Problem-based learning using patient-simulated videos showing daily life for a comprehensive clinical approach

PubMed Central

Ohira, Yoshiyuki; Uehara, Takanori; Noda, Kazutaka; Suzuki, Shingo; Shikino, Kiyoshi; Kajiwara, Hideki; Kondo, Takeshi; Hirota, Yusuke; Ikusaka, Masatomi

2017-01-01

Objectives We examined whether problem-based learning tutorials using patient-simulated videos showing daily life are more practical for clinical learning, compared with traditional paper-based problem-based learning, for the consideration rate of psychosocial issues and the recall rate for experienced learning. Methods Twenty-two groups with 120 fifth-year students were each assigned paper-based problem-based learning and video-based problem-based learning using patient-simulated videos. We compared target achievement rates in questionnaires using the Wilcoxon signed-rank test and discussion contents diversity using the Mann-Whitney U test. A follow-up survey used a chi-square test to measure students’ recall of cases in three categories: video, paper, and non-experienced. Results Video-based problem-based learning displayed significantly higher achievement rates for imagining authentic patients (p=0.001), incorporating a comprehensive approach including psychosocial aspects (p<0.001), and satisfaction with sessions (p=0.001). No significant differences existed in the discussion contents diversity regarding the International Classification of Primary Care Second Edition codes and chapter types or in the rate of psychological codes. In a follow-up survey comparing video and paper groups to non-experienced groups, the rates were higher for video (χ2=24.319, p<0.001) and paper (χ2=11.134, p=0.001). Although the video rate tended to be higher than the paper rate, no significant difference was found between the two. Conclusions Patient-simulated videos showing daily life facilitate imagining true patients and support a comprehensive approach that fosters better memory. The clinical patient-simulated video method is more practical and clinical problem-based tutorials can be implemented if we create patient-simulated videos for each symptom as teaching materials.  PMID:28245193

Video-assisted feedback in general practice internships using German general practitioner's guidelines

PubMed Central

Bölter, Regine; Freund, Tobias; Ledig, Thomas; Boll, Bernhard; Szecsenyi, Joachim; Roos, Marco

2012-01-01

Introduction: The planned modification of the Medical Licenses Act in Germany will strengthen the specialty of general practice. Therefore, medical students should get to know the daily routine of general practitioners during their academic studies. At least 10% of students should get the possibility to spend one quarter of the internship, in the last year of their academic studies, in a practice of family medicine. The demonstrated teaching method aims at giving feedback to the student based on video recordings of patient consultations (student-patient) with the help of a checklist. Video-feedback is already successful used in medical teaching in Germany and abroad. This feasibility study aims at assessing the practicability of video-assisted feedback as a teaching method during internship in general practice. Teaching method: First of all, the general practice chooses a guideline as the learning objective. Secondly, a subsequent patient – student – consultation is recorded on video. Afterwards, a video-assisted formative feedback is given by the physician. A checklist with learning objectives (communication, medical examination, a structured case report according to the guideline) is used to structure the feedback content. Feasibility: The feasibility was assessed by a semi structured interview in order to gain insight into barriers and challenges for future implementation. The teaching method was performed in one general practice. Afterwards the teaching physician and the trainee intern were interviewed. The following four main categories were identified: feasibility, performance, implementation in daily routine, challenges of the teaching concept. The results of the feasibility study show general practicability of this approach. Installing a video camera in one examination room may solve technical problems. The trainee intern mentioned theoretical and practical benefits using the guideline. The teaching physician noted the challenge to reflect on his daily routines in the light of evidence-based guidelines. Conclusion: This teaching method supports quality control and standardizing of learning objectives during the internship in general practice by using general practice guidelines. The use of a checklist enhances this method in general practice. We consider the presented teaching method in the context of the planned modification of the Medical Licenses Act is part of quality control and standardisation of medical teaching during general practice internships. In order to validate these presumptions, further, evaluation of this method concerning the learning objectives using the guidelines of general practice need to be carried out. PMID:23255963

Video-assisted feedback in general practice internships using German general practitioner's guidelines.

