Science.gov

Sample records for additional learning experiences

  1. 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…

  2. 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

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

    PubMed

    Kirsch, Louise P; Cross, Emily S

    2015-12-01

    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.

  4. Using Experience for Learning.

    ERIC Educational Resources Information Center

    Boud, David, Ed.; And Others

    This book contains 13 articles on learning from experience and its relationship to adult learning and adult education. The introductory article, "Understanding Learning from Experience" (Boud, Cohen, Walker), examines five propositions about learning from experience. The following papers are organized into three sections that focus…

  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. Experiment in Structural Learning.

    ERIC Educational Resources Information Center

    Diener, Z. P.

    The concern of the experiment is to find out the roles of abstraction and generalization in the learning of mathematical structures. The basic question is whether to generalize before abstracting or vice-versa in order to maximize transfer. The experiment involves four mathematical tasks and a transfer of activity. Experimental procedures are…

  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. Mobile Assisted Language Learning Experiences

    ERIC Educational Resources Information Center

    Kim, Daesang; Ruecker, Daniel; Kim, Dong-Joong

    2017-01-01

    The purpose of this study was to investigate the benefits of learning with mobile technology for TESOL students and to explore their perceptions of learning with this type of technology. The study provided valuable insights on how students perceive and adapt to learning with mobile technology for effective learning experiences for both students…

  9. Identifying different learning styles to enhance the learning experience.

    PubMed

    Anderson, Irene

    2016-10-12

    Identifying your preferred learning style can be a useful way to optimise learning opportunities, and can help learners to recognise their strengths and areas for development in the way that learning takes place. It can also help teachers (educators) to recognise where additional activities are required to ensure the learning experience is robust and effective. There are several models available that may be used to identify learning styles. This article discusses these models and considers their usefulness in healthcare education. Models of teaching styles are also considered.

  10. 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…

  11. 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…

  12. 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…

  13. A Unique Governance Learning Experience

    ERIC Educational Resources Information Center

    Baptista, Margo

    2016-01-01

    This paper reports on some of the findings of a 2008-2009 graduate study conducted as a shared organizational learning experience for the Grant MacEwan College (now MacEwan University) Board of Governors to learn about a vital board governance responsibility--presidential search. Through a facilitated, qualitative action research exercise,…

  14. 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…

  15. Learning Disability: Experience of Diagnosis

    ERIC Educational Resources Information Center

    Kenyon, Elinor; Beail, Nigel; Jackson, Tom

    2014-01-01

    Studies have focused on the experience of diagnosis from the perspectives of parents of children with learning disabilities, but there has been limited methodologically rigorous investigation into the experience for the person themselves. Eight participants were recruited from a range of different backgrounds. Interviews were analysed using…

  16. 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…

  17. 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.

  18. 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…

  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. 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…

  1. Language experience changes subsequent learning.

    PubMed

    Onnis, Luca; Thiessen, Erik

    2013-02-01

    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.

  2. 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

  3. 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

  4. Language Learning Strategies of Multilingual Adults Learning Additional Languages

    ERIC Educational Resources Information Center

    Dmitrenko, Violetta

    2017-01-01

    The main goal consisted in identifying and bringing together strategies of multilinguals as a particular learner group. Therefore, research was placed in the intersection of the three fields: language learning strategies (LLS), third language acquisition (TLA), and the didactics of plurilingualism. First, the paper synthesises the major findings…

  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. 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…

  7. 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…

  8. 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

  9. Assessment for Learning and Teacher Learning Communities: UK Teachers' Experiences

    ERIC Educational Resources Information Center

    Hargreaves, Eleanore

    2013-01-01

    In this paper, I explore the experiences of secondary teachers in four London schools [UK] who participated in Teacher Learning Communities, defined as meetings in which professional learning was supported as they learned about Assessment for Learning (AfL). The claim for these communities is that they lead to sustained improvements in teaching…

  10. 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…

  11. Teaching and Learning Fraction Addition on Number Lines

    ERIC Educational Resources Information Center

    Izsak, Andrew; Tillema, Erik; Tunc-Pekkan, Zelha

    2008-01-01

    We present a case study of teaching and learning fraction addition on number lines in one sixth-grade classroom that used the Connected Mathematics Project Bits and Pieces II materials. Our main research questions were (1) What were the primary cognitive structures through which the teacher and students interpreted the lessons? and (2) Were the…

  12. INCIDENT REPORTING: LEARNING FROM EXPERIENCE

    SciTech Connect

    Weiner, Steven C.; Kinzey, Bruce R.; Dean, Jesse D.; Davis, Patrick B.; Ruiz, Antonio

    2007-09-12

    Experience makes a superior teacher. Sharing the details surrounding safety events is one of the best ways to help prevent their recurrence elsewhere. This approach requires an open, non-punitive environment to achieve broad benefits. The Hydrogen Incident Reporting Tool (www.h2incidents.org) is intended to facilitate the sharing of lessons learned and other relevant information gained from actual experiences using and working with hydrogen and hydrogen systems. Its intended audience includes those involved in virtually any aspect of hydrogen technology, systems and use, with an emphasis towards energy and transportation applications. The database contains records of safety events both publicly available and/or voluntarily submitted. Typical records contain a general description of the occurrence, contributing factors, equipment involved, and some detailing of consequences and changes that have been subsequently implemented to prevent recurrence of similar events in the future. The voluntary and confidential nature and other characteristics surrounding the database mean that any analysis of apparent trends in its contents cannot be considered statistically valid for a universal population. A large portion of reported incidents have occurred in a laboratory setting due to the typical background of the reporting projects, for example. Yet some interesting trends are becoming apparent even at this early stage of the database’s existence and general lessons can already be taken away from these experiences. This paper discusses the database and a few trends that have already become apparent for the reported incidents. Anticipated future uses of this information are also described. This paper is intended to encourage wider participation and usage of the incidents reporting database and to promote the safety benefits offered by its contents.

  13. 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…

  14. 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…

  15. 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)

  16. 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…

  17. 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.

  18. Recording the Learning Experiences of Education Students.

    ERIC Educational Resources Information Center

    James, Chris

    1992-01-01

    To aid teacher training, the Record of Student Learning Experience (ROSE) gives formal recognition to experiences students bring to courses, identifies individual learning needs, encourages self-direction, empowers students, identifies development needs for induction to schools, and highlights the complexity of teaching. Describes first and second…

  19. 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…

  20. 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,…

  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. 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…

  3. Experience of cooperative learning in engineering

    NASA Astrophysics Data System (ADS)

    Maceiras, Rocio; Cancela, Angeles; Urréjola, Santiago; Sánchez, Angel

    2011-03-01

    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 the university when the number of students is not too high. The authors' observation indicates that students did not show a lot of interest towards the new learning style but their resistance changed once they began the activity. The Jigsaw method has proved to be a useful tool for improving the learning process so that students have the opportunity to participate actively in the learning activities.

  4. Using E-Learning to Enhance the Learning of Additional Languages--A Pilot Comparative Study

    ERIC Educational Resources Information Center

    Hilton, Gillian L. S.

    2013-01-01

    This paper is concerned with a small pilot study to ascertain the use of, and changes in the use of e-learning to promote the learning of foreign and additional languages in a variety of countries in Europe. It was undertaken by individual researchers in an attempt to examine how the drive towards the teaching of new languages, encouraged by the…

  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. Eye Tracking System for Enhanced Learning Experiences

    ERIC Educational Resources Information Center

    Sungkur, R. K.; Antoaroo, M. A.; Beeharry, A.

    2016-01-01

    Nowadays, we are living in a world where information is readily available and being able to provide the learner with the best suited situations and environment for his/her learning experiences is of utmost importance. In most learning environments, information is basically available in the form of written text. According to the eye-tracking…

  7. 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…

  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. 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…

  10. Powerful Learning Experiences and Suzuki Music Teachers

    ERIC Educational Resources Information Center

    Reuning-Hummel, Carrie; Meyer, Allison; Rowland, Gordon

    2016-01-01

    Powerful Learning Experiences (PLEs) of Suzuki music teachers were examined in this fifth study in a series. The definition of a PLE is: "Experiences that stand out in memory because of their high quality, their impact on one's thoughts and actions over time, and their transfer to a wide range of contexts and circumstances." Ten…

  11. 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…

  12. 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.

  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. 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.

  15. 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.

  16. 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…

  17. 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.

  18. Enhanced Experience Replay for Deep Reinforcement Learning

    DTIC Science & Technology

    2015-11-01

    Temporal-difference Q-learning is used to train the network, and a memory of state–action–reward transitions is kept and used in an experience-reply...al. 2015) uses a convolutional neural network to automatically extract relevant features from the video-game display, then uses reinforcement...situations. To counteract this problem, a memory of past experiences (the state–action–reward information) is stored during training and the network is

  19. 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…

  20. Researching Graduates' Lived Experiences of Vocational Learning

    ERIC Educational Resources Information Center

    Leach, Tony

    2012-01-01

    The aim of this article is to exemplify the value of using a phenomenological approach when investigating graduates' lived experiences of vocational learning. For this study, qualitative data was obtained during a series of email interviews with 35 participants. As a group they are highly aspirational and, during their graduate studies, were…

  1. 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)

  2. 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…

  3. Transformative Learning Experience: Aim Higher, Gain More

    ERIC Educational Resources Information Center

    Wilson, Brent G.; Parrish, Patrick E.

    2011-01-01

    A transformative learning experience (TLE) is an especially meaningful encounter that leaves a lasting impact on a person's sense of competence or place in the world. The construct of TLE is presented in transactional terms as an irreducible interplay between learner and the world (including the natural world, artifacts, and other people).…

  4. 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…

  5. 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…

  6. Obstetrical staff nurses experiences of clinical learning.

    PubMed

    Veltri, Linda M

    2015-01-01

    The clinical learning experience is used in nursing programs of study worldwide to prepare nurses for professional practice. This study's purpose was to use Naturalistic Inquiry to understand the experiences of staff nurses in an obstetrical unit with undergraduate nursing students present for clinical learning. A convenience sample of 12 staff nurses, employed on a Family Birth Center, participated in semi-structured interviews. The constant comparative method as modified by Lincoln and Guba was used to analyze data. Five themes related to staff nurses experiences of clinical learning were identified: Giving and Receiving; Advancing Professionally and Personally; Balancing Act; Getting to Know and Working with You; and Past and Present. This research highlights staff nurses' experiences of clinical learning in undergraduate nursing education. Staff nurses exert a powerful, long lasting influence on students. A need exists to prepare and judiciously select nurses to work with students. Clinical agencies and universities can take joint responsibility providing tangible incentives, financial compensation, and recognition to all nurses working with nursing students.

  7. e-Learning: The Student Experience

    ERIC Educational Resources Information Center

    Gilbert, Jennifer; Morton, Susan; Rowley, Jennifer

    2007-01-01

    The paper draws on in-depth qualitative comments from student evaluation of an e-learning module on an MSc in Information Technologies and Management, to develop a picture of their perspective on the experience. Questionnaires that yielded some basic quantitative data and a rich seam of qualitative data were administered. General questions on…

  8. The experience of learning Emotionally Focused Couples Therapy.

    PubMed

    Sandberg, Jonathan G; Knestel, Andrea

    2011-10-01

    This study examined the process of learning Emotionally Focused Couples Therapy (EFT) as reported by 122 EFT therapists and therapists-in-training. Participants completed an online questionnaire assessing their experiences of learning EFT, with particular emphasis on EFT theory, alliance, interventions, perceived impact on clients, and impact on self. Findings suggest that therapists are drawn to the attachment-based model of EFT, appreciate the EFT framework and structure, that clients endorse the usefulness of the model and that learning the model has contributed to personal healing and improved relationships for the trainees. Results also show that the transition to EFT from another model can be taxing and requires time, support, and additional supervision/training to increase comfort level and competency with EFT. Nevertheless, results also highlight that learning EFT can be a rewarding and worthwhile endeavor.

  9. A Bridge to Active Learning: A Summer Bridge Program Helps Students Maximize Their Active-Learning Experiences and the Active-Learning Experiences of Others

    PubMed Central

    Cooper, Katelyn M.; Ashley, Michael; Brownell, Sara E.

    2017-01-01

    National calls to improve student academic success in college have sparked the development of bridge programs designed to help students transition from high school to college. We designed a 2-week Summer Bridge program that taught introductory biology content in an active-learning way. Through a set of exploratory interviews, we unexpectedly identified that Bridge students had developed sophisticated views of active learning, even though this was not an explicit goal of the program. We conducted an additional set of semistructured interviews that focused on active learning and compared the interviews of Bridge students with those from non-Bridge students who had been eligible for but did not participate in the program. We used the constant comparative method to identify themes from the interviews. We found that Bridge students perceived that, because they knew how to approach active learning and viewed it as important, they benefited more from active learning in introductory biology than non-Bridge students. Specifically, Bridge students seemed to be more aware of their own learning gains from participating in active learning. Compared with the majority of non-Bridge students, the majority of Bridge students described using a greater variety of strategies to maximize their experiences in active learning. Finally, in contrast to non-Bridge students, Bridge students indicated that they take an equitable approach to group work. These findings suggest that we may be able to prime students to maximize their own and other’s experiences in active learning. PMID:28232588

  10. A Bridge to Active Learning: A Summer Bridge Program Helps Students Maximize Their Active-Learning Experiences and the Active-Learning Experiences of Others.

    PubMed

    Cooper, Katelyn M; Ashley, Michael; Brownell, Sara E

    2017-01-01

    National calls to improve student academic success in college have sparked the development of bridge programs designed to help students transition from high school to college. We designed a 2-week Summer Bridge program that taught introductory biology content in an active-learning way. Through a set of exploratory interviews, we unexpectedly identified that Bridge students had developed sophisticated views of active learning, even though this was not an explicit goal of the program. We conducted an additional set of semistructured interviews that focused on active learning and compared the interviews of Bridge students with those from non-Bridge students who had been eligible for but did not participate in the program. We used the constant comparative method to identify themes from the interviews. We found that Bridge students perceived that, because they knew how to approach active learning and viewed it as important, they benefited more from active learning in introductory biology than non-Bridge students. Specifically, Bridge students seemed to be more aware of their own learning gains from participating in active learning. Compared with the majority of non-Bridge students, the majority of Bridge students described using a greater variety of strategies to maximize their experiences in active learning. Finally, in contrast to non-Bridge students, Bridge students indicated that they take an equitable approach to group work. These findings suggest that we may be able to prime students to maximize their own and other's experiences in active learning.

  11. Experience, Reflect, Critique: The End of the "Learning Cycles" Era

    ERIC Educational Resources Information Center

    Seaman, Jayson

    2008-01-01

    According to prevailing models, experiential learning is by definition a stepwise process beginning with direct experience, followed by reflection, followed by learning. It has been argued, however, that stepwise models inadequately explain the holistic learning processes that are central to learning from experience, and that they lack scientific…

  12. 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…

  13. 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.

  14. 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.

  15. Effect of sensory experience on motor learning strategy.

    PubMed

    Zhou, Shou-Han; Oetomo, Denny; Tan, Ying; Mareels, Iven; Burdet, Etienne

    2015-02-15

    It is well known that the central nervous system automatically reduces a mismatch in the visuomotor coordination. Can the underlying learning strategy be modified by environmental factors or a subject's learning experiences? To elucidate this matter, two groups of subjects learned to execute reaching arm movements in environments with task-irrelevant visual cues. However, one group had previous experience of learning these movements using task-relevant visual cues. The results demonstrate that the two groups used different learning strategies for the same visual environment and that the learning strategy was influenced by prior learning experience.

  16. Learning Basic Addition Facts from Choosing between Alternative Answers

    ERIC Educational Resources Information Center

    van Galen, Mirte S.; Reitsma, Pieter

    2010-01-01

    The acquisition of addition facts was investigated in a practice study. Participants were 103 Grade 1 children who practiced simple addition problems with three different methods: (a) writing down the answer, (b) choosing between two alternative answers, and (c) filling in the second missing addend. On a test with simple addition problems,…

  17. 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.

  18. 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…

  19. 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.

  20. Alpbach Summer School - a unique learning experience

    NASA Astrophysics Data System (ADS)

    Kern, K.; Aulinas, J.; Clifford, D.; Krejci, D.; Topham, R.

    2011-12-01

    The Alpbach Summer School is a ten-day program that provides a unique opportunity for young european science and engineering students, both undergraduate and graduate, to learn how to approach the entire design process of a space mission. The theme of the 2010 Summer School was "New Space Missions to Understand Climate Change", a current, challenging, very broad and complex topic. The program was established more than 35 years ago and is organised in two interrelated parts: a series of lectures held by renowned experts in the field (in the case of this specific year, climate change and space engineering experts) that provides a technical and scientific background for the workshops that follow, the core of the Summer School. For the workshops the students are split into four international, interdisciplinary teams of about 15 students. In 2010 every team had to complete a number of tasks, four in total: (1) identify climate change research gaps and design a space mission that has not yet been flown or proposed, (2) define the science objectives and requirements of the mission, (3) design a spacecraft that meets the mission requirements, which includes spacecraft design and construction, payload definition, orbit calculations, but also the satellite launch, operation and mission costs and (4) write up a short mission proposal and present the results to an expert review panel. Achieving these tasks in only a few days in a multicultural, interdisciplinary team represents a major challenge for all participants and provides an excellent practical learning experience. Over the course of the program, students do not just learn facts about climate change and space engineering, but scientists also learn from engineers and engineers from scientists. The participants have to deepen their knowledge in an often unfamiliar field, develop organisational and team-work skills and work under pressure. Moreover, teams are supported by team and roving tutors and get the opportunity to

  1. 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"…

  2. 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.

