same experiences, have been made with a homemade pinhole camera--without a lens and viewfinder--thus demanding special…

  19. Additive manufacture (3d printing) of plasma diagnostic components and assemblies for fusion experiments

    NASA Astrophysics Data System (ADS)

    Sieck, Paul; Woodruff, Simon; Stuber, James; Romero-Talamas, Carlos; Rivera, William; You, Setthivoine; Card, Alexander

    2015-11-01

    Additive manufacturing (or 3D printing) is now becoming sufficiently accurate with a large range of materials for use in printing sensors needed universally in fusion energy research. Decreasing production cost and significantly lowering design time of energy subsystems would realize significant cost reduction for standard diagnostics commonly obtained through research grants. There is now a well-established set of plasma diagnostics, but these expensive since they are often highly complex and require customization, sometimes pace the project. Additive manufacturing (3D printing) is developing rapidly, including open source designs. Basic components can be printed for (in some cases) less than 1/100th costs of conventional manufacturing. We have examined the impact that AM can have on plasma diagnostic cost by taking 15 separate diagnostics through an engineering design using Conventional Manufacturing (CM) techniques to determine costs of components and labor costs associated with getting the diagnostic to work as intended. With that information in hand, we set about optimizing the design to exploit the benefits of AM. Work performed under DOE Contract DE-SC0011858.

  20. Motivation, Learning, and Transformative Experience: A Study of Deep Engagement in Science

    ERIC Educational Resources Information Center

    Pugh, Kevin J.; Linnenbrink-Garcia, Lisa; Koskey, Kristin L. K.; Stewart, Victoria C.; Manzey, Christine

    2010-01-01

    This study investigated the prevalence of transformative experiences, antecedents of transformative experience, and the relation between transformative experience and deep-level learning (conceptual change and transfer) for high school biology students (N = 166). Results suggested that the high school students in our sample typically engaged in…