PubMed

Bölter, Regine; Freund, Tobias; Ledig, Thomas; Boll, Bernhard; Szecsenyi, Joachim; Roos, Marco

2012-01-01

The planned modification of the Medical Licenses Act in Germany will strengthen the specialty of general practice. Therefore, medical students should get to know the daily routine of general practitioners during their academic studies. At least 10% of students should get the possibility to spend one quarter of the internship, in the last year of their academic studies, in a practice of family medicine. The demonstrated teaching method aims at giving feedback to the student based on video recordings of patient consultations (student-patient) with the help of a checklist. Video-feedback is already successful used in medical teaching in Germany and abroad. This feasibility study aims at assessing the practicability of video-assisted feedback as a teaching method during internship in general practice. First of all, the general practice chooses a guideline as the learning objective. Secondly, a subsequent patient - student - consultation is recorded on video. Afterwards, a video-assisted formative feedback is given by the physician. A checklist with learning objectives (communication, medical examination, a structured case report according to the guideline) is used to structure the feedback content. The feasibility was assessed by a semi structured interview in order to gain insight into barriers and challenges for future implementation. The teaching method was performed in one general practice. Afterwards the teaching physician and the trainee intern were interviewed. The Following four main categories were identified: feasibility, performance, implementation in daily routine, challenges of the teaching concept.The results of the feasibility study show general practicability of this approach. Installing a video camera in one examination room may solve technical problems. The trainee intern mentioned theoretical and practical benefits using the guideline. The teaching physician noted the challenge to reflect on his daily routines in the light of evidence-based guidelines. This teaching method supports quality control and standardizing of learning objectives during the internship in general practice by using general practice guidelines. The use of a checklist enhances this method in general practice. We consider the presented teaching method in the context of the planned modification of the Medical Licenses Act is part of quality control and standardisation of medical teaching during general practice internships. In order to validate these presumptions, further, evaluation of this method concerning the learning objectives using the guidelines of general practice need to be carried out.

Emergence of Virtual Reality as a Tool for Upper Limb Rehabilitation: Incorporation of Motor Control and Motor Learning Principles

PubMed Central

Weiss, Patrice L.; Keshner, Emily A.

2015-01-01

The primary focus of rehabilitation for individuals with loss of upper limb movement as a result of acquired brain injury is the relearning of specific motor skills and daily tasks. This relearning is essential because the loss of upper limb movement often results in a reduced quality of life. Although rehabilitation strives to take advantage of neuroplastic processes during recovery, results of traditional approaches to upper limb rehabilitation have not entirely met this goal. In contrast, enriched training tasks, simulated with a wide range of low- to high-end virtual reality–based simulations, can be used to provide meaningful, repetitive practice together with salient feedback, thereby maximizing neuroplastic processes via motor learning and motor recovery. Such enriched virtual environments have the potential to optimize motor learning by manipulating practice conditions that explicitly engage motivational, cognitive, motor control, and sensory feedback–based learning mechanisms. The objectives of this article are to review motor control and motor learning principles, to discuss how they can be exploited by virtual reality training environments, and to provide evidence concerning current applications for upper limb motor recovery. The limitations of the current technologies with respect to their effectiveness and transfer of learning to daily life tasks also are discussed. PMID:25212522

Mathematics Education ITE Students Examining the Value of Digital Learning Objects

ERIC Educational Resources Information Center

Hawera Ngarewa; Wright, Noeline; Sharma, Sashi

2017-01-01

One issue in mathematics initial teacher education (ITE) is how to best support students to use digital technologies (DTs) to enhance their teaching of mathematics. While most ITE students are probably using DTs on a daily basis for personal use, they are often unfamiliar with using them for educative purposes in New Zealand primary school…

Just in time: technology to disseminate curriculum and manage educational requirements with mobile technology.

PubMed

Ferenchick, Gary; Fetters, Moses; Carse, A Mervyn

2008-01-01

Learning objectives intended to guide clinical education may be of limited usefulness if they are unavailable to students when interacting with patients. We developed, implemented, and evaluated a Web-based process to disseminate the Clerkship Directors of Internal Medicine curricular objectives to students via handheld computers and for students to upload patient logs to a central database. We delivered this program to all students in our geographically dispersed system, with minimal technological problems. The total number of "hits" on curricular objectives was 8,932 (averaging 149 per student or approximately 2.7 times daily). The average number of "hits" per problem was 470, ranging from 18 for smoking cessation to 1,784 for chest pain. The total number of patient problems logged by students was 9,579, and 91% of students met our prespecified criteria for numbers and types of patients. Dissemination and use of curricular learning objectives and related tools is enhanced with mobile technology.

Introductory geology for elementary education majors utilizing a constructivist approach

USGS Publications Warehouse

Brown, L.M.; Kelso, P.R.; Rexroad, C.B.