  3. Limits on Learning Phonotactic Constraints from Recent Production Experience

    ERIC Educational Resources Information Center

    Warker, Jill A.; Dell, Gary S.; Whalen, Christine A.; Gereg, Samantha

    2008-01-01

    Adults can learn new artificial phonotactic constraints by producing syllables that exhibit the constraints. The experiments presented here tested the limits of phonotactic learning in production using speech errors as an implicit measure of learning. Experiment 1 tested a constraint in which the placement of a consonant as an onset or coda…

  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. 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…

  6. 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…

  7. 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…

  8. Vocal learning is constrained by the statistics of sensorimotor experience.

    PubMed

    Sober, Samuel J; Brainard, Michael S

    2012-12-18

    The brain uses sensory feedback to correct behavioral errors. Larger errors by definition require greater corrections, and many models of learning assume that larger sensory feedback errors drive larger motor changes. However, an alternative perspective is that larger errors drive learning less effectively because such errors fall outside the range of errors normally experienced and are therefore unlikely to reflect accurate feedback. This is especially crucial in vocal control because auditory feedback can be contaminated by environmental noise or sensory processing errors. A successful control strategy must therefore rely on feedback to correct errors while disregarding aberrant auditory signals that would lead to maladaptive vocal corrections. We hypothesized that these constraints result in compensation that is greatest for smaller imposed errors and least for larger errors. To test this hypothesis, we manipulated the pitch of auditory feedback in singing Bengalese finches. We found that learning driven by larger sensory errors was both slower than that resulting from smaller errors and showed less complete compensation for the imposed error. Additionally, we found that a simple principle could account for these data: the amount of compensation was proportional to the overlap between the baseline distribution of pitch production and the distribution experienced during the shift. Correspondingly, the fraction of compensation approached zero when pitch was shifted outside of the song's baseline pitch distribution. Our data demonstrate that sensory errors drive learning best when they fall within the range of production variability, suggesting that learning is constrained by the statistics of sensorimotor experience.

  9. Pupils' Perceptions of the Foreign Language Learning Experience.

    ERIC Educational Resources Information Center

    Chambers, Gary N.

    1998-01-01

    Presents findings relating to a study on pupils' perceptions of the in-school foreign language learning experience. The study is part of a longitudinal study on the motivational perspectives of secondary pupils learning German. (Author/VWL)

  10. Learning Outcomes in College Academic Service-Learning Experiences: So Much May Factor into Assessing Such Experiences

    ERIC Educational Resources Information Center

    Corso, Gail Shanley

    2008-01-01

    This essay shows the range to complexity for assessing academic service learning experiences. Corso recommends that instructors understand expectations for cognition, affective response, and communication competence as they place students into academic service learning experiences and as they assess learning outcomes within such contexts. Corso…

  11. Consonance and Dissonance in Students' Learning Experience

    ERIC Educational Resources Information Center

    Cano, F.

    2005-01-01

    This investigation examined, in 1012 secondary students, both consonant and dissonant response patterns in approaches to learning (evaluated using the LPQ questionnaire; [Biggs, J. (1987). Learning process questionnaire. Melbourne: Australian Council for Educational Research]) as well as in learning conceptions and learning strategies (examined…

  12. Student experiences of learning portfolios in occupational therapy education.

    PubMed

    Funk, Karen P

    2007-01-01

    Learning portfolios are used extensively in general education; however, limited information is available regarding its usage and value in occupational therapy education. This article discusses the experiences of 30 senior-level occupational therapy students who used student-learning portfolios as a method of comprehensive learning within an upper extremity orthotics and prosthetics course. Results indicated that portfolios assisted students in structuring their learning environment, documented their learning journey, highlighted their achievements, and developed professional skills of organization, motivation, and higher-ordered thinking. Implications of this study lend support towards using student-learning portfolios as a teaching tool to facilitate more holistic and effective student-centered learning environments.

  13. 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)

  14. 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.

  15. English Language Proficiency and Early School Attainment Among Children Learning English as an Additional Language.

    PubMed

    Whiteside, Katie E; Gooch, Debbie; Norbury, Courtenay F

    2016-09-20

    Children learning English as an additional language (EAL) often experience lower academic attainment than monolingual peers. In this study, teachers provided ratings of English language proficiency and social, emotional, and behavioral functioning for 782 children with EAL and 6,485 monolingual children in reception year (ages 4-5). Academic attainment was assessed in reception and Year 2 (ages 6-7). Relative to monolingual peers with comparable English language proficiency, children with EAL displayed fewer social, emotional, and behavioral difficulties in reception, were equally likely to meet curriculum targets in reception, and were more likely to meet targets in Year 2. Academic attainment and social, emotional, and behavioral functioning in children with EAL are associated with English language proficiency at school entry.

  16. 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…

  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. 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…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. Connectivity of Learning in MOOCs: Facilitators' Experiences in Team Teaching

    ERIC Educational Resources Information Center

    Mercado-Varela, Martin Alonso; Beltran, Jesus; Perez, Marisol Villegas; Vazquez, Nohemi Rivera; Ramirez-Montoya, Maria-Soledad

    2017-01-01

    The role of facilitators in distance learning environments is of substantial importance in supporting the learning process. This article specifically discusses the role of the facilitator in Massive Open Online Courses (MOOC), which are characterized by their stimulation of learning connections. The study analyzes the experiences of 135…

  4. 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 ways of…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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

  10. Measuring Experiences of Interest-Related Pursuits in Connected Learning

    ERIC Educational Resources Information Center

    Maul, Andrew; Penuel, William R.; Dadey, Nathan; Gallagher, Lawrence P.; Podkul, Timothy; Price, Emily

    2017-01-01

    This paper describes an effort to develop a survey instrument capable of measuring important aspects of adolescents' experiences of interest-related pursuits that are supported by technology. The measure focuses on youths' experiences of "connected learning" (Ito et al. in Connected learning: an agenda for research and design. Digital…

  11. 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…

  12. Identifying Student Types in a Gamified Learning Experience

    ERIC Educational Resources Information Center

    Barata, Gabriel; Gama, Sandra; Jorge, Joaquim; Gonçalves, Daniel

    2014-01-01

    Gamification of education is a recent trend, and early experiments showed promising results. Students seem not only to perform better, but also to participate more and to feel more engaged with gamified learning. However, little is known regarding how different students are affected by gamification and how their learning experience may vary. In…

  13. 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…

  14. 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…

  15. 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…

  16. American Apprenticeship as a Transformative Learning Experience: A Phenomenology

    ERIC Educational Resources Information Center

    Howze, Pamela Bolton

    2015-01-01

    "American Apprenticeship as a Transformative Learning Experience: A Phenomenology" is an in-depth investigation into the phenomenon of a transformative learning experience for three American high school students who were given a traditional apprenticeship opportunity, including a community college degree, in lieu of going away to a…

  17. 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…

  18. 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…

  19. 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…

  20. 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.

  1. 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

  2. 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.

  3. 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…

  4. 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…

  5. Dyslexia and learning a foreign language: a personal experience.

    PubMed

    Simon, C S

    2000-01-01

    Individuals with dyslexia can expect to have difficulties learning a second language since second language learning builds on native language learning. The factors that have a negative impact on learning one's native language have a similar impact on learning a foreign language (e.g., difficulties with phonemic awareness, retrieving and processing linguistic information, working memory, metalinguistic explanations, stabilizing sound-symbol relationships). This participant observer report provides (1) a brief review of research on how dyslexia complicates learning a second language; (2) a description of how dyslexia has affected my educational experiences; (3) a description of personal experiences learning a foreign language between 1992-1998; and (4) recommendations for individuals with dyslexia who are faced with fulfilling a foreign language requirement and for their foreign language instructors.

  6. 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…

  7. 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);…

  8. 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…

  9. 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)

  10. Autonomous learning based on cost assumptions: theoretical studies and experiments in robot control.

    PubMed

    Ribeiro, C H; Hemerly, E M

    1999-06-01

    Autonomous learning techniques are based on experience acquisition. In most realistic applications, experience is time-consuming: it implies sensor reading, actuator control and algorithmic update, constrained by the learning system dynamics. The information crudeness upon which classical learning algorithms operate make such problems too difficult and unrealistic. Nonetheless, additional information for facilitating the learning process ideally should be embedded in such a way that the structural, well-studied characteristics of these fundamental algorithms are maintained. We investigate in this article a more general formulation of the Q-learning method that allows for a spreading of information derived from single updates towards a neighbourhood of the instantly visited state and converges to optimality. We show how this new formulation can be used as a mechanism to safely embed prior knowledge about the structure of the state space, and demonstrate it in a modified implementation of a reinforcement learning algorithm in a real robot navigation task.

  11. Autonomous learning based on cost assumptions: theoretical studies and experiments in robot control.

    PubMed

    Ribeiro, C H; Hemerly, E M

    2000-02-01

    Autonomous learning techniques are based on experience acquisition. In most realistic applications, experience is time-consuming: it implies sensor reading, actuator control and algorithmic update, constrained by the learning system dynamics. The information crudeness upon which classical learning algorithms operate make such problems too difficult and unrealistic. Nonetheless, additional information for facilitating the learning process ideally should be embedded in such a way that the structural, well-studied characteristics of these fundamental algorithms are maintained. We investigate in this article a more general formulation of the Q-learning method that allows for a spreading of information derived from single updates towards a neighbourhood of the instantly visited state and converges to optimality. We show how this new formulation can be used as a mechanism to safely embed prior knowledge about the structure of the state space, and demonstrate it in a modified implementation of a reinforcement learning algorithm in a real robot navigation task.

  12. 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

  13. 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.

  14. Creating a Systems Engineering Distance Learning Experience

    DTIC Science & Technology

    2014-12-01

    achieve better performance as assessed by test performance , student and faculty satisfaction, increased retention rates, and reduced costs when compared to...the large lecture hall classes to improve student performance at a reduced cost. Where students historically have attended a large lecture hall class...author, the link between improved student performance , learning games, type of learning activity and total time invested has not been fully explored

  15. 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.

  16. 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…

  17. 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,…

  18. 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…

  19. CNES Experiments on MEDET: Lessons Learned

    NASA Astrophysics Data System (ADS)

    Durin, Ch.; Remaury, S.; Mandeville, J. C.; Rejsek-Riba, V.; Duzellier, S.; Duffours, L.; Colombel, P.; Woignier, T.; Labat, L.

    The Material Exposure and Degradation ExperimenT MEDET has been successfully launched and retrieved with EuTEF from the Columbus External Payload Facility of the ISS (18 months, from February 2008 to September 2009). All experiments have been providing data as expected during the operations phase. MEDET is an active experiment that was exposed to the Low Earth orbit (LEO) environment. It combines seven sub-experiments. CNES has been proposed two experiments devoted to the measure of μ-particles:

  20. Learning experiences in dance class predict adult eating disturbance.

    PubMed

    Annus, Agnes; Smith, Gregory T

    2009-01-01

    Elite dancers are at increased risk of eating disorders. The authors hypothesized that specific learning about thinness in dance class, rather than simple participation in dance training, tends to be an important aspect of the risk process. Approximately 500 college women reported on their previous dance experiences, their dance-related learning about thinness, their eating behaviours and attitudes and their thinness expectancies. Results showed that lifetime amount of time spent in dance class was unrelated to adult eating disturbance, women's reports of learning experiences concerning thinness during their dance classes predicted adult disordered eating concurrently, and thinness expectancies appeared to mediate the relationship between learning about thinness and adult eating disturbance. Learning experiences about thinness in dance class seem more important than time spent in dance class when examining the relationship between dance study and eating disorders.

  1. 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…

  2. 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…

  3. 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…

  4. Influence of Additional Language Learning on First Language Learning in Children with Language Disorders

    ERIC Educational Resources Information Center

    To, Carol K. S.; Law, Thomas; Li, Xin-xin

    2012-01-01

    Background: Multilingualism can bring about various positive outcomes to typically developing children. Its effect on children with language difficulties is not yet clear. Aim: The aim of this study was to examine the effects of multilingual learning as a medium of instruction (MOI) on first language (L1) acquisition of children with language…

  5. 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

  6. 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

  7. 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

  8. Language Learning Experiences of Australian French Immersion Students.

    ERIC Educational Resources Information Center

    de Courcy, Michele

    Drawing on a 1993 study of four students in a late French immersion program in Australia and findings from a 1991 study, the report looks at three areas: students' response to the learning context, including its more and less helpful characteristics; the experiences students consider most important for learning the language, including those…

  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. 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…

  11. Investigating the Mechanisms behind Phonotactic Learning from Recent Production Experience

    ERIC Educational Resources Information Center

    Warker, Jill Anna

    2009-01-01

    Recent research has shown that adults can implicitly learn artificial phonotactics constraints from experience producing syllables that contain those constraints, and that this learning is reflected in their speech errors. However, second-order constraints in which the placement of a consonant depends on another characteristic of the syllable…

  12. 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…

  13. 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…

  14. 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…

  15. Understanding Students' Experiences of Well-Being in Learning Environments

    ERIC Educational Resources Information Center

    Stanton, Alisa; Zandvliet, David; Dhaliwal, Rosie; Black, Tara

    2016-01-01

    With the recent release of a new international charter on health promoting universities and institutions of higher education, universities and colleges are increasingly interested in providing learning experiences that enhance and support student well-being. Despite the recognition of learning environments as a potential setting for creating and…

  16. 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…

  17. 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…

  18. Experience-Based Language Learning through Asynchronous Discussion

    ERIC Educational Resources Information Center

    Chen, Chi-Fen Emily

    2005-01-01

    From a social-interactionist's view of language learning, "reflective conversation" via CMC, particularly through the asynchronous mode, has been advocated (Lamy & Goodfellow, 1999). It emphasizes learning through reflection on experience and through the exchange of thoughts with others. Guided by this pedagogical model, asynchronous…

  19. 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…

  20. 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.

  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. 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…

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. A Study of Successful and Unsuccessful Online Learning Environment Experiences

    NASA Astrophysics Data System (ADS)

    Maxwell, Katrina; Angehrn, Albert A.

    This paper presents the lessons learned from a collection of 18 different experiences of implementing online skill-based learning management systems and collaborative environments in higher education and enterprises. These experiences were collected in order to guide the design and implementation of a new internet-based service, OpenScout, which aims to help learners find, improve and share open content for management education and training.

  8. 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,…

  9. 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…

  10. 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…

  11. 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,…

  12. University Academics' Experiences of Learning through Mentoring

    ERIC Educational Resources Information Center

    Ambler, Trudy; Harvey, Marina; Cahir, Jayde

    2016-01-01

    The use of mentoring for staff development is well established within schools and the business sector, yet it has received limited consideration in the higher education literature as an approach to supporting learning for academics. In this study located at one metropolitan university in Australia, an online questionnaire and one-on-one…

  13. 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…

  14. Second Language Experience Facilitates Statistical Learning of Novel Linguistic Materials.

    PubMed

    Potter, Christine E; Wang, Tianlin; Saffran, Jenny R

    2016-12-18

    Recent research has begun to explore individual differences in statistical learning, and how those differences may be related to other cognitive abilities, particularly their effects on language learning. In this research, we explored a different type of relationship between language learning and statistical learning: the possibility that learning a new language may also influence statistical learning by changing the regularities to which learners are sensitive. We tested two groups of participants, Mandarin Learners and Naïve Controls, at two time points, 6 months apart. At each time point, participants performed two different statistical learning tasks: an artificial tonal language statistical learning task and a visual statistical learning task. Only the Mandarin-learning group showed significant improvement on the linguistic task, whereas both groups improved equally on the visual task. These results support the view that there are multiple influences on statistical learning. Domain-relevant experiences may affect the regularities that learners can discover when presented with novel stimuli.

  15. 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…

  16. 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…

  17. How medical students learn ethics: an online log of their learning experiences.

    PubMed

    Johnston, Carolyn; Mok, Jonathan

    2015-10-01

    Medical students experience ethics learning in a wide variety of formats, delivered not just through the taught curriculum. An audit of ethics learning was carried out at a medical school through a secure website over one academic year to determine the quantity and range of medical ethics learning in the undergraduate curriculum and compare this with topics for teaching described by the Institute of Medical Ethics (IME) (2010) and the General Medical Council's (GMC) Tomorrow's Doctors (2009). The online audit captured the participants' reflections on their learning experiences and the impact on their future practice. Results illustrate the opportunistic nature of ethics learning, especially in the clinical years, and highlight the reality of the hidden curriculum for medical students. Overall, the ethics learning was a helpful and positive experience for the participants and fulfils the GMC and IME curriculum requirements.

  18. The Teaching and Learning of English as an Additional Language in Primary School

    ERIC Educational Resources Information Center

    Withey, Linda

    2012-01-01

    The article seeks to investigate the methods of teaching and learning English as an additional language in primary education, and to identify the most appropriate and effective means of achieving this. The study tracks a cohort of children from reception to Year 2. Data collection draws on the strengths of both qualitative and quantitative…

  19. 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…

  20. Mutual Apprenticeship in the Learning and Teaching of an Additional Language.

    ERIC Educational Resources Information Center

    Wildsmith-Cromarty, Rosemary

    2003-01-01

    Discusses a case study in the learning and teaching of Zulu as an additional language. It involved the organic development of a mutually supportive relationship between two lecturers from separate disciplines who assumed multiple identities in order to more effectively collaborate in the revision and development of two graduate courses.…

  1. 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.

  2. 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.

  3. 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)

  4. 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…

  5. 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…

  6. 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,…

  7. 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…

  8. 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…

  9. 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.…

  10. 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…

  11. 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 distressing…

  12. Transformational Learning Experiences of Novice Teachers and Their Coaches

    ERIC Educational Resources Information Center

    Lefevre Guy, Kara Ann

    2013-01-01

    The purpose of this research was to gain insight into transformational learning experiences of novice teachers and their coaches. Novice teachers are held to the same standards as their more experienced peers, but they lack experience to help them overcome challenges. Coaches are becoming more common in schools today. Their purpose is to support…

  13. In the Moment: Honoring the Teaching and Learning Lived Experience

    ERIC Educational Resources Information Center

    Cone, Theresa Purcell

    2007-01-01

    What is it about teaching that draws teachers to a culture of education? What kinds of experiences influence teachers' selection of content and pedagogy? It is often the teaching moments that fall outside of the planned course of tasks that become collaborative constructions of the teaching and learning experience. In order to enjoy and benefit…

  14. Learner's Learning Experiences & Difficulties towards (ESL) among UKM Undergraduates

    ERIC Educational Resources Information Center

    Maarof, Nooreiny; Munusamy, Indira Malani A/P

    2015-01-01

    This paper aims to investigate the learners learning experiences and difficulties of ESL among the UKM undergraduates. This study will be focusing on identifying the factors behind Malaysian undergraduate's experiences and also their difficulties in the English as Second Language (ESL) classroom. This paper discusses some of the issues of English…

  15. 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…

  16. Psychotic Experiences and Overhasty Inferences Are Related to Maladaptive Learning.

    PubMed

    Stuke, Heiner; Stuke, Hannes; Weilnhammer, Veith Andreas; Schmack, Katharina

    2017-01-01

    Theoretical accounts suggest that an alteration in the brain's learning mechanisms might lead to overhasty inferences, resulting in psychotic symptoms. Here, we sought to elucidate the suggested link between maladaptive learning and psychosis. Ninety-eight healthy individuals with varying degrees of delusional ideation and hallucinatory experiences performed a probabilistic reasoning task that allowed us to quantify overhasty inferences. Replicating previous results, we found a relationship between psychotic experiences and overhasty inferences during probabilistic reasoning. Computational modelling revealed that the behavioral data was best explained by a novel computational learning model that formalizes the adaptiveness of learning by a non-linear distortion of prediction error processing, where an increased non-linearity implies a growing resilience against learning from surprising and thus unreliable information (large prediction errors). Most importantly, a decreased adaptiveness of learning predicted delusional ideation and hallucinatory experiences. Our current findings provide a formal description of the computational mechanisms underlying overhasty inferences, thereby empirically substantiating theories that link psychosis to maladaptive learning.

  17. Psychotic Experiences and Overhasty Inferences Are Related to Maladaptive Learning

    PubMed Central

    Stuke, Heiner; Stuke, Hannes; Weilnhammer, Veith Andreas; Schmack, Katharina

    2017-01-01

    Theoretical accounts suggest that an alteration in the brain’s learning mechanisms might lead to overhasty inferences, resulting in psychotic symptoms. Here, we sought to elucidate the suggested link between maladaptive learning and psychosis. Ninety-eight healthy individuals with varying degrees of delusional ideation and hallucinatory experiences performed a probabilistic reasoning task that allowed us to quantify overhasty inferences. Replicating previous results, we found a relationship between psychotic experiences and overhasty inferences during probabilistic reasoning. Computational modelling revealed that the behavioral data was best explained by a novel computational learning model that formalizes the adaptiveness of learning by a non-linear distortion of prediction error processing, where an increased non-linearity implies a growing resilience against learning from surprising and thus unreliable information (large prediction errors). Most importantly, a decreased adaptiveness of learning predicted delusional ideation and hallucinatory experiences. Our current findings provide a formal description of the computational mechanisms underlying overhasty inferences, thereby empirically substantiating theories that link psychosis to maladaptive learning. PMID:28107344

  18. 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

  19. 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.

  20. A technology using feedback to manage experience based learning.

    PubMed

    Dornan, Tim; Brown, Martin; Powley, Dan; Hopkins, Mike

    2004-12-01

    The aim was to establish how ICT could apply feedback principles to experience based learning. Based on a survey of student and staff requirements, we developed a personalized educational technology ('iSUS') that: (1) Made students clear what they should learn; (2) Helped them meet appropriate real patients; (3) Encouraged reflective feedback; (4) Calculated benchmarks from accumulated feedback; (5) Compared individual students' feedback against those benchmarks; (6) Matched clinical activities to curriculum objectives; (7) Gave feedback to teachers and course leads. Bench testing proved the system usable. During seven weeks of real time use, a whole year group of 111 students feedback on 1183 learning episodes. Five hundred and forty-one (46%) of feedback episodes were self initiated. We have successfully prototyped an application of feedback principles to experience based learning that students seem to find useful.

  1. Active dentate granule cells encode experience to promote the addition of adult-born hippocampal neurons.

    PubMed

    Kirschen, Gregory W; Shen, Jia; Tian, Mu; Schroeder, Bryce; Wang, Jia; Man, Guoming; Wu, Song; Ge, Shaoyu

    2017-04-03

    The continuous addition of new dentate granule cells, exquisitely regulated by brain activity, renders the hippocampus plastic. However, how neural circuits encode experiences to impact the addition of adult-born neurons remains unknown. Here, we used endoscopic Ca(2+) imaging to track the real-time activity of individual dentate granule cells in freely-behaving mice. For the first time, we found that active dentate granule cells responded to a novel experience by preferentially increasing their Ca(2+) event frequency. This elevated activity, which we found to be associated with object exploration, returned to baseline by one hour in the same environment, but could be dishabituated via introduction to a novel environment. To seamlessly transition between environments, we next established a freely-controllable virtual reality system for unrestrained mice. We again observed increased firing of active neurons in a virtual enriched environment. Interestingly, multiple novel virtual experiences accumulatively increased the number of newborn neurons when compared to a single experience. Finally, optogenetic silencing of existing dentate granule cells during novel environmental exploration perturbed experience-induced neuronal addition. Together, our study shows that the adult brain conveys novel, enriched experiences to increase the addition of adult-born hippocampal neurons by increasing the firing of active dentate granule cells.SIGNIFICANCE STATEMENTAdult brains are constantly reshaping themselves from synapses to circuits as we encounter novel experiences from moment to moment. Importantly, this reshaping includes the addition of newborn hippocampal neurons. However, it remains largely unknown how our circuits encode experience-induced brain activity to govern the addition of new hippocampal neurons. By coupling in vivo Ca(2+) imaging of dentate granule neurons with a novel unrestrained virtual reality system for rodents, we discovered that a new experience rapidly

  2. 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

  3. 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

  4. 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…

  5. Promoting Academic Socialization through Service Learning Experiences

    ERIC Educational Resources Information Center

    Behar-Horenstein, Linda S.; Isaac, Nadine; Southwell, Charisse N.; Hudson-Vassell, Michael E.; Niu, Lian; Pratto, Melissa; Roberts, Kellie W.; Wingfield, Robert J.; Wolfgang, Jeff D.; Zafar, Mueen A.

    2016-01-01

    This study explores the narratives of eight students who served as journal reviewers on a non-course-related service activity. The aim of this study was to develop an understanding of their experiences. The review board was multi-disciplinary in composition; the majority of its student and faculty members were from communities historically…

  6. What students really learn: contrasting medical and nursing students' experiences of the clinical learning environment.

    PubMed

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

    2015-08-01

    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 framework of 'before', 'during' and 'after' clinical placements. Three major themes emerged from the analysis, contrasting the medical and nursing students' experiences of the clinical learning environment: (1) expectations of the placement; (2) relationship with the supervisor; and (3) focus of learning. The findings offer an increased understanding of how medical and nursing students learn in the clinical setting; they also show that the clinical learning environment contributes to the socialisation process of students not only into their future profession, but also into their role as learners. Differences between the two professions should be taken into consideration when designing interprofessional learning activities. Also, the findings can be used as a tool for clinical supervisors in the reflection on how student learning in the clinical learning environment can be improved.

  7. 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…

  8. Learning for School Leadership: Using Concept Mapping to Explore Learning from Everyday Experience

    ERIC Educational Resources Information Center

    Pegg, Ann Elizabeth

    2007-01-01

    This study explores concepts of learning used by leaders, focusing on learning for leadership through day-to-day workplace experiences. The participants were drawn from the senior management team within a school, the chair of governors of the school and the local authority school improvement advisor. Concept mapping was used as a participatory…

  9. 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…

  10. 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…

  11. Professional Learning Experiences Used in Student Teaching as a Vehicle for Transformational Learning

    ERIC Educational Resources Information Center

    Matamala, Shana L.

    2013-01-01

    Purpose: The purpose of this study was to identify the extent of transformational learning for teacher candidates during student teaching. This study further examined the influence of values, beliefs, role expectations, personnel, programs, life changes, and educational experiences on transformational learning during student teaching. Methodology:…

  12. 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…

  13. 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.…

  14. 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.…

  15. 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…

  16. Recognising Prior Learning: Understanding the Relations among Experience, Learning and Recognition from a Constructivist Perspective

    ERIC Educational Resources Information Center

    Fejes, Andreas; Andersson, Per

    2009-01-01

    This article discusses the relation between experience and learning in the context of recognition of prior learning (RPL) and from an experiential constructivist perspective. The study is based on a case of in-service training, based on RPL, in the care sector for elderly people. The data consist of interviews with actors in this process, which…

  17. 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…

  18. eWorkbooks for Mathematics: Mapping the Independent Learning Experiences of Elementary Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Kaczorowski, Tara; Raimondi, Sharon

    2014-01-01

    In this paper, we describe a small case study exploring how four elementary students with mathematics learning disabilities utilized mobile technology (the eWorkbook) during core math instruction in a general education setting. The lead author designed the eWorkbook intervention to provide a flexible learning experience optimized for diverse…

  19. Learning by Experience in a Standardized Testing Culture: Investigation of a Middle School Experiential Learning Program

    ERIC Educational Resources Information Center

    Scogin, Stephen C.; Kruger, Christopher J.; Jekkals, Regan E.; Steinfeldt, Chelsea

    2017-01-01

    Standardized testing pressure sometimes discourages schools from broadly implementing experiential learning opportunities. However, some K-12 schools are challenging the trend with greater commitment to learning by experience. STREAM (science, technology, reading, engineering, arts, mathematics) school is a project-based program providing students…

  20. 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…

  1. Mental self-government: development of the additional democratic learning style scale using Rasch measurement models.

    PubMed

    Nielsen, Tine; Kreiner, Svend; Styles, Irene

    2007-01-01

    This paper describes the development and validation of a democratic learning style scale intended to fill a gap in Sternberg's theory of mental self-government and the associated learning style inventory (Sternberg, 1988, 1997). The scale was constructed as an 8-item scale with a 7-category response scale. The scale was developed following an adapted version of DeVellis' (2003) guidelines for scale development. The validity of the Democratic Learning Style Scale was assessed by items analysis using graphical loglinear Rasch models (Kreiner and Christensen, 2002, 2004, 2006) The item analysis confirmed that the full 8-item revised Democratic Learning Style Scale fitted a graphical loglinear Rasch model with no differential item functioning but weak to moderate uniform local dependence between two items. In addition, a reduced 6-item version of the scale fitted the pure Rasch model with a rating scale parameterization. The revised Democratic Learning Style Scale can therefore be regarded as a sound measurement scale meeting requirements of both construct validity and objectivity.

  2. 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.

  3. 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.

  4. 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.

  5. Pharmacy Students' Learning Styles Before and After a Problem-based Learning Experience

    PubMed Central

    Novak, Suzanne; Shah, Sonalee; Wilson, James P.; Lawson, Kenneth A.; Salzman, Robert D.

    2006-01-01

    Objectives To determine learning-style scores of second-year pharmacy students before and after a problem-based learning (PBL) teaching experience and to evaluate the relationships between scores and demographic variables. Methods The Grasha-Reichmann Student Learning Style Scale (GRSLSS) was given to pharmacotherapy laboratory students before and after a semester-long problem-based learning class. Results Only one of the GRSLSS score variables was reported as “high” (“collaborative”) and none were reported as “low.” Students’ “avoidant” mean score increased and “participant” mean score decreased after completing the PBL experience (p ≤ 0.05). Conclusion While PBL appears to be a teaching style that is conducive to the learning preferences of this cohort of pharmacy students, significant changes in learning styles were noted after completing the PBL experience. These changes may reflect difficulties that occured in adapting from a didactic teaching style to PBL, and specifically, difficulties in adjusting to participating in a group learning experience. A major limitation was that the teaching style of the facilitator was not measured. PMID:17136193

  6. The role of metacognitive experiences in the learning process.

    PubMed

    Efklides, Anastasia

    2009-02-01

    Metacognition in the form of metacognitive knowledge (MK) -in this case, beliefs about learning-provides a database from which the learner can select strategies for the regulation of learning. However, strategic regulation presupposes that the learner is aware that learning is not progressing well, or fluently, or has failed. This awareness takes the form of metacognitive experiences (ME), that is, feelings, estimates, or judgments related to the features of the learning task, of the cognitive processing as it takes place, or of its outcome. The critical feature of ME is their affective character which gives them access both to the cognitive and the affective regulatory loop of behavior. Being part of the affective loop, ME are related to motivation and self-processes; being part of the cognitive loop, they are connected to MK and to metacognitive skills, the latter being declarative and procedural knowledge. Thus, ME offer awareness that links the present with the past learning experiences and facilitates or inhibits self-regulation of learning in the present as well as in the future.

  7. Additive benefits of autonomy support and enhanced expectancies for motor learning.

    PubMed

    Wulf, Gabriele; Chiviacowsky, Suzete; Cardozo, Priscila Lopes

    2014-10-01

    Two factors that have been shown to facilitate motor learning are autonomy support (AS) and enhanced expectancies (EE) for performance. We examined the individual and combined influences of these factors. In a 2 × 2 design, participants learning a novel motor skill (throwing with the non-dominant arm) were or were not provided a choice (AS) about the ball color on each of 6 10-trial blocks during practice, and were or were not given bogus positive social-comparative feedback (EE). This resulted in four groups: AS/EE, AS, EE, and C (control). One day after the practice phase, participants completed 10 retention and 10 transfer trials. The distance to the target--a bull's eye with a 1m radius and 10 concentric circles--was 7.5m during practice and retention, and 8.5m during transfer. Autonomy support and enhanced expectancies had additive advantages for learning, with both main effects being significant for retention and transfer. On both tests, the AS/EE group showed the greatest throwing accuracy. Also, the accuracy scores of the AS and EE groups were higher than those of the C group. Furthermore, self-efficacy measured after practice and before retention and transfer was increased by both AS and EE. Thus, supporting learners' need for autonomy by given them a small choice--even though it was not directly related to task performance--and enhancing their performance expectancies appeared to independently influence learning.

  8. Learning Additional Languages as Hierarchical Probabilistic Inference: Insights From First Language Processing.

    PubMed

    Pajak, Bozena; Fine, Alex B; Kleinschmidt, Dave F; Jaeger, T Florian

    2016-12-01

    We present a framework of second and additional language (L2/Ln) acquisition motivated by recent work on socio-indexical knowledge in first language (L1) processing. The distribution of linguistic categories covaries with socio-indexical variables (e.g., talker identity, gender, dialects). We summarize evidence that implicit probabilistic knowledge of this covariance is critical to L1 processing, and propose that L2/Ln learning uses the same type of socio-indexical information to probabilistically infer latent hierarchical structure over previously learned and new languages. This structure guides the acquisition of new languages based on their inferred place within that hierarchy, and is itself continuously revised based on new input from any language. This proposal unifies L1 processing and L2/Ln acquisition as probabilistic inference under uncertainty over socio-indexical structure. It also offers a new perspective on crosslinguistic influences during L2/Ln learning, accommodating gradient and continued transfer (both negative and positive) from previously learned to novel languages, and vice versa.

  9. Learning by experience on the example of mathematic pendulum

    NASA Astrophysics Data System (ADS)

    Horváth, Peter

    2017-01-01

    The very suitable topic for independent student activities is the investigation of factors influencing an oscillation period of the mathematic pendulum. The article describes the experience from particular lessons. Students themselves were discovering new facts. They learned about the physics practice of acquiring new knowledge. The knowledge quality and retention was compared between the experimental classes and classes with a traditional instruction one year after the experiment.

  10. Lessons Learned from Experiments Conducted on Radar Data Management System

    DTIC Science & Technology

    1994-06-01

    Element Number I Project No. Task -- Work Unit Accession No. 11 Title (Include Security Classification) LESSONS LEARNED FROM EXPERIMENTS CONDUCTED ON...firmly established, an analysis of the experiment can be conducted. The experimental plan and report will be analyzed in Chapter III . 16 III . ANALYSIS...equipped with an ATS and when not, are expected. However, whether or not the ATS eliminates valid air targets remains to be seen. 23 iii 4) :4 I... U C

  11. Student experiences in undergraduate anatomy: An exploration of inquiry learning as an authentic experience

    NASA Astrophysics Data System (ADS)

    Anstey, Lauren M.