2001-01-01

"Field Excursions in Earth Science" is designed as a non-prerequisite field-based course for elementary education majors. Classic Canadian Shield and Michigan Basin outcrops and Quaternary features are used to teach those Earth science objectives considered most important for K-8 teachers by the Michigan State Board of Education and by others. We integrated these objectives into five conceptual pathways rather than presenting them as discrete pieces of information. A variety of teaching techniques based on constructivist educational theory are employed, so that pre-service teachers experience active-learning strategies in the context of how science is practiced. Our learning strategies address the cognitive and affective domains and utilize personal experiences in conjunction with pre- and post-experience organizers to allow students to develop individual meanings. We place emphasis on observations and concepts and we encourage students to explain their understanding of concepts verbally and in a variety of written formats. Activities address spatial concepts and map reading; mineral, rock, and fossil identification; formation of rocks; surficial processes and landform development; structural deformation and plate tectonics; and environmental issues. Students keep field notes and have daily projects. They address the pedagogical structure of the course in a daily diary.

On the Safety of Machine Learning: Cyber-Physical Systems, Decision Sciences, and Data Products.

PubMed

Varshney, Kush R; Alemzadeh, Homa

2017-09-01

Machine learning algorithms increasingly influence our decisions and interact with us in all parts of our daily lives. Therefore, just as we consider the safety of power plants, highways, and a variety of other engineered socio-technical systems, we must also take into account the safety of systems involving machine learning. Heretofore, the definition of safety has not been formalized in a machine learning context. In this article, we do so by defining machine learning safety in terms of risk, epistemic uncertainty, and the harm incurred by unwanted outcomes. We then use this definition to examine safety in all sorts of applications in cyber-physical systems, decision sciences, and data products. We find that the foundational principle of modern statistical machine learning, empirical risk minimization, is not always a sufficient objective. We discuss how four different categories of strategies for achieving safety in engineering, including inherently safe design, safety reserves, safe fail, and procedural safeguards can be mapped to a machine learning context. We then discuss example techniques that can be adopted in each category, such as considering interpretability and causality of predictive models, objective functions beyond expected prediction accuracy, human involvement for labeling difficult or rare examples, and user experience design of software and open data.

Water quality improvement policies: lessons learned from the implementation of Proposition O in Los Angeles, California

Treesearch

Mi-Hyun Park; Michael Stenstrom; Stephanie Pincetl

2009-01-01

This article evaluates the implementation of Proposition O, a stormwater cleanup measure, in Los Angeles, California. The measure was intended to create new funding to help the city comply with the Total Maximum Daily Load requirements under the federal Clean Water Act. Funding water quality objectives through a bond measure was necessary because the city had...

Structured Activities in Perceptual Training to Aid Retention of Visual and Auditory Images.

ERIC Educational Resources Information Center

Graves, James W.; And Others

The experimental program in structured activities in perceptual training was said to have two main objectives: to train children in retention of visual and auditory images and to increase the children's motivation to learn. Eight boys and girls participated in the program for two hours daily for a 10-week period. The age range was 7.0 to 12.10…

Early handling effect on female rat spatial and non-spatial learning and memory.

PubMed

Plescia, Fulvio; Marino, Rosa A M; Navarra, Michele; Gambino, Giuditta; Brancato, Anna; Sardo, Pierangelo; Cannizzaro, Carla

2014-03-01

This study aims at providing an insight into early handling procedures on learning and memory performance in adult female rats. Early handling procedures were started on post-natal day 2 until 21, and consisted in 15 min, daily separations of the dams from their litters. Assessment of declarative memory was carried out in the novel-object recognition task; spatial learning, reference- and working memory were evaluated in the Morris water maze (MWM). Our results indicate that early handling induced an enhancement in: (1) declarative memory, in the object recognition task, both at 1h and 24h intervals; (2) reference memory in the probe test and working memory and behavioral flexibility in the "single-trial and four-trial place learning paradigm" of the MWM. Short-term separation by increasing maternal care causes a dampening in HPA axis response in the pups. A modulated activation of the stress response may help to protect brain structures, involved in cognitive function. In conclusion, this study shows the long-term effects of a brief maternal separation in enhancing object recognition-, spatial reference- and working memory in female rats, remarking the impact of early environmental experiences and the consequent maternal care on the behavioral adaptive mechanisms in adulthood. Copyright © 2013 Elsevier B.V. All rights reserved.

A new approach for the quantitative evaluation of drawings in children with learning disabilities.