    Anatomy education is challenged to develop contemporary approaches to teaching and learning that move beyond factual recall to elicit from students meaningful and deep understandings of the discipline. Inquiry-based learning is one such pedagogy that involves students' active and increasingly independent investigation of questions and problems that are of interest to them. Because inquiry-based learning aims to encourage learners to draw upon wider contexts for learning and emphasizes the development of skills that extend beyond the confines of the classroom, there is a potential that students' experiences are authentic in nature. This study sought to explore undergraduate students' experiences of an Inquiry Project for learning anatomy. The project's aims were twofold. First, to document, describe, and explain the essence of students' experiences of engagement throughout the Inquiry Project, and second, to explore students' experiences as potentially reflective of authentic learning. A hermeneutic phenomenology and case study methodology was used to explore students' experiences of an Inquiry Project within a second-year undergraduate anatomy course at a mid-sized university in Ontario, Canada. Students (18) and facilitators (3) were observed during group work sessions and inquiry presentations, curricular documents and students' work were analyzed, and interviews were conducted. Data analysis sought to describe students' experiences and as a result, common meaningful themes of groups' and students' engagement were characterized. These results were then further analyzed through a theoretical framework of authentic learning, informed mainly by the Theory of Authentic Learning. While confirmatory and novel connections between factors were found to reflect Authentic Learning, five qualities of Authentic Inquiry Learning emerged from analysis of the data to represent how students' learning was neither solely authentic nor inquiry-based, but a hybrid of the two

  12. 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.

  13. 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…

  14. Students' Experience of Problem-Based Learning in Virtual Space

    ERIC Educational Resources Information Center

    Gibbings, Peter; Lidstone, John; Bruce, Christine

    2015-01-01

    This paper reports outcomes of a study focused on discovering qualitatively different ways students experience problem-based learning in virtual space. A well-accepted and documented qualitative research method was adopted for this study. Five qualitatively different conceptions are described, each revealing characteristics of increasingly complex…

  15. A Phenomenological Investigation of Women's Learning Experiences in Counselor Education

    ERIC Educational Resources Information Center

    Meyers, Lindsay Pennell

    2016-01-01

    Counselor education pedagogy has not sufficiently recognized or incorporated current knowledge of gender differences and their potential impact on women's learning experiences. Instead, the body of research that addresses gender in counselor education refers to incorporating gender in the classroom as a topic of discussion rather than considering…

  16. 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…

  17. Learning Experiences for Mentally Handicapped Students in a School Store.

    ERIC Educational Resources Information Center

    David, Carol

    A supermarket chain supplies a small grocery store in an elementary school in Jefferson County, Kentucky. The store program seeks to provide learning experiences for students, as they make selections, spend their earnings, and save for later purchases. Students with multiple handicaps and students with severe/profound handicaps shop in the store…

  18. 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…

  19. 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…

  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. 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…

  2. 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…

  3. Academic Service Learning Experiences of Compensation and Benefit Course Students

    ERIC Educational Resources Information Center

    Madsen, Susan R.; Turnbull, Ovilla

    2006-01-01

    The purpose of this phenomenological study was to explore the perceptions and experiences of human resource students who had recently and successfully completed a service learning project for an undergraduate compensation and benefits course. Four specific themes or categories emerged from the 10 in-depth student interviews: pedagogical…

  4. Mountain Plains Learning Experience Guide: Marketing. Course: Basic Salesmanship.

    ERIC Educational Resources Information Center

    Preston, T.; Egan, B.

    One of thirteen individualized courses included in a marketing curriculum, this course covers the basic elements of retail salesmanship, plus simulation and practice in making sales demonstrations. The course is comprised of two units: (1) Steps of the Sale and (2) Suggestion Selling. Each unit begins with a Unit Learning Experience Guide that…

  5. The Learning Experience: Training Teachers Using Online Synchronous Environments

    ERIC Educational Resources Information Center

    Woodcock, Stuart; Sisco, Ashley; Eady, Michelle

    2015-01-01

    This study examined the effectiveness of an online synchronous platform used for training preservice teachers. A blended learning approach was implemented. Fifty-three students participated in the course. Qualitative interview data and quantitative survey data were collected about students' experiences using the platform, and analyzed via thematic…

  6. 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…

  7. 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 address…

  8. 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…

  9. 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.…

  10. 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;…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. Online Teacher Education Programs: Social Connectedness and the Learning Experience

    ERIC Educational Resources Information Center

    Daves, David P.; Roberts, Jalynn G.

    2010-01-01

    The purpose of this study was to test for statistically significant differences between students in an online and traditional (face-to-face) teacher education programs with their perceptions of social connectedness and satisfaction with their learning experiences at a research-intensive institution located in the southern region of the United…

  17. Shared Responsibility and Student Learning: Ensuring a Favorable Educational Experience

    ERIC Educational Resources Information Center

    Sierra, Jeremy J.

    2010-01-01

    In academia, interdependence or shared responsibility between instructor and student is an essential part of the educational process, yet research examining its effect on student responses toward their learning experience is scant. To offer insight into this context, two studies are developed. Study 1 finds that perceptions of shared…

  18. 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,…

  19. Attributes of Meaningful Learning Experiences in an Outdoor Education Program

    ERIC Educational Resources Information Center

    Taniguchi, Stacy T.; Freeman, Patti A.; Richards, A. LeGrand

    2005-01-01

    This phenomenological study sought to identify the attributes of meaningful learning experiences as found in an outdoor education program. Thirteen students in the Wilderness Writing Program at Brigham Young University were the sample of this study. Their participation in outdoor recreational activities and their reflections about their…

  20. 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…

  1. 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 the…

  2. Co‐researching with people with learning disabilities: an experience of involvement in qualitative data analysis

    PubMed Central

    Tuffrey‐Wijne, Irene; Butler, Gary

    2009-01-01

    Abstract Background  People with learning disabilities have been included in research as co‐researchers since the 1990s. However, there is limited literature about the processes of involving people with learning disabilities in the more intellectual and analytical stages of the research process. Aims  To examine the potential contribution of people with learning disabilities to data analysis in qualitative research. Methods  This article is a reflection on one research experience. The two authors include one researcher with and one without learning disabilities. They each describe their experience and understanding of user involvement in analysing the data of an ethnographic study of people with learning disabilities who had cancer. The researcher with learning disabilities was given extensive vignettes and extracts from the research field notes, and was supported to extract themes, which were cross‐compared with the analysis of other members of the research team. Results  The researcher with learning disabilities coped well with the emotive content of the data and with the additional support provided, he was able to extract themes that added validity to the overall analysis. His contribution complemented those of the other members of the research team. There were unexpected benefits, in particular, in terms of a more reciprocal and supportive relationship between the two researchers. Conclusion  It is possible and valuable to extend involvement to data analysis, but to avoid tokenism and maintain academic rigour, there must be a clear rationale for such involvement. Extra support, time and costs must be planned for. PMID:19737315

  3. Influence of Perceptual Saliency Hierarchy on Learning of Language Structures: An Artificial Language Learning Experiment.

    PubMed

    Gong, Tao; Lam, Yau W; Shuai, Lan

    2016-01-01

    Psychological experiments have revealed that in normal visual perception of humans, color cues are more salient than shape cues, which are more salient than textural patterns. We carried out an artificial language learning experiment to study whether such perceptual saliency hierarchy (color > shape > texture) influences the learning of orders regulating adjectives of involved visual features in a manner either congruent (expressing a salient feature in a salient part of the form) or incongruent (expressing a salient feature in a less salient part of the form) with that hierarchy. Results showed that within a few rounds of learning participants could learn the compositional segments encoding the visual features and the order between them, generalize the learned knowledge to unseen instances with the same or different orders, and show learning biases for orders that are congruent with the perceptual saliency hierarchy. Although the learning performances for both the biased and unbiased orders became similar given more learning trials, our study confirms that this type of individual perceptual constraint could contribute to the structural configuration of language, and points out that such constraint, as well as other factors, could collectively affect the structural diversity in languages.

  4. Influence of Perceptual Saliency Hierarchy on Learning of Language Structures: An Artificial Language Learning Experiment

    PubMed Central

    Gong, Tao; Lam, Yau W.; Shuai, Lan

    2016-01-01

    Psychological experiments have revealed that in normal visual perception of humans, color cues are more salient than shape cues, which are more salient than textural patterns. We carried out an artificial language learning experiment to study whether such perceptual saliency hierarchy (color > shape > texture) influences the learning of orders regulating adjectives of involved visual features in a manner either congruent (expressing a salient feature in a salient part of the form) or incongruent (expressing a salient feature in a less salient part of the form) with that hierarchy. Results showed that within a few rounds of learning participants could learn the compositional segments encoding the visual features and the order between them, generalize the learned knowledge to unseen instances with the same or different orders, and show learning biases for orders that are congruent with the perceptual saliency hierarchy. Although the learning performances for both the biased and unbiased orders became similar given more learning trials, our study confirms that this type of individual perceptual constraint could contribute to the structural configuration of language, and points out that such constraint, as well as other factors, could collectively affect the structural diversity in languages. PMID:28066281

  5. The influence of linguistic and musical experience on Cantonese word learning.

    PubMed

    Cooper, Angela; Wang, Yue

    2012-06-01

    Adult non-native speech perception is subject to influence from multiple factors, including linguistic and extralinguistic experience such as musical training. The present research examines how linguistic and musical factors influence non-native word identification and lexical tone perception. Groups of native tone language (Thai) and non-tone language listeners (English), each subdivided into musician and non-musician groups, engaged in Cantonese tone word training. Participants learned to identify words minimally distinguished by five Cantonese tones during training, also completing musical aptitude and phonemic tone identification tasks. First, the findings suggest that either musical experience or a tone language background leads to significantly better non-native word learning proficiency, as compared to those with neither musical training nor tone language experience. Moreover, the combination of tone language and musical experience did not provide an additional advantage for Thai musicians above and beyond either experience alone. Musicianship was found to be more advantageous than a tone language background for tone identification. Finally, tone identification and musical aptitude scores were significantly correlated with word learning success for English but not Thai listeners. These findings point to a dynamic influence of musical and linguistic experience, both at the tone dentification level and at the word learning stage.

  6. 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

  7. Learning by viewing versus learning by doing: A comparative study of observer and participant experiences during an interprofessional simulation training.

    PubMed

    Reime, Marit Hegg; Johnsgaard, Tone; Kvam, Fred Ivan; Aarflot, Morten; Engeberg, Janecke Merethe; Breivik, Marit; Brattebø, Guttorm

    2017-01-01

    Larger student groups and pressure on limited faculty time have raised the question of the learning value of merely observing simulation training in emergency medicine, instead of active team participation. The purpose of this study was to examine observers and hands-on participants' self-reported learning outcomes during simulation-based interprofessional team training regarding non-technical skills. In addition, we compared the learning outcomes for different professions and investigated team performance relative to the number of simulations in which they participated. A concurrent mixed-method design was chosen to evaluate the study, using questionnaires, observations, and focus group interviews. Participants included a total of 262 postgraduate and bachelor nursing students and medical students, organised into 44 interprofessional teams. The quantitative data showed that observers and participants had similar results in three of six predefined learning outcomes. The qualitative data emphasised the importance of participating in different roles, training several times, and training interprofessionally to enhance realism. Observing simulation training can be a valuable learning experience, but the students' preferred hands-on participation and learning by doing. For this reason, one can legitimise the observer role, given the large student groups and limited faculty time, as long as the students are also given some opportunity for hands-on participation in order to become more confident in their professional roles.

  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. The COUGAR Experiment for BEXUS 18- Lessons Learned

    NASA Astrophysics Data System (ADS)

    Burgdorf, J.; Sirin, A.; Wolff, F.

    2015-09-01

    In this paper, the development process and experiment conduction of the COUGAR experiment flown on BEXUS 1 8 is described. The aim is to describe the development process in detail to provide information for future experiments on how to avoid common pit-falls in the planing, development and conducting of a student experiment. This includes the illustration of the initial idea and experiment proposal, how the concept of the different subsystems developed over time and finally the experiment actually conducted in Autumn 2014. Especially factors that led to additional and unanticipated delays are highlighted, along with others that are specific to the processes inside a student project team.

  10. 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.

  11. Retrosplenial cortex lesions impair water maze strategies learning or spatial place learning depending on prior experience of the rat.

    PubMed

    Cain, Donald P; Humpartzoomian, Richard; Boon, Francis

    2006-06-30

    There has been debate whether lesions strictly limited to retrosplenial (RS) cortex impair spatial navigation, and how robust and reliable any such impairment is. The present study used a detailed behavioral analysis with naive or strategies-pretrained rats given RS lesions and trained in a water maze (WM). Naive RS lesioned rats failed to acquire the required WM strategies throughout training. Strategies-pretrained RS lesioned rats were specifically impaired in spatial place memory without a WM strategies impairment. Additional training overcame the spatial memory impairment. Thus the behavioral consequences of the lesion depend on the specific previous experience of the animal. The use of appropriate training and testing techniques has revealed experience-dependant dissociable impairments in WM strategies learning and in spatial memory, indicating that RS cortex is involved in both forms of learning.

  12. 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

  13. 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.

  14. 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…

  15. 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.

  16. Learning styles and teaching strategies: enhancing the patient education experience.

    PubMed

    Chase, T M

    2001-01-01

    Enhancing the effectiveness of patient education efforts is a key goal for any health care provider involved in patient care. Nurses have limited time to review many important topics of education for patients in the rehabilitation process. Assessing the learning style of patients and then focusing teaching strategies to meet those individual styles can increase motivation, improve retention, and make the teaching-learning session more effective. This article will provide the reader with some practical information, usable tools, and additional resources to meet Joint Commission on Accreditation of Healthcare Organizations (JCAHO) standards and improve the delivery of patient education. Nurses attuned to the individual needs of patients, including learning styles, will find that this article has important information that can be applied to the clinical setting.

  17. Later life learning experience among Chinese elderly in Hong Kong.

    PubMed

    Leung, Angela; Lui, Yu-Hon; Chi, Iris

    2005-01-01

    In a world with increasing numbers of older adults and a world wide emphasis placed on lifelong learning, it is crucial to examine and formulate appropriate policy for learning in later life (LLL). Hong Kong has a rapidly aging population, which is projected to double within the next 25 years. However, lifelong learning for the elderly has yet to be fully developed. This article reports the findings of 2 surveys: one on the LLL experience among 190 Chinese elderly in Hong Kong and another on the experiences of 9 center directors in running courses for the elderly. We found that Chinese older persons generally learn for expressive motivation rather than instrumental motivation, although those with higher educational attainment take LLL for both instrumental and expressive motivation. This finding is consistent with those obtained with American populations. Practical courses such as languages and health-related topics were found to be the most popular; and Nearly a quarter (27%) of the respondents (in particular those who are well educated) expressed interest in peer teaching. The findings are important to understand LLL in the Chinese population and assist in the formulation of an appropriate LLL policy in Hong Kong. These findings also serve as a comparison for other countries trying to provide continuing education opportunities for its older citizens.

  18. Learning through experimenting: an original way of teaching geometrical optics

    NASA Astrophysics Data System (ADS)

    Even, C.; Balland, C.; Guillet, V.

    2016-11-01

    Over the past 10 years, we have developed at University Paris-Sud a first year course on geometrical optics centered on experimentation. In contrast with the traditional top-down learning structure usually applied at university, in which practical sessions are often a mere verification of the laws taught during preceding lectures, this course promotes ‘active learning’ and focuses on experiments made by the students. Interaction among students and self questioning is strongly encouraged and practicing comes first, before any theoretical knowledge. Through a series of concrete examples, the present paper describes the philosophy underlying the teaching in this course. We demonstrate that not only geometrical optics can be taught through experiments, but also that it can serve as a useful introduction to experimental physics. Feedback over the last 10 years shows that our approach succeeds in helping students to learn better and acquire motivation and autonomy. This approach can easily be applied to other fields of physics.

  19. 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.

  20. NHS reforms in the United Kingdom and learning from developing country experience.

    PubMed

    Collins, C D; Green, A T; Hunter, D J

    2000-01-01

    The NHS has been the object of much international interest from its inception and through its periodic reforms. However, UK policy-makers have expressed only limited and selective concern for health sector reforms in other countries. This paper seeks to identify key elements of the present process and content of reforms to the UK NHS and examine the extent to which international learning would be important in developing these reforms. Particular emphasis is placed on learning from developing country experience. The paper therefore considers the policy process in the UK, the focus on primary care, the shift from competitive to collaborative strategies in addition to prioritising and planning. Each is considered in relation to developing country experience and the opportunities for learning. The paper concludes by setting out four areas leading to an international opening in NHS policy processes: developing political space in policy making, developing mechanisms for international exchanges, understanding policy context, and broadening international experience and changing values. The notion of a one-way process in international policy learning is rejected: while the South can learn from the North, so too can the North from the South.

  1. Officer Performance Evaluation Systems. Lessons Learned from Experience

    DTIC Science & Technology

    1984-11-01

    halting inflation, renewing the importance of the OER in the selection program and improving feedback to officers, were not enough to overcome the...appraisal": In many organizations, supervisors report that they hold p>eriodic appraisal interviews and give honest feedback , while their subordin- ates...OJEaNo 521.80^ 521.806 ’r631 WOMuMnMO ?J;?5^^ PERFORMANCE EVALUATION SYSTEMS: LESSONS LEARNED FROM EXPERI- ENCE W ^RSONAL AUTXORlSl Larson

  2. 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

  3. 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…

  4. 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.

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

    PubMed Central

    2007-01-01

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

  6. Enhancing Student Success in Online Learning Experiences through the Use of Self-Regulation Strategies

    ERIC Educational Resources Information Center

    Sharp, Laurie A.; Sharp, Jason H.

    2016-01-01

    Online learning experiences have greatly changed the landscape of instruction. Many courses in postsecondary environments incorporate some type of technological enhancement, which holds benefits for both postsecondary institutions and learners. However, online learning experiences require different pedagogical characteristics than traditional…

  7. 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…

  8. 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

  9. 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.

  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 of…

  11. 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…

  12. Flexible Learning in a Digital World: Experiences and Expectations. Open & Distance Learning Series.

    ERIC Educational Resources Information Center

    Collis, Betty; Moonen, Jef

    This book provides a series of proven, practical guidelines for using technology in education, giving the reader an overview of how technological applications in education can be harnessed and developed. The book presents an integrated vision of how technology is related to learning-related change, and how current and emerging experiences can…

  13. 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…

  14. 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…

  15. 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…

  16. 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 are…

  17. Evaluating the addition of positive reinforcement for learning a frightening task: a pilot study with horses.

    PubMed

    Heleski, Camie; Bauson, Laura; Bello, Nora

    2008-01-01

    Horse training often relies upon negative reinforcement (NR). This study tested the hypothesis that adding positive reinforcement (PR) to NR would enhance learning in horses (n = 34) being taught to walk over a tarp (novel/typically frightening task). Subjects were Arabians, and the same person handled all of them. This person handled half "traditionally" (NR only)--that is, halter/lead were pulled; when horse stepped forward, pressure was released; process repeated until criterion met (horse crossed the tarp with little/no obvious anxiety). The same person handled the other half traditionally--but with addition of PR < food + verbal praise > (NR + PR). Subjects "failed" the task if they refused to walk onto the tarp after 10 min. Nine horses failed; 6 of 9 failures were from NR only--no significant difference detected (p = .41). The study detected no difference in time to first crossing of the tarp (p = .30) or total time to achieve calmness criterion (p = .67). Overall, adding PR did not significantly enhance learning this task. However, there were practical implications--adding PR made the task safer/less fatiguing for the handler.

  18. 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

  19. Goodness-of-fit methods for additive-risk models in tumorigenicity experiments.

    PubMed

    Ghosh, Debashis

    2003-09-01

    In tumorigenicity experiments, a complication is that the time to event is generally not observed, so that the time to tumor is subject to interval censoring. One of the goals in these studies is to properly model the effect of dose on risk. Thus, it is important to have goodness of fit procedures available for assessing the model fit. While several estimation procedures have been developed for current-status data, relatively little work has been done on model-checking techniques. In this article, we propose numerical and graphical methods for the analysis of current-status data using the additive-risk model, primarily focusing on the situation where the monitoring times are dependent. The finite-sample properties of the proposed methodology are examined through numerical studies. The methods are then illustrated with data from a tumorigenicity experiment.

  20. Students' Perceptions of Online-Learning Quality Given Comfort, Motivation, Satisfaction, and Experience

    ERIC Educational Resources Information Center

    Rodriguez, Michael C.; Ooms, Ann; Montañez, Marcel

    2008-01-01

    Understanding factors in successful online course experiences can provide suggestions for instructors and students to promote improved learning experiences. A survey of 700 students regarding perceptions of online-learning quality was analyzed with a structural equation model. For students with online-learning experience, comfort with technology…

  1. 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).

  2. Experience and sentence processing: statistical learning and relative clause comprehension.

    PubMed

    Wells, Justine B; Christiansen, Morten H; Race, David S; Acheson, Daniel J; MacDonald, Maryellen C

    2009-03-01

    Many explanations of the difficulties associated with interpreting object relative clauses appeal to the demands that object relatives make on working memory. MacDonald and Christiansen [MacDonald, M. C., & Christiansen, M. H. (2002). Reassessing working memory: Comment on Just and Carpenter (1992) and Waters and Caplan (1996). Psychological Review, 109, 35-54] pointed to variations in reading experience as a source of differences, arguing that the unique word order of object relatives makes their processing more difficult and more sensitive to the effects of previous experience than the processing of subject relatives. This hypothesis was tested in a large-scale study manipulating reading experiences of adults over several weeks. The group receiving relative clause experience increased reading speeds for object relatives more than for subject relatives, whereas a control experience group did not. The reading time data were compared to performance of a computational model given different amounts of experience. The results support claims for experience-based individual differences and an important role for statistical learning in sentence comprehension processes.

  3. 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

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

    PubMed

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

    2013-10-11

    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.

  5. 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.

  6. 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.

  7. 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.

  8. When in Rome ... Learn why the Romans do what they do: how multicultural learning experiences facilitate creativity.

    PubMed

    Maddux, William W; Adam, Hajo; Galinsky, Adam D

    2010-06-01

    Research suggests that living in and adapting to foreign cultures facilitates creativity. The current research investigated whether one aspect of the adaptation process-multicultural learning-is a critical component of increased creativity. Experiments 1-3 found that recalling a multicultural learning experience: (a) facilitates idea flexibility (e.g., the ability to solve problems in multiple ways), (b) increases awareness of underlying connections and associations, and (c) helps overcome functional fixedness. Importantly, Experiments 2 and 3 specifically demonstrated that functional learning in a multicultural context (i.e., learning about the underlying meaning or function of behaviors in that context) is particularly important for facilitating creativity. Results showed that creativity was enhanced only when participants recalled a functional multicultural learning experience and only when participants had previously lived abroad. Overall, multicultural learning appears to be an important mechanism by which foreign living experiences lead to creative enhancement.

  9. 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.

  10. 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

  11. 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?"…

  12. 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…

  13. 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…

  14. 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…

  15. Communications Middleware for Tactical Environments: Observations, Experiences, and Lessons Learned

    DTIC Science & Technology

    2009-12-12

    slot size and provides a half-duplex link with a maximum data rate of 56 kb/s. During the experiment, the aircraft transmit- ted a series of JTIDS ...ground track) messages in addition to servicing queries for generic text messages (ROE, ATO) from the ground client. In all, 113 JTIDS messages and 293

  16. Contamination lessons learned from the Midcourse Space Experiment

    NASA Astrophysics Data System (ADS)

    Uy, O. Manuel; Benson, Richard C.; Erlandson, Robert E.; Silver, David M.; Lesho, Jeffrey C.; Galica, Gary E.; Green, B. David; Boies, Mark T.; Wood, Bob E.; Hall, David F.

    1998-10-01

    Many contamination lessons have been learned since the Midcourse Space Experiment satellite was launched on April 24, 1996. FOremost is the inclusion of spacecraft design and thermal engineers with the contamination team early in the program, which resulted in the placement of vents away from the optical sensors, the separation into clean and 'dirty' sections, the exclusion of thrusters, the use of non- perforated silver/Teflon on the optical sensor axis, and the outgassing procedures instituted for all subsystem suppliers. The use of contamination instruments as monitors during integration and testing enabled correct technical decision to be made during several contamination incidents. In space, the contamination monitoring instruments supported programmatic decisions during the early mission planning. During the warm-up of the cryogenic telescope, it was learned that a small gap between the multilayer insulation and the internal baffles contributed to mass redistribution of water vapor. Consequently, it was also learned that a careful warming procedure may potentially be used to clean space-based cryogenic mirrors of condensed water vapor. Particles brought from the ground can be released by mechanical motions such as door openings as well as by thermal shock induced by the Sun during umbra exit. Solar- induced water evaporation from multilayer insulation can dominate the gaseous environment over the spacecraft's lifetime of several years.

  17. Experience and grammatical agreement: statistical learning shapes number agreement production.

    PubMed

    Haskell, Todd R; Thornton, Robert; Macdonald, Maryellen C

    2010-02-01

    A robust result in research on the production of grammatical agreement is that speakers are more likely to produce an erroneous verb with phrases such as the key to the cabinets, with a singular noun followed by a plural one, than with phrases such as the keys to the cabinet, where a plural noun is followed by a singular. These asymmetries are thought to reflect core language production processes. Previous accounts have attributed error patterns to a syntactic number feature present on plurals but not singulars. An alternative approach is presented in which a process similar to structural priming contributes to the error asymmetry via speakers' past experiences with related agreement constructions. A corpus analysis and two agreement production studies test this account. The results suggest that agreement production is shaped by statistical learning from past language experience. Implications for accounts of agreement are discussed.

  18. Experience and grammatical agreement: Statistical learning shapes number agreement production

    PubMed Central

    Haskell, Todd R.; Thornton, Robert; MacDonald, Maryellen C.

    2009-01-01

    A robust result in research on the production of grammatical agreement is that speakers are more likely to produce an erroneous verb with phrases such as the key to the cabinets, with a singular noun followed by a plural one, than with phrases such as the keys to the cabinet, where a plural noun is followed by a singular. These asymmetries are thought to reflect core language production processes. Previous accounts have attributed error patterns to a syntactic number feature present on plurals but not singulars. An alternative approach is presented in which a process similar to structural priming contributes to the error asymmetry via speakers' past experiences with related agreement constructions. A corpus analysis and two agreement production studies test this account. The results suggest that agreement production is shaped by statistical learning from past language experience. Implications for accounts of agreement are discussed. PMID:19942213

  19. 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.

  20. 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

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

    NASA Astrophysics Data System (ADS)

    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.

    2016-08-01

    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.

  2. 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 predicted

  3. 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

    2016-05-05

    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

  4. 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…

  5. 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…

  6. 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.

  7. 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…

  8. Assessing the Unassessable: Making Learning Visible in Undergraduates' Experiences of Scientific Research

    ERIC Educational Resources Information Center

    Wilson, Anna; Howitt, Susan; Higgins, Denise

    2016-01-01

    We suggest that academics involved in the provision of research experiences to undergraduate science students may benefit by reconceptualising these experiences as work-based learning. In particular, drawing on the widespread use of reflective practice in work-based learning allows for a more effective focus on process-related learning. We…

  9. 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.

  10. 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…

  11. Bringing in Professional Experience to a Discussion Mediated by a Blended-Learning Environment: "How" and "What" Do Teachers Learn?

    ERIC Educational Resources Information Center

    da Luz Correia, Maria; Majós, Teresa Mauri; Álvarez, Rosa Colomina

    2013-01-01

    We discuss the results of a study aimed at shedding light on the influence that the sharing of professional teaching experiences may have on teachers' professional learning. The focus is on the uses that participants make of their notes about their lesson planning experience in an in-service blended learning course, and the mediation strategies…

  12. The Benefits and Characteristics of Adult Learning in Kansas. A Survey of Participants in Non-Credit Learning Experiences.

    ERIC Educational Resources Information Center

    Oaklief, Charles R.; Oaklief, Margery M.

    A survey was conducted to determine the characteristics of adult non-credit students in Kansas, and the perceived benefits of their learning experiences. A total of 1,179 participants in Kansas non-credit adult learning experiences were identified from four distinct organizational groups representing Kansas adult basic education centers, business…

  13. 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.

  14. 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.

  15. 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

  16. The Influence of Vicarious Experience on Self-Efficacy and Learning of Senior Adults.

    ERIC Educational Resources Information Center

    Hurlbut, Nancy L.

    1988-01-01

    Vicarious experience significantly influenced elderly and young people's subjective assessment of, but not their actual, learning. The elderly person's evaluation of learning ability can be lowered or raised by interacting with older models who are performing poorly or well. (JOW)

  17. 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…

  18. 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

  19. 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.

  20. Combining lived experience with the facilitation of enquiry-based learning: a 'trigger' for transformative learning.

    PubMed

    Stacey, G; Oxley, R; Aubeeluck, A

    2015-09-01

    What is known on the subject The values underpinning recovery-orientated practice are recited in the literature and influential in the content of mental health nurse education internationally. However, scepticism exists regarding the degree to which students' assimilate the principles of recovery into their practice due to the troublesome and challenging nature of learning at a transformational level, also known as threshold concept learning. Evaluation suggests that this combination of educational approaches positively influences students' prior understandings, beliefs and values in relation to the prospect for people with significant mental health problems to recover. The components of threshold concepts are useful as a deductive framework for the evaluation of educational initiatives which attempt to initiate transformative learning. While this forum clearly holds significant potential for student development, support and preparation is needed for both the student and the facilitator in order to enable the possibility of learning which influences attitudes, beliefs and practice. The aim of this paper is to discuss the potential for combining lived experience of mental distress with the facilitation of enquiry-based learning (EBL) to act as a trigger for transformative learning in the context of promoting the understanding of mental health 'recovery' in nurse education.The values underpinning recovery-orientated practice are recited in the literature and influential in mental health nurse education internationally. However, scepticism exists regarding the degree to which students assimilate into their practice. An open-ended was distributed to a cohort of pre-registration nursing students receiving the co-facilitated EBL (n = 112). Data demonstrated how the specific attributes of this educational approach were identified by students as impacting positively on ill-informed preconceptions, understanding of complex theory and their future practice. Results were

  1. 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.

  2. 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.

  3. 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.

  4. Self-directed learning: A heretical experiment in teaching physics

    NASA Astrophysics Data System (ADS)

    Silverman, M. P.

    1995-06-01

    An account is given of the instruction of university-level introductory physics courses according to an educational framework in which (1) curiosity-driven inquiry is recognized as an essential activity of both science and science teaching; (2) the principal role of the instructor is to provide students the incentive to learn science through their pursuit of personally meaningful questions; (3) the commission of errors is regarded as a natural concomitant to learning and is not penalized; (4) emphasis is placed on laboratory investigations that foster minimally restrictive free exploration rather than prescriptive adherence to formal procedure; (5) research skills are developed through out-of-class projects that involve literature search, experiment, and the modeling of real-world physical phenomena: (6) the precise and articulate use of language is regarded as seminal to communication in science (as it is in the humanities) and is promoted through activities that help develop written and oral language skills; (7) the evaluation of student performance is based on a portfolio of accomplished work rather than on the outcome of formal testing.

  5. 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.

  6. Anatomy for nurses: providing students with the best learning experience.

    PubMed

    Johnston, Amy N B

    2010-07-01

    A good understanding of human anatomy is clinically relevant for many health care professionals. A detailed knowledge of where, as well as how, to palpate, percuss or auscultate is essential for adequate assessment, provision of treatment and ongoing care of patients. Thus, the linking of human anatomy and clinical assessment is essential. However, Australian nursing students are often excluded from experiences, such as exposure to cadaveric material, which might enable them to gain a good working knowledge of internal human anatomy. Herein systematic student feedback from nursing students who were provided with a single exposure to prosected human anatomical material and were able to manipulate and interact with that material is presented, in the context of the integrative educational aims and goals of this learning and teaching activity. Thus, this study aims to add to the literature informing ongoing dialog regarding the best set of tools to teach anatomy to students of nursing.

  7. Learning from traumatic experiences with brief eclectic psychotherapy for PTSD

    PubMed Central

    Gersons, Berthold P. R.; Schnyder, Ulrich

    2013-01-01

    Brief eclectic psychotherapy for PTSD (BEPP) is an evidence-based therapeutic approach that combines and integrates elements from psychodynamic, cognitive-behavioral, and directive psychotherapy. Psychoeducation is done jointly with the patient and his or her partner. Exposure, a structured writing task, and memorabilia are used to help patients accessing, feeling and expressing their suppressed emotions related to the traumatic experience. In the domain of meaning stage, patients will learn how they and their view of the world have changed, and that they have become “sadder but wiser”. Much emphasis is put on the vulnerability of human beings. Finally, an individually tailored farewell ritual is done to end treatment, to reunite with loved ones, and to go on with life. PMID:24371510

  8. 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…

  9. 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…

  10. 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…

  11. 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'…

  12. Social control, social learning, and cheating: Evidence from lab and online experiments on dishonesty.

    PubMed

    Kroher, Martina; Wolbring, Tobias

    2015-09-01

    Varying the conditions of the decision-making environment we offered participants the opportunity to increase their payoff by undetectable lies. In addition to a baseline treatment, in which subjects rolled a die in private and showed a high extent of dishonest behavior, we increased the degree of social control by a novel treatment in which subjects played in randomly assigned pairs of two. The presence of others proved to substantially, but only temporarily reduce dishonest behavior. Furthermore, one treatment group received feedback on unethical behavior of participants in a similar experiment. Knowing that others betrayed in the experiment facilitated social learning and led to a higher prevalence of cheating. Finally, increasing the degree of anonymity by re-running the experiment online increased the extent of norm transgressions slightly.

  13. Does the Bundeswehr Learn from its Operational Experiences?

    DTIC Science & Technology

    2009-05-21

    Learning Organization (New York: Currency Doubleday, 1994). 17 David A. Garvin , Learning in Action: A Guide to Putting the Learning Organization to...operating procedures, or regulations.20 Facilitating Factors for Learning Based on the fact that the Bundeswehr has had for years a well-established...description of conditions that promote learning can be found in a variety of publications. The factors presented here are based primarily on the works of

  14. 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.

  15. 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.

  16. [Comment on “Science and Sociology Butt Heads in Tomography Experiment in Sacred Mountains”] Learning Lessons From Science Experiments

    NASA Astrophysics Data System (ADS)

    Hollister, Lincoln S.

    I am writing to comment on the article by Baldridge et al., “Science and Sociology Butt Heads in Tomography Experiment in Sacred Mountains” (Eos, September 30,1997). I strongly support their conclusion that scientists must learn to communicate with the public if we are to continue to receive taxpayer support for our projects.I am lead principal investigator of the interdisciplinary project ACCRETE (funded by the Continental Dynamics program of NSF), which also involved what could easily have been perceived to be an environmentally and culturally invasive seismic experiment. We proposed to take the 240-foot seismic ship R/V Maurice Ewing through the inland waterways of southeast Alaska and British Columbia, firing airguns every 20 seconds for 10 days, all within “earshot” of marine mammals and fish. Consider the permitting challenge involved with two countries engaged in a fish war and three ethnically distinct First Nations who are in the midst of land claims negotiations. In addition, we had to deal with commercial fishing interests (imagine sailing a ship with 4 km of towed instruments through a couple hundred fishing boats with their nets out), marine mammal protection groups, a wilderness area, and a nuclear submarine base. We had many of the experiences Baldridge et al. report, but nevertheless were able to do our experiment as planned, without any modification imposed by local groups.

  17. Mental Arithmetic in Children with Mathematics Learning Disabilities: The Adaptive Use of Approximate Calculation in an Addition Verification Task

    ERIC Educational Resources Information Center

    Rousselle, Laurence; Noel, Marie-Pascale

    2008-01-01

    The adaptive use of approximate calculation was examined using a verification task with 18 third graders with mathematics learning disabilities, 22 typically achieving third graders, and 21 typically achieving second graders. Participants were asked to make true-false decisions on simple and complex addition problems while the distance between the…

  18. Police arrest and self-defence skills: performance under anxiety of officers with and without additional experience in martial arts.

    PubMed

    Renden, Peter G; Landman, Annemarie; Savelsbergh, Geert J P; Oudejans, Raôul R D

    2015-01-01

    We investigated whether officers with additional martial arts training experience performed better in arrest and self-defence scenarios under low and high anxiety and were better able to maintain performance under high anxiety than officers who just rely on regular police training. We were especially interested to find out whether training once a week would already lead to better performance under high anxiety. Officers with additional experience in kickboxing or karate/jiu-jitsu (training several times per week), or krav maga (training once a week) and officers with no additional experience performed several arrest and self-defence skills under low and high anxiety. Results showed that officers with additional experience (also those who trained once a week) performed better under high anxiety than officers with no additional experience. Still, the additional experience did not prevent these participants from performing worse under high anxiety compared to low anxiety. Implications for training are discussed. Practitioner summary: Dutch police officers train their arrest and self-defence skills only four to six hours per year. Our results indicate that doing an additional martial arts training once a week may lead to better performance under anxiety, although it cannot prevent that performance decreases under high anxiety compared to low anxiety.

  19. 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.

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

    USGS Publications Warehouse

    Hall, R.O.; 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.

  1. An Early Historical Examination of the Educational Intent of Supervised Agricultural Experiences (SAEs) and Project-Based Learning in Agricultural Education

    ERIC Educational Resources Information Center

    Smith, Kasee L.; Rayfield, John

    2016-01-01

    Project-based learning has been a component of agricultural education since its inception. In light of the current call for additional emphasis of the Supervised Agricultural Experience (SAE) component of agricultural education, there is a need to revisit the roots of project-based learning. This early historical research study was conducted to…

  2. 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…

  3. Learning from fellow engineering students who have current professional experience

    NASA Astrophysics Data System (ADS)

    Davies, John W.; Rutherford, Ursula

    2012-08-01

    This paper presents an investigation of how experience-led content in an engineering degree can be strengthened by creating opportunities for engineering students to benefit from the knowledge, skills and resources of students with current professional experience. Students who study civil engineering part-time at Coventry University (while also working in the industry) are being used as mentors for full-time students, and careful attention is being paid to the input they can make to group project work. This paper reviews the results of evaluations of these two initiatives. The clearest enhancement to learning provided by the part-time students in these settings is the access they provide for the full-time students to real examples and the provision of actual physical artefacts such as drawings, photos, example documents and templates. Full-time students also gain an awareness of the value of the professional skills. The study confirms the value of these initiatives and points to future improvements.

  4. 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.

  5. 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…

  6. Student's perceptions of the learning experience in a large class environment.

    PubMed

    Leufer, Therese

    2007-01-01

    This study investigated the learning experiences of nursing students in a large class environment. The setting was one school of nursing located in a major academic teaching hospital in the Republic of Ireland. The purpose of the study was to identify students' perceptions of the learning experience in large groups and key factors that affect the teaching and learning experience. Data were gathered using a semi-structured questionnaire that incorporated elements of both qualitative and quantitative approaches to inquiry. Respondents were asked their perceptions of the impact of class size on the learning experience. Their perceptions were analyzed to identify key factors thought to contribute to the learning experience in large classes. Respondents agreed that class size affected levels of participation, but they perceived this as only one of a number of influential factors, including teaching and learning strategies, teacher behaviors, and elements of classroom organization and management.

  7. Team-based learning, a learning strategy for clinical reasoning, in students with problem-based learning tutorial experiences.

    PubMed

    Okubo, Yumiko; Ishiguro, Naoko; Suganuma, Taiyo; Nishikawa, Toshio; Takubo, Toshio; Kojimahara, Noriko; Yago, Rie; Nunoda, Shinichi; Sugihara, Shigetaka; Yoshioka, Toshimasa

    2012-01-01

    Acquiring clinical reasoning skills in lectures may be difficult, but it can be learnt through problem-solving in the context of clinical practice. Problem finding and solving are skills required for clinical reasoning; however, students who underwent problem-based learning (PBL) still have difficulty in acquiring clinical reasoning skills. We hypothesized that team-based learning (TBL), a learning strategy that provides the opportunity to solve problems by repeatedly taking tests, can enhance the clinical reasoning ability in medical students with PBL experiences during the pre-clinical years. TBL courses were designed for 4(th) year students in a 6-year program in 2008, 2009, and 2010. TBL individual scores, consisting of a combination of individual and group tests, were compared with scores of several examinations including computer-based testing (CBT), an original examination assessing clinical reasoning ability (problem-solving ability test; P-SAT), term examinations, and Objective Structured Clinical Examination (OSCE). CBT, OSCE and P-SAT scores were compared with those of students who learned clinical reasoning only through PBL tutorials in 2005, 2006, and 2007 (non-TBL students). Individual TBL scores of students did not correlate with scores of any other examination. Assessments on clinical reasoning ability, such as CBT, OSCE, and P-SAT scores, were significantly higher in TBL students compared with non-TBL students. Students found TBL to be effective, particularly in areas of problem solving by both individuals and teams, and feedback from specialists. In conclusion, TBL for clinical reasoning is useful in improving clinical reasoning ability in students with PBL experiences with limited clinical exposure.

  8. 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)

  9. 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…

  10. 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…

  11. 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…

  12. Online Learning Experiences of New versus Continuing Learners: A Large-Scale Replication Study

    ERIC Educational Resources Information Center

    Li, Nai; Marsh, Vicky; Rienties, Bart; Whitelock, Denise

    2017-01-01

    A vast body of research has indicated the importance of distinguishing new vs. continuing students' learning experiences in blended and online environments. Continuing learners may have developed learning and coping mechanisms for "surviving" in such learning environments, while new learners might still need to adjust their learning…

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. A Service-Learning Project Using Crowdfunding Strategy: Students' Experience and Reflection

    ERIC Educational Resources Information Center

    Mat-jizat, Jessnor Elmy; Khalid, Khalizul

    2016-01-01

    The aim of this study was to explore students' experience and reflection in doing a Service Learning project as part of their course work. The Service Learning project allows the students to practice their knowledge of raising capital through crowdfunding, and at the same time situates them in an environment where they could learn from the…

  19. 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…

  20. Contextual Factors Influencing the Facilitation of Others' Learning through Everyday Work Experiences

    ERIC Educational Resources Information Center

    Ellinger, Andrea D.; Cseh, Maria

    2007-01-01

    Purpose: Interest and research on workplace learning has intensified in recent years, however, research on assessing how employees facilitate each other's learning through everyday work experiences and how organizational contextual factors promote or impede the facilitation of others' learning at work is underdeveloped. Therefore, the purpose of…

  1. 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…

  2. 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…

  3. Building a Learning Experience: What Do Learners' Online Interaction Data Imply?

    ERIC Educational Resources Information Center

    Kokoç, Mehmet; Altun, Arif

    2016-01-01

    It is still under debate whether learners' interaction data within e-learning and/or open learning environments could be considered as reflections of their learning experiences to be effective or not. Therefore, it is meaningful to explore the nature of these interactions and to make meaningful conclusions. This study aims to explore what the…

  4. "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…

  5. 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 &…

  6. 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.…

  7. 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…

  8. Learning by Creating and Exchanging Objects: The SCY Experience

    ERIC Educational Resources Information Center

    De Jong, Ton; Van Joolingen, Wouter R.; Giemza, Adam; Girault, Isabelle; Hoppe, Ulrich; Kindermann, Jorg; Kluge, Anders; Lazonder, Ard W.; Vold, Vibeke; Weinberger, Armin; Weinbrenner, Stefan; Wichmann, Astrid; Anjewierden, Anjo; Bodin, Marjolaine; Bollen, Lars; D'Ham, Cedric; Dolonen, Jan; Engler, Jan; Geraedts, Caspar; Grosskreutz, Henrik; Hovardas, Tasos; Julien, Rachel; Lechner, Judith; Ludvigsen, Sten; Matteman, Yuri; Meistadt, Oyvind; Naess, Bjorge; Ney, Muriel; Pedaste, Margus; Perritano, Anthony; Rinket, Marieke; Von Schlanbusch, Henrik; Sarapuu, Tago; Schulz, Florian; Sikken, Jakob; Slotta, Jim; Toussaint, Jeremy; Verkade, Alex; Wajeman, Claire; Wasson, Barbara; Zacharia, Zacharias C.; Van Der Zanden, Martine

    2010-01-01

    Science Created by You (SCY) is a project on learning in science and technology domains. SCY uses a pedagogical approach that centres around products, called "emerging learning objects" (ELOs) that are created by students. Students work individually and collaboratively in SCY-Lab (the general SCY learning environment) on "missions" that are guided…

  9. 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…

  10. Blended Learning Experience in Teacher Education: The Trainees' Perspective

    ERIC Educational Resources Information Center

    Cerná, Monika

    2009-01-01

    The article deals with blended learning in the context of pre-graduate English language teacher education. Firstly, the concept of blended learning is defined, then, the attention is focused on the online component of a blend, namely on the issue of interpersonal interaction including the challenges, which learning through online networking poses.…

  11. Evaluating and Implementing Learning Environments: A United Kingdom Experience.

    ERIC Educational Resources Information Center

    Ingraham, Bruce; Watson, Barbara; McDowell, Liz; Brockett, Adrian; Fitzpatrick, Simon

    2002-01-01

    Reports on ongoing work at five universities in northeastern England that have been evaluating and implementing online learning environments known as virtual learning environments (VLEs) or managed learning environments (MLEs). Discusses do-it-yourself versus commercial systems; transferability; Web-based versus client-server; integration with…

  12. Later Life Learning Experience among Chinese Elderly in Hong Kong

    ERIC Educational Resources Information Center

    Leung, Angela; Lui, Yu-Hon; Chi, Iris

    2005-01-01

    In a world with increasing numbers of older adults and a worldwide emphasis placed on lifelong learning, it is crucial to examine and formulate appropriate policy for learning in later life (LLL). Hong Kong has a rapidly aging population, which is projected to double within the next 25 years. However, lifelong learning for the elderly has yet to…

  13. 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…

  14. Distributed Learning: How New Technologies Promise a Richer Educational Experience.

    ERIC Educational Resources Information Center

    Dede, Chris

    1997-01-01

    Distance learning by distributed computing, or creation of a virtual learning community, can both solve logistical problems in higher education and create new instructional and learning opportunities. Knowledge webs (the Internet and World Wide Web) extend access to knowledge; shared synthetic environments provide sensory immersion; distributed…

  15. 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…

  16. Lessons Learned about Liquid Metal Reactors from FFTF Experience

    SciTech Connect

    Wootan, David W.; Casella, Andrew M.; Omberg, Ronald P.; Burke, Thomas M.; Grandy, Christopher

    2016-09-20

    The Fast Flux Test Facility (FFTF) is the most recent liquid-metal reactor (LMR) to operate in the United States, from 1982 to 1992. FFTF is located on the DOE Hanford Site near Richland, Washington. The 400-MWt sodium-cooled, low-pressure, high-temperature, fast-neutron flux, nuclear fission test reactor was designed specifically to irradiate Liquid Metal Fast Breeder Reactor (LMFBR) fuel and components in prototypical temperature and flux conditions. FFTF played a key role in LMFBR development and testing activities. The reactor provided extensive capability for in-core irradiation testing, including eight core positions that could be used with independent instrumentation for the test specimens. In addition to irradiation testing capabilities, FFTF provided long-term testing and evaluation of plant components and systems for LMFBRs. The FFTF was highly successful and demonstrated outstanding performance during its nearly 10 years of operation. The technology employed in designing and constructing this reactor, as well as information obtained from tests conducted during its operation, can significantly influence the development of new advanced reactor designs in the areas of plant system and component design, component fabrication, fuel design and performance, prototype testing, site construction, and reactor operations. The FFTF complex included the reactor, as well as equipment and structures for heat removal, containment, core component handling and examination, instrumentation and control, and for supplying utilities and other essential services. The FFTF Plant was designed using a “system” concept. All drawings, specifications and other engineering documentation were organized by these systems. Efforts have been made to preserve important lessons learned during the nearly 10 years of reactor operation. A brief summary of Lessons Learned in the following areas will be discussed: Acceptance and Startup Testing of FFTF FFTF Cycle Reports

  17. Using the Learning and Study Strategies Inventory Scores as Additional Predictors of Student Academic Performance.

    ERIC Educational Resources Information Center

    Rugsaken, Kris T.; Robertson, Jacqueline A.; Jones, James A.

    1998-01-01

    A study investigated the usefulness of the Learning and Study Strategies Inventory in predicting college students' academic performance, focusing on whether the scores enhance the accuracy of traditional predictors such as college entrance examinations and high school rank. Results indicate the scores produce a slight but not significant increase…

  18. 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…

  19. 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…

  20. 'I don't want to hurt him.' Parents' experiences of learning to administer clotting factor to their child.

    PubMed

    Furmedge, J; Lima, S; Monagle, P; Barnes, C; Newall, F

    2013-03-01

    To explore the experiences and educational needs of parents learning to use an Implanted Central Venous Access Device (IVAD) to administer clotting factor to their child with haemophilia. Parents of children with haemophilia who had learnt to administer clotting factor via IVAD attended focus groups to discuss their experiences of the learning process. Data were transcribed and analyzed thematically. Parents described distress and trauma in dealing with the diagnosis and treatment of their child's haemophilia. It was within this context that parents began the IVAD education process. Four major themes emerged from the data: dealing with fear and anxiety; a supportive learning environment; establishing a ritual and empowerment and liberation. Parents identified a supportive learning environment as their critical need rather than a specific learning process. In addition, the concept of ritual emerged both as a mechanism for increasing the child's comfort with the procedure and as a valuable learning tool for their parents. This study highlights the importance of consulting consumers to understand their experience of illness and their educational needs. Patient and family education programs should not be limited to the provision of information, but must establish and incorporate the needs of the learner.

  1. 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.

  2. Lessons learned from applying VIM to fast reactor critical experiments

    SciTech Connect

    Schaefer, R.W.; McKnight, R.D.; Collins, P.J.

    1995-05-17

    VIM is a continuous energy Monte Carlo code first developed around 1970 for the analysis of plate-type, fast-neutron, zero-power critical assemblies. In most respects, VIM is functionally equivalent to the MCNP code but it has two features that make uniquely suited to the analysis of fast reactor critical experiments: (1) the plate lattice geometry option, which allows efficient description of and neutron tracking in the assembly geometry, and (2) a statistical treatment of neutron cross section data in the unresolved resonance range. Since its inception, VIM`s capabilities have expanded to include numerous features, such as thermal neutron cross sections, photon cross sections, and combinatorial and other geometry options, that have allowed its use in a wide range of neutral-particle transport problems. The earliest validation work at Argonne National Laboratory (ANL) focused on the validation of VIM itself. This work showed that, in order for VIM to be a ``rigorous`` tool, extreme detail in the pointwise Monte Carlo libraries was needed, and the required detail was added. The emphasis soon shifted to validating models, methods, data and codes against VIM. Most of this work was done in the context of analyzing critical experiments in zero power reactor (ZPR) assemblies. The purpose of this paper is to present some of the lessons learned from using VIM in ZPR analysis work. This involves such areas as uncovering problems in deterministic methods and models, pitfalls in using Monte Carlo codes, and improving predictions. The numerical illustrations included here were taken from the extensive documentation cited as references.

  3. 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…

  4. 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…

  5. 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…

  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. 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…

  8. 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…

  9. 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 learner's…

  10. 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…

  11. "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…

  12. 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)…

  13. [Distance learning in the nursing area: report of an experience].

    PubMed

    Bastos, Marisa Antonini Ribeiro; Guimarães, Eliane Marina Palhares

    2003-01-01

    This study aims at reporting an experience of offering a course in the master program of the Universidad Nacional de Rosário. The purpose is to offer elements for a reflection on a conception of long-distance education, as an adequate and efficient modality of education, aiming at enabling a teaching with quality to a determined clientele. The course was developed in three moments: video-conference, long-distance didactic activities and a seminar. The tutoring was shared by establishing the challenge of having a dialogic relation with the students. Authors believe that long-distance education is an adequate pedagogical tool to qualify nurses who have no access to traditional graduate studies. Therefore it enables the qualification of a greater number of nurses, geographically dispersed, who are unable to scape from the routine of their personal and professional lives. Facing the need to form the country's nursing workers and qualify nurses to act as teachers, long-distance learning is an effective and possible pedagogical strategy.

  14. IDEAL: Images Across Domains, Experiments, Algorithms and Learning

    NASA Astrophysics Data System (ADS)

    Ushizima, Daniela M.; Bale, Hrishikesh A.; Bethel, E. Wes; Ercius, Peter; Helms, Brett A.; Krishnan, Harinarayan; Grinberg, Lea T.; Haranczyk, Maciej; Macdowell, Alastair A.; Odziomek, Katarzyna; Parkinson, Dilworth Y.; Perciano, Talita; Ritchie, Robert O.; Yang, Chao

    2016-11-01

    Research across science domains is increasingly reliant on image-centric data. Software tools are in high demand to uncover relevant, but hidden, information in digital images, such as those coming from faster next generation high-throughput imaging platforms. The challenge is to analyze the data torrent generated by the advanced instruments efficiently, and provide insights such as measurements for decision-making. In this paper, we overview work performed by an interdisciplinary team of computational and materials scientists, aimed at designing software applications and coordinating research efforts connecting (1) emerging algorithms for dealing with large and complex datasets; (2) data analysis methods with emphasis in pattern recognition and machine learning; and (3) advances in evolving computer architectures. Engineering tools around these efforts accelerate the analyses of image-based recordings, improve reusability and reproducibility, scale scientific procedures by reducing time between experiments, increase efficiency, and open opportunities for more users of the imaging facilities. This paper describes our algorithms and software tools, showing results across image scales, demonstrating how our framework plays a role in improving image understanding for quality control of existent materials and discovery of new compounds.

  15. 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.

  16. 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

  17. The effect of tailor-made additives on crystal growth of methyl paraben: Experiments and modelling

    NASA Astrophysics Data System (ADS)

    Cai, Zhihui; Liu, Yong; Song, Yang; Guan, Guoqiang; Jiang, Yanbin

    2017-03-01

    In this study, methyl paraben (MP) was selected as the model component, and acetaminophen (APAP), p-methyl acetanilide (PMAA) and acetanilide (ACET), which share the similar molecular structure as MP, were selected as the three tailor-made additives to study the effect of tailor-made additives on the crystal growth of MP. HPLC results indicated that the MP crystals induced by the three additives contained MP only. Photographs of the single crystals prepared indicated that the morphology of the MP crystals was greatly changed by the additives, but PXRD and single crystal diffraction results illustrated that the MP crystals were the same polymorph only with different crystal habits, and no new crystal form was found compared with other references. To investigate the effect of the additives on the crystal growth, the interaction between additives and facets was discussed in detail using the DFT methods and MD simulations. The results showed that APAP, PMAA and ACET would be selectively adsorbed on the growth surfaces of the crystal facets, which induced the change in MP crystal habits.

  18. 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.

  19. 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.

  20. 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.

  1. Hyperbaric oxygen therapy as additional treatment in deep sternal wound infections – a single center's experience

    PubMed Central

    Bryndza, Magdalena; Chrapusta, Anna; Kobielska, Ewa; Kapelak, Bogusław; Grudzień, Grzegorz

    2016-01-01

    Introduction Deep sternal wound infection (DSWI) is one of the most serious complications after cardiac surgery procedures, observed in 5% of patients. Current standard medical therapy for DSWI includes antibiotics, surgical debridement, resuturing or negative pressure wound therapy (NPWT). Unfortunately, in some cases these methods are insufficient, and additional therapeutic options are needed. Aim To assess the effects and usefulness of additional hyperbaric oxygen therapy (HBO2) in patients with DSWI after cardiac surgery procedures. Material and methods A retrospective analysis of 10 patients after cardiac surgery who developed DSWI in the period 2010–2012 was performed. After 3 months of ineffective conventional therapy including targeted antibiotic, surgical sternal debridement and NPWT, patients were qualified for additional HBO2 therapy. A total of 20 sessions of HBO2 therapy were performed, each 92 minutes long. Results After 4 weeks of HBO2 treatment, 7 patients presented complete wound healing with fibrous scar formation. One patient was qualified for the another cycle of HBO2 therapy with 20 additional sessions, and complete wound healing was observed. In 2 cases, after 5 and 19 sessions, HBO2 was interrupted because of improper qualifications. Conclusions The HBO2 as an additional therapy in DSWI was successful in 80% of cases, and no complications were observed. However, due to the small number of published studies with a small number of patients, randomized, clinical trials are needed to assess the clinical results of HBO2 in DSWI after cardiac surgery procedures. PMID:27785131

  2. 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.

  3. 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…

  4. Exposure and Experience: Additional Criteria for Selecting Future Operational Theater Commanders

    DTIC Science & Technology

    2009-10-23

    Kaufmann. From Plato to Derrida . Upper Saddle River, New Jersey: Pearson Prentice Hall, 2008. 8 Experience Comparison of Former...Forrest E., and Walter Kaufmann. From Plato to Derrida . Upper Saddle River, New Jersey: Pearson Prentice Hall, 2008. Bell, William Gardner. Center

  5. 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…

  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. English as an Additional Language (EAL) "viva voce": The EAL Doctoral Oral Examination Experience

    ERIC Educational Resources Information Center

    Carter, Susan

    2012-01-01

    Is the doctoral "viva voce" a reasonable method of examination? This exploratory paper proposes that the doctoral "viva voce" (oral examination) is a slightly different hurdle for doctoral candidates for whom English is an additional language (EAL, also termed ESL) than for those whose first language is English. It investigates…

  9. 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…

  10. The Learning Community Experience: Cultivating a Residual Worldview

    ERIC Educational Resources Information Center

    McDowell Marinchak, Christina L.; DeIuliis, David

    2013-01-01

    In this essay, we conceptualize first-year learning communities as worldviews that, during the first year and residually in subsequent years, allow students to recognize and engage difference and acknowledge and articulate their biases. Students who take part in a learning community have an opportunity to develop the biases and presuppositions of…

  11. 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…

  12. Engineering Students' Experiences from Physics Group Work in Learning Labs

    ERIC Educational Resources Information Center

    Mellingsaeter, Magnus Strøm

    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…

  13. 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…

  14. 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…

  15. 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…

  16. Best Practices Experiences: Successful Use of Electronic Learning Environments.

    ERIC Educational Resources Information Center

    de Boer, W. F.; Fisser, P. H. G.

    Two popular learning environments, TeleTOP and Blackboard, are implemented for specific educational contexts in many universities and other institutions. The goal is to increase the use of information and communication technology (ICT) in education, particularly network technology or Web-based systems. These electronic learning environments do not…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. Ubiquitous Knowledge and Experiences to Foster EFL Learning Affordances

    ERIC Educational Resources Information Center

    García-Sánchez, Soraya; Luján-García, Carmen

    2016-01-01

    This article explores the implementation of experiential learning affordances to improve skills in English as a Foreign Language (EFL) in higher education. The administration of an online anonymous survey to 100 students of different undergraduate degrees presents current learning reflections from EFL students at the Universidad de Las Palmas de…

  3. 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…

  4. Understanding Students' Experiences of Professionalism Learning: A "Threshold" Approach

    ERIC Educational Resources Information Center

    Neve, Hilary; Lloyd, Helen; Collett, Tracey

    2017-01-01

    Professionalism is a core element of curricula in many disciplines but can be difficult to teach and learn. This study used audio-diary methodology to identify professionalism threshold concepts in a small group learning setting in undergraduate medicine and to understand factors that might facilitate students to "get" such concepts.…

  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. Assessment of Student Learning: A Fast-Track Experience

    ERIC Educational Resources Information Center

    Stivers, Bonnie; Phillips, Jeffrey

    2009-01-01

    The professional accreditation agencies are making demands for assessment of student learning. These demands are not expected to lessen in the near future. The accreditation agencies are suggesting that educators should shift their focus from what faculty teach to what students learn. The authors show the development and implementation of an…

  7. What do medical students learn from early clinical experiences (ECE)?

    PubMed

    Lie, Désirée; Boker, John; Gutierrez, David; Prislin, Michael

    2006-08-01

    What are the common learning themes perceived by medical students during ECE with varying practice settings and patient profiles? Retrospective qualitative and quantitative analyses of structured descriptive reports completed by one class (n = 92) for 895 observed patient encounters identified common learning themes. Identified themes were examined by practice setting and patient characteristics. Student response rates were 85 to 94% across settings. Fifty-five percent of ECE were in outpatient settings. Chief complaints were predominantly medical (67%); only 20% represented psychosocial and 8% preventive care, respectively (5% were ambiguous). The five most common learning themes (out of 13 themes coded) were communication (>50%), procedures/time management, cross-cultural issues, feeling useful as a student, and presenting medical problems. Cross-cultural issues were addressed mainly in community settings. Negative learning occurred only rarely (<3%). Student observations from ECE can be used by course managers to design effective early clinical exposures to address specific course learning objectives.

  8. 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

  9. 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.

  10. Additive Manufacture (3D Printing) of Plasma Diagnostic Components and Assemblies for Fusion Experiments

    NASA Astrophysics Data System (ADS)

    Quinley, Morgan; Chun, Katherine; Melnik, Paul; Sieck, Paul; Smith, Trevor; Stuber, James; Woodruff, Simon; Romero-Talamas, Carlos; Rivera, William; Card, Alexander

    2016-10-01

    We are investigating the potential impact of additive manufacturing (3D printing) on the cost and complexity of plasma diagnostics. We present a survey of the current state-of-the-art in additive manufacture of metals, as well as the design of diagnostic components that have been optimized for and take advantage of these processes. Included among these is a set of retarding field analyzer probe heads that have been printed in tungsten with internal heat sinks and cooling channels. Finite element analysis of these probe heads shows the potential for a 750K reduction in peak temperature, allowing the probe to take data twice as often without melting. Results of the evaluation of these probe heads for mechanical strength and outgassing, as well as their use on Alcator C-Mod will be presented. Supported by DOE SBIR Grant DE-SC0011858.

  11. 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.

  12. Student Experiences of Problem-Based Learning in Pharmacy: Conceptions of Learning, Approaches to Learning and the Integration of Face-to-Face and On-Line Activities

    ERIC Educational Resources Information Center

    Ellis, Robert A.; Goodyear, Peter; Brillant, Martha; Prosser, Michael

    2008-01-01

    This study investigates fourth-year pharmacy students' experiences of problem-based learning (PBL). It adopts a phenomenographic approach to the evaluation of problem-based learning, to shed light on the ways in which different groups of students conceive of, and approach, PBL. The study focuses on the way students approach solving problem…

  13. 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.

  14. 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°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.

  15. 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.

  16. `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.

  17. 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…

  18. 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…

  19. Effects of learning experience on forgetting rates of item and associative memories.

    PubMed

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

    2016-07-01

    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 learning (ML) or a distributed learning (DL) mode. Then they were tested for item and associative recognition separately after four retention intervals: 10 min, 1 d, 1 wk, and 1 mo. The contribution of recollection and familiarity processes were assessed by participants' remember/know judgments. The results showed that for both item and associative memories, across different degrees of learning, recollection decreased significantly and was the main source of forgetting over time, whereas familiarity remained relatively stable over time. Learning multiple times led to slower forgetting at shorter intervals, depending on recollection and familiarity processes. Compared with massed learning, distributed learning (six times) especially benefited associative memory by increasing recollection, leading to slower forgetting at longer intervals. This study highlighted the importance of process contribution and learning experiences in modulating the forgetting rates of item and associative memories. We interpret these results within the framework of a dual factor representational model of forgetting (as noted in a previous study) in which recollection is more prone to decay over time than familiarity.

  20. 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

  1. Students' experiences of blended learning across a range of postgraduate programmes.

    PubMed

    Smyth, Siobhan; Houghton, Catherine; Cooney, Adeline; Casey, Dympna

    2012-05-01

    The article describes the students' experiences of taking a blended learning postgraduate programme in a school of nursing and midwifery. The indications to date are that blended learning as a pedagogical tool has the potential to contribute and improve nursing and midwifery practice and enhance student learning. Little is reported about the students' experiences to date. Focus groups were conducted with students in the first year of introducing blended learning. The two main themes that were identified from the data were (1) the benefits of blended learning and (2) the challenges to blended learning. The blended learning experience was received positively by the students. A significant finding that was not reported in previous research was that the online component meant little time away from study for the students suggesting that it was more invasive on their everyday life. It is envisaged that the outcomes of the study will assist educators who are considering delivering programmes through blended learning. It should provide guidance for further developments and improvements in using Virtual Learning Environment (VLE) and blended learning in nurse education.

  2. Explaining Variability in Retrieval Times for Addition Produced by Students with Mathematical Learning Difficulties

    ERIC Educational Resources Information Center

    Hopkins, Sarah L.; Lawson, Michael J.

    2004-01-01

    Predictors of retrieval times produced by students having difficulty developing a reliance on retrieval for simple addition were discovered. The findings support the notion that separate limitations operate in working memory when retrieval occurs and call into question the use of the term "retrieval deficit" to explain difficulties…

  3. 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…

  4. 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…

  5. 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…

  6. English as an Additional Language, Policy and the Teaching and Learning of English in England

    ERIC Educational Resources Information Center

    Costley, Tracey

    2014-01-01

    This paper is focused on the ways in which social policy and social concerns have impacted upon and shaped provision for students who consider English as an additional language (EAL). It provides an overview of practice and provision in relation to EAL learners in the context of state-funded education in England over the last 60 years in order to…

  7. 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…

  8. 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.

  9. 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)

  10. Early literacy and comprehension skills in children learning English as an additional language and monolingual children with language weaknesses.

    PubMed

    Bowyer-Crane, Claudine; Fricke, Silke; Schaefer, Blanca; Lervåg, Arne; Hulme, Charles

    2017-01-01

    Many children learning English as an additional language (EAL) show reading comprehension difficulties despite adequate decoding. However, the relationship between early language and reading comprehension in this group is not fully understood. The language and literacy skills of 80 children learning English from diverse language backgrounds and 80 monolingual English-speaking peers with language weaknesses were assessed at school entry (mean age = 4 years, 7 months) and after 2 years of schooling in the UK (mean age = 6 years, 3 months). The EAL group showed weaker language skills and stronger word reading than the monolingual group but no difference in reading comprehension. Individual differences in reading comprehension were predicted by variations in decoding and language comprehension in both groups to a similar degree.

  11. Mental arithmetic in children with mathematics learning disabilities: the adaptive use of approximate calculation in an addition verification task.

    PubMed

    Rousselle, Laurence; Noël, Marie-Pascale

    2008-01-01

    The adaptive use of approximate calculation was examined using a verification task with 18 third graders with mathematics learning disabilities, 22 typically achieving third graders, and 21 typically achieving second graders. Participants were asked to make true-false decisions on simple and complex addition problems while the distance between the proposed and the correct answer was manipulated. Both typically achieving groups were sensitive to answer plausibility on simple problems, were faster at rejecting extremely incorrect results than at accepting correct answers on complex addition problems, and showed a reduction of the complexity effect on implausible problems, attesting to the use of approximate calculation. Conversely, children with mathematics disabilities were unaffected by answer plausibility on simple addition problems, processed implausible and correct sums with equal speed on complex problems, and exhibited a smaller reduction of the complexity effect on implausible problems. They also made more errors on implausible problems. Different hypotheses are discussed to account for these results.

  12. 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…

  13. Assessment of quality of platelets preserved in plasma and platelet additive solution: A Malaysian experience

    PubMed Central

    Mokhtar, Munirah Binti; Hashim, Hasna Binti; Joshi, Sanmukh R

    2016-01-01

    Background: A use of platelet additives solution (PAS) improves storage conditions so as to give increased shelf life to platelets and to maintain hemostatic function. Objective: The present study was aimed to compare in vitro quality of platelet rich plasma (PRP)-derived platelet concentrate (PC) during extended period of storage in plasma and in additive solution (Composol PS and Fresenius). Study Design: Randomized 19 PCs each were used in the study for plasma and PAS as the storage medium. The measurement parameters, including pH, total white blood cell (WBC) count, total platelet count, and platelet activation rate, were studied on day 1, day 5, and day 8 of the storage period. The sterility test was carried out on the eighth day of storage. Results: pH of PC suspended in PAS was significantly lower as compared to that in plasma (P < 0.001) for all the three days of sampling. The WBC count, both in plasma and in PAS, showed an acceptable values of being <0.2 Χ 109 /unit during the storage period. Platelet count in PAS was higher as compared to that in plasma, though it was not statistically significant. While both the groups showed increased platelet activation rate during the storage, the PCs suspended in PAS showed significantly higher platelet activation rate (p0.001). Results from sterility test showed no bacterial growth in the PCs in both the groups. Conclusion: Most parameters studied on platelet storage in suspending medium of native plasma and PAS remained well within the acceptable limits. However, the pH values and platelet activation rate significantly differed in PAS as compared with plasma. PMID:27011678

  14. 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…

  15. Exploring Students' Experiences in First-Year Learning Communities from a Situated Learning Perspective

    ERIC Educational Resources Information Center

    Priest, Kerry L.; Saucier, Donald A.; Eiselein, Gregory

    2016-01-01

    This study looked to situated learning (Lave & Wenger, 1991) in order to explore students' participation in the social practices of first-year learning communities. Wenger's (1998) elaboration on "communities of practice" provides insight into how such participation transforms learners. These perspectives frame learning as a…

  16. 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…

  17. 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…

  18. Summary and overview of the CYCLOPS P addition Lagrangian experiment in the Eastern Mediterranean

    NASA Astrophysics Data System (ADS)

    Krom, M. D.; Thingstad, T. F.; Brenner, S.; Carbo, P.; Drakopoulos, P.; Fileman, T. W.; Flaten, G. A. F.; Groom, S.; Herut, B.; Kitidis, V.; Kress, N.; Law, C. S.; Liddicoat, M. I.; Mantoura, R. F. C.; Pasternak, A.; Pitta, P.; Polychronaki, T.; Psarra, S.; Rassoulzadegan, F.; Skjoldal, E. F.; Spyres, G.; Tanaka, T.; Tselepides, A.; Wassmann, P.; Wexels Riser, C.; Woodward, E. M. S.; Zodiatis, G.; Zohary, T.

    2005-11-01

    CYCLOPS was a European Framework 5 program to further our understanding of phosphorus cycling in the Eastern Mediterranean. The core of CYCLOPS was a Lagrangian experiment in which buffered phosphoric acid was added to a <4×4 km patch of water together with SF 6 as the inert tracer. The patch was followed for nine days in total. Results obtained prior to the experiment showed that the system was typically ultra-oligotrophic and P-starved with DON:DOP, PON:POP and DIN:DIP all having ratios greatly in excess of 16:1 in surface waters. To our surprise, we found that although the added phosphate was rapidly taken up by the microbial biota, there was a small but significant decrease in chlorophyll a and no increase in primary production, together with an increase in heterotrophic bacterial activity, ciliate numbers and in the gut fullness and egg numbers in the zooplankton community. A microcosm experiment carried out using within-patch and out-of-patch water showed that the phytoplankton community were N and P co-limited while the bacteria and micrograzers were P-limited. Thus this system tends to N and P co-limitation of phytoplankton productivity in summer possibly caused by bioavailable DIN being converted into non-bioavailable forms of DON. On the basis of the data collected within the programme it was concluded that this behavior could be explained by three non-mutually exclusive processes described as (1) trophic by-pass in which the added phosphate gets directly to the grazing part of the predatory food chain from the heterotrophic bacteria bypassing the phytoplankton compartment phosphate, (2) trophic tunnelling in which phosphate is rapidly taken up by both phytoplankton and bacteria via rapid luxury consumption. This causes an immediate change in the phosphorus content but not the abundance of the prey organisms. The added P then "reappears" as responses at the predator level much more rapidly than expected, and (3) mixotrophic by-pass in which inorganic

  19. Characterizing Variability in Smestad and Gratzel's Nanocrystalline Solar Cells: A Collaborative Learning Experience in Experimental Design

    ERIC Educational Resources Information Center

    Lawson, John; Aggarwal, Pankaj; Leininger, Thomas; Fairchild, Kenneth

    2011-01-01

    This article describes a collaborative learning experience in experimental design that closely approximates what practicing statisticians and researchers in applied science experience during consulting. Statistics majors worked with a teaching assistant from the chemistry department to conduct a series of experiments characterizing the variation…

  20. Measuring User Experience of the Student-Centered e-Learning Environment

    ERIC Educational Resources Information Center

    Santoso, Harry B.; Schrepp, Martin; Isal, R. Yugo Kartono; Utomo, Andika Yudha; Priyogi, Bilih

    2016-01-01

    The aim of the current study is to develop an adapted version of User Experience Questionnaire (UEQ) and evaluate a learning management system. Although there is a growing interest on User Experience, there are still limited resources (i.e. measurement tools or questionnaires) available to measure user experience of any products, especially…

  1. The Socio-Cultural and Learning Experiences of Music Students in a British University

    ERIC Educational Resources Information Center

    Dibben, Nicola

    2006-01-01

    Research into student experience in Higher Education has largely focused on students' role as learners. However, the student experience encompasses a much wider range of behaviours and beliefs than can be captured through a focus on teaching and learning alone. I report the findings of a research project which explored student experience in the…

  2. Engaging Youth in Underserved Communities through Digital-Mediated Arts Learning Experiences for Community Inquiry

    ERIC Educational Resources Information Center

    Lin, Ching-Chiu; Bruce, Bertram C.

    2013-01-01

    Learning for underserved youth is integral to social progress. Yet, too often, young people experience disconnects between their educational experiences and both individual and community needs. Arts can help these youth recover a unity through collective action in the community. Drawing from the experiences of a 4-year interdisciplinary research…

  3. Language Experience in L2 Phonological Learning: Effects of Psycholinguistic and Sociolinguistic Variables

    ERIC Educational Resources Information Center

    Trofimovich, Pavel

    2011-01-01

    The goal of this paper is to discuss language experience in second language (L2) phonological learning, with a particular focus on lexical frequency, attention to form, and ethnic identity as factors that influence the role of language experience. First, several difficulties associated with the study of language experience are discussed. Then,…

  4. Capturing Teacher Students' Emotional Experiences in Context: Does Inquiry-Based Learning Make a Difference?

    ERIC Educational Resources Information Center

    Litmanen, Topi; Lonka, Kirsti; Inkinen, Mikko; Lipponen, Lasse; Hakkarainen, Kai

    2012-01-01

    In the present study teacher students' contextual learning experiences were examined longitudinally in authentic study environments using the contextual activity sampling system, a means of mobile-supported experience sampling. The students' (n = 9) experiences were first recorded during a 2 week period in their first year of study. The same…

  5. [Requirements for drug approval and additional benefits assessment: Regulatory aspects and experiences].

    PubMed

    Broich, K; Löbker, W; Schulte, A; Beinlich, P; Müller, T

    2016-04-01

    The early assessment of benefits of newly approved drugs with novel active substances or new applications, which came into force on 1 January 2011 still represents a challenge to all parties involved. This article highlights the definitions, regulatory requirements and interaction between drug marketing approval and early assessment of benefits in Germany. The constellation of an extensively harmonized European and even international drug authorization process with a predominantly national regulation of drug reimbursement situation inevitably causes friction, which could be markedly reduced through early joint advisory discussions during the planning phase for pivotal clinical trials. During the year 2015 the Federal Institute for Drugs and Medical Devices (BfArM) carried out 300 scientific advice procedures of which 34 were concerned with applications in the field of indications for the central nervous system (CNS). In comparison 98 advisory meetings were held by the Federal Joint Committee (G-BA) of which the BfArM provided advice in 12 instances and in 2 cases on CNS indications. Study design, endpoints and appropriate comparative therapies are the key issues in exchanges and discussions between the BfArM, the G‑BA and applicants. Under these aspects the BfArM and G‑BA promote an early and consistent involvement in early advice procedures regarding the prerequisites for drug approval and assessment of additional benefits.

  6. Effects of biochar addition to soil on nitrogen fluxes in a winter wheat lysimeter experiment

    NASA Astrophysics Data System (ADS)

    Hüppi, Roman; Leifeld, Jens; Neftel, Albrecht; Conen, Franz; Six, Johan

    2014-05-01

    Biochar is a carbon-rich, porous residue from pyrolysis of biomass that potentially increases crop yields by reducing losses of nitrogen from soils and/or enhancing the uptake of applied fertiliser by the crops. Previous research is scarce about biochar's ability to increase wheat yields in temperate soils or how it changes nitrogen dynamics in the field. In a lysimeter system with two different soils (sandy/silt loam) nitrogen fluxes were traced by isotopic 15N enriched fertiliser to identify changes in nitrous oxide emissions, leaching and plant uptake after biochar addition. 20t/ha woodchip-waste biochar (pH=13) was applied to these soils in four lysimeters per soil type; the same number of lysimeters served as a control. The soils were cropped with winter wheat during the season 2012/2013. 170 kg-N/ha ammonium nitrate fertiliser with 10% 15N was applied in 3 events during the growing season and 15N concentrations where measured at different points in time in plant, soil, leachate and emitted nitrous oxide. After one year the lysimeter system showed no difference between biochar and control treatment in grain- and straw yield or nitrogen uptake. However biochar did reduce nitrous oxide emissions in the silt loam and losses of nitrate leaching in sandy loam. This study indicates potential reduction of nitrogen loss from cropland soil by biochar application but could not confirm increased yields in an intensive wheat production system.

  7. Learning from experience in nonlinear environments: Evidence from a competition scenario.

    PubMed

    Soyer, Emre; Hogarth, Robin M

    2015-09-01

    We test people's ability to learn to estimate a criterion (probability of success in a competition scenario) that requires aggregating information in a nonlinear manner. The learning environments faced by experimental participants are kind in that they are characterized by immediate, accurate feedback involving either naturalistic outcomes (information on winning and/or ranking) or the normatively correct probabilities. We find no evidence of learning from the former and modest learning from the latter, except that a group of participants endowed with a memory aid performed substantially better. However, when the task is restructured such that information should be aggregated in a linear fashion, participants learn to make more accurate assessments. Our experiments highlight the important role played by prior beliefs in learning tasks, the default status of linear aggregation in many inferential judgments, and the difficulty of learning in nonlinear environments even in the presence of veridical feedback.

  8. Prior Visual Experience Modulates Learning of Sound Localization Among Blind Individuals.

    PubMed

    Tao, Qian; Chan, Chetwyn C H; Luo, Yue-Jia; Li, Jian-Jun; Ting, Kin-Hung; Lu, Zhong-Lin; Whitfield-Gabrieli, Susan; Wang, Jun; Lee, Tatia M C

    2017-02-04

    Cross-modal learning requires the use of information from different sensory modalities. This study investigated how the prior visual experience of late blind individuals could modulate neural processes associated with learning of sound localization. Learning was realized by standardized training on sound localization processing, and experience was investigated by comparing brain activations elicited from a sound localization task in individuals with (late blind, LB) and without (early blind, EB) prior visual experience. After the training, EB showed decreased activation in the precuneus, which was functionally connected to a limbic-multisensory network. In contrast, LB showed the increased activation of the precuneus. A subgroup of LB participants who demonstrated higher visuospatial working memory capabilities (LB-HVM) exhibited an enhanced precuneus-lingual gyrus network. This differential connectivity suggests that visuospatial working memory due to the prior visual experience gained via LB-HVM enhanced learning of sound localization. Active visuospatial navigation processes could have occurred in LB-HVM compared to the retrieval of previously bound information from long-term memory for EB. The precuneus appears to play a crucial role in learning of sound localization, disregarding prior visual experience. Prior visual experience, however, could enhance cross-modal learning by extending binding to the integration of unprocessed information, mediated by the cognitive functions that these experiences develop.

  9. Nitrate removal in stream ecosystems measured by 15N addition experiments: 2. Denitrification

    SciTech Connect

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

    2009-01-01

    We measured denitrification rates using a field {sup 15}N-NO{sub 3}{sup -} tracer-addition approach in a large, cross-site study of nitrate uptake in reference, agricultural, and suburban-urban streams. We measured denitrification rates in 49 of 72 streams studied. Uptake length due to denitrification (S{sub Wden}) ranged from 89 m to 184 km (median of 9050 m) and there were no significant differences among regions or land-use categories, likely because of the wide range of conditions within each region and land use. N{sub 2} production rates far exceeded N{sub 2}O production rates in all streams. The fraction of total NO{sub 3}{sup -} removal from water due to denitrification ranged from 0.5% to 100% among streams (median of 16%), and was related to NH{sub 4}{sup +} concentration and ecosystem respiration rate (ER). Multivariate approaches showed that the most important factors controlling S{sub Wden} were specific discharge (discharge/width) and NO{sub 3}{sup -} concentration (positive effects), and ER and transient storage zones (negative effects). The relationship between areal denitrification rate (U{sub den}) and NO{sub 3}{sup -} concentration indicated a partial saturation effect. A power function with an exponent of 0.5 described this relationship better than a Michaelis-Menten equation. Although U{sub den} increased with increasing NO{sub 3}{sup -} concentration, the efficiency of NO{sub 3}{sup -} removal from water via denitrification declined, resulting in a smaller proportion of streamwater NO{sub 3}{sup -} load removed over a given length of stream. Regional differences in stream denitrification rates were small relative to the proximate factors of NO{sub 3}{sup -} concentration and ecosystem respiration rate, and land use was an important but indirect control on denitrification in streams, primarily via its effect on NO{sub 3}{sup -} concentration.

  10. Nitrate removal in stream ecosystems measured by 15N addition experiments: Denitrification

    USGS Publications Warehouse

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

    2009-01-01

    We measured denitrification rates using a field 15N-NO- 3 tracer-addition approach in a large, cross-site study of nitrate uptake in reference, agricultural, and suburban-urban streams. We measured denitrification rates in 49 of 72 streams studied. Uptake length due to denitrification (SWden) ranged from 89 m to 184 km (median of 9050 m) and there were no significant differences among regions or land-use categories, likely because of the wide range of conditions within each region and land use. N2 production rates far exceeded N2O production rates in all streams. The fraction of total NO-3 removal from water due to denitrification ranged from 0.5% to 100% among streams (median of 16%), and was related to NHz 4 concentration and ecosystem respiration rate (ER). Multivariate approaches showed that the most important factors controlling SWden were specific discharge (discharge / width) and NO-3 concentration (positive effects), and ER and transient storage zones (negative effects). The relationship between areal denitrification rate (Uden) and NO- 3 concentration indicated a partial saturation effect. A power function with an exponent of 0.5 described this relationship better than a Michaelis-Menten equation. Although Uden increased with increasing NO- 3 concentration, the efficiency of NO-3 removal from water via denitrification declined, resulting in a smaller proportion of streamwater NO-3 load removed over a given length of stream. Regional differences in stream denitrification rates were small relative to the proximate factors of NO-3 concentration and ecosystem respiration rate, and land use was an important but indirect control on denitrification in streams, primarily via its effect on NO-3 concentration. ?? 2009.

  11. Game Immersion Experience: Its Hierarchical Structure and Impact on Game-Based Science Learning

    ERIC Educational Resources Information Center

    Cheng, M.-T.; She, H.-C.; Annetta, L. A.

    2015-01-01

    Many studies have shown the positive impact of serious educational games (SEGs) on learning outcomes. However, there still exists insufficient research that delves into the impact of immersive experience in the process of gaming on SEG-based science learning. The dual purpose of this study was to further explore this impact. One purpose was to…

  12. Within-Students Variability in Learning Experiences, and Teachers' Perceptions of Students' Task-Focus

    ERIC Educational Resources Information Center

    Malmberg, Lars-Erik; Lim, Wee H. T.; Tolvanen, Asko; Nurmi, Jari-Erik

    2016-01-01

    In order to advance our understanding of educational processes, we present a tutorial of intraindividual variability. An adaptive educational process is characterised by stable (less variability), and a maladaptive process is characterised by instable (more variability) learning experiences from one learning situation to the next. We outline step…

  13. A Learning Experience of the Gender Perspective in English Teaching Contexts

    ERIC Educational Resources Information Center

    Mojica, Claudia Patricia; Castañeda-Peña, Harold

    2017-01-01

    Eighteen Colombian English teachers participated in a course with an emphasis on gender and foreign language teaching in a Master's program in Bogotá. This text describes the design, implementation, and the learning in this educational experience. The analysis of the course was based on a view of learning as a process of participation rooted in…

  14. Teachers' Experiences of Autonomy in Continuing Professional Development: Teacher Learning Communities in London and Hong Kong

    ERIC Educational Resources Information Center

    Hargreaves, Eleanore; Berry, Rita; Lai, Y. C.; Leung, Pamela; Scott, David; Stobart, Gordon

    2013-01-01

    This paper examines teachers' experiences of autonomy as they undertook Continuing Professional Development (CPD) in the form of Teacher Learning Communities (TLCs) to develop Assessment for Learning (AfL). Participant teacher interview data were used from two parallel TLC projects, one in Hong Kong and one in London, UK. Autonomy was defined in…

  15. Word Learning in Adults with Second-Language Experience: Effects of Phonological and Referent Familiarity

    ERIC Educational Resources Information Center

    Kaushanskaya, Margarita; Yoo, Jeewon; Van Hecke, Stephanie

    2013-01-01

    Purpose: The goal of this research was to examine whether phonological familiarity exerts different effects on novel word learning for familiar versus 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…

  16. The Experiences of Students with Learning Disabilities in a Higher Education Virtual Campus

    ERIC Educational Resources Information Center

    Hollins, Nancy; Foley, Alan R.

    2013-01-01

    Institutions of higher education are increasingly asking students to use the online environment, or virtual campus, when carrying out business related to college life. In this paper, we report findings from a study conducted to learn more about the experiences of college students with learning disabilities as they interacted with this virtual…

  17. Zoology Students' Experiences of Collaborative Enquiry in Problem-Based Learning

    ERIC Educational Resources Information Center

    Harland, Tony

    2002-01-01

    This paper presents an action-research case study that focuses on experiences of collaboration in a problem-based learning (PBL) course in Zoology. Our PBL model was developed as a research activity in partnership with a commercial organisation. Consequently, learning was grounded in genuine situations of practice in which a high degree of…

  18. How Do Virtual World Experiences Bring about Learning? A Critical Review of Theories

    ERIC Educational Resources Information Center

    Loke, Swee-Kin

    2015-01-01

    While students do learn real-world knowledge and skills in virtual worlds, educators have yet to adequately theorise how students' virtual world experiences bring about this learning. This paper critically reviewed theories currently used to underpin empirical work in virtual worlds for education. In particular, it evaluated how applicable these…

  19. An Examination of University Agricultural Education Faculty Attitudes toward the Implementation of High Impact Learning Experiences

    ERIC Educational Resources Information Center

    Murphrey, Theresa Pesl; Odom, Summer F.; Sledd, James

    2016-01-01

    Meaningful learning is a goal across the broad field of agricultural education and high impact learning (HIL) experiences are a mechanism to facilitate that goal. The purpose of this study was to examine university agricultural education faculty attitudes toward the implementation of HIL. Faculty (n=85) from 10 agricultural education departments…

  20. Measuring Teachers and Learners' Perceptions of the Quality of Their Online Learning Experience

    ERIC Educational Resources Information Center

    Gómez-Rey, Pilar; Barbera, Elena; Fernández-Navarro, Francisco

    2016-01-01

    This article explores the quality of the online learning experience based on the Sloan-C framework and the Online Learning Consortium's (OLC) quality scorecard. The OLC index has been implemented to evaluate quality in online programs from different perspectives. Despite this, the opinions of learners are ignored, and it is built using feedback…