PubMed

Galli, Manuela; Vimercati, Sara Laura; Stella, Giacomo; Caiazzo, Giorgia; Norveti, Federica; Onnis, Francesca; Rigoldi, Chiara; Albertini, Giorgio

2011-01-01

A new method for a quantitative and objective description of drawing and for the quantification of drawing ability in children with learning disabilities (LD) is hereby presented. Twenty-four normally developing children (N) (age 10.6 ± 0.5) and 18 children with learning disabilities (LD) (age 10.3 ± 2.4) took part to the study. The drawing tasks were chosen among those already used in clinical daily experience (Denver Developmental Screening Test). Some parameters were defined in order to quantitatively describe the features of the children's drawings, introducing new objective measurements beside the subjective standard clinical evaluation. The experimental set-up revealed to be valid for clinical application with LD children. The parameters highlighted the presence of differences in the drawing features of N and LD children. This paper suggests the applicability of this protocol to other fields of motor and cognitive valuation, as well as the possibility to study the upper limbs position and muscle activation during drawing. Copyright © 2011 Elsevier Ltd. All rights reserved.

Transfer of learning between 2D and 3D sources during infancy: Informing theory and practice

PubMed Central

Barr, Rachel

2010-01-01

The ability to transfer learning across contexts is an adaptive skill that develops rapidly during early childhood. Learning from television is a specific instance of transfer of learning between a 2-Dimensional (2D) representation and a 3-Dimensional (3D) object. Understanding the conditions under which young children might accomplish this particular kind of transfer is important because by 2 years of age 90% of US children are viewing television on a daily basis. Recent research shows that children can imitate actions presented on television using the corresponding real-world objects, but this same research also shows that children learn less from television than they do from live demonstrations until they are at least 3 years old; termed the video deficit effect. At present, there is no coherent theory to account for the video deficit effect; how learning is disrupted by this change in context is poorly understood. The aims of the present review are (1) to review the conditions under which children transfer learning between 2D images and 3D objects during early childhood, and (2) to integrate developmental theories of memory processing into the transfer of learning from media literature using Hayne’s (2004) developmental representational flexibility account. The review will conclude that studies on the transfer of learning between 2D and 3D sources have important theoretical implications for general developmental theories of cognitive development, and in particular the development of a flexible representational system, as well as policy implications for early education regarding the potential use and limitations of media as effective teaching tools during early childhood. PMID:20563302

How GPs learn.

PubMed

MacLeod, Sheona

2009-07-01

As the requirements for the revalidation of general practitioners (GPs) unfold, there is an increasing emphasis on demonstrating effective continued medical education (CME) based on identified learning needs. This qualitative study aimed to promote understanding of how GPs currently approach their learning. The behaviour of one group of GPs was studied to explore how they assessed and met individual learning needs. The GPs studied showed a pragmatic approach, valuing learning that gave them practical advice and instant access to information for patient-specific problems. The main driver for the GPs' learning was discomfort during their daily work if a possible lack of knowledge or skills was perceived. However, some learning benchmarked current good practice or ensured continued expertise. Learning purely for interest was also described. The GPs in this study all demonstrated a commitment to personal learning, although they were not yet thinking about demonstrating the effectiveness of this for revalidation. The GPs prioritised their learning needs and were beginning to use some objective assessment methods to do this and the GP appraisal process was found to have a mainly positive effect on learning.

Neurotoxic lesions of ventrolateral prefrontal cortex impair object-in-place scene memory

PubMed Central

Wilson, Charles R E; Gaffan, David; Mitchell, Anna S; Baxter, Mark G

2007-01-01

Disconnection of the frontal lobe from the inferotemporal cortex produces deficits in a number of cognitive tasks that require the application of memory-dependent rules to visual stimuli. The specific regions of frontal cortex that interact with the temporal lobe in performance of these tasks remain undefined. One capacity that is impaired by frontal–temporal disconnection is rapid learning of new object-in-place scene problems, in which visual discriminations between two small typographic characters are learned in the context of different visually complex scenes. In the present study, we examined whether neurotoxic lesions of ventrolateral prefrontal cortex in one hemisphere, combined with ablation of inferior temporal cortex in the contralateral hemisphere, would impair learning of new object-in-place scene problems. Male macaque monkeys learned 10 or 20 new object-in-place problems in each daily test session. Unilateral neurotoxic lesions of ventrolateral prefrontal cortex produced by multiple injections of a mixture of ibotenate and N-methyl-d-aspartate did not affect performance. However, when disconnection from inferotemporal cortex was completed by ablating this region contralateral to the neurotoxic prefrontal lesion, new learning was substantially impaired. Sham disconnection (injecting saline instead of neurotoxin contralateral to the inferotemporal lesion) did not affect performance. These findings support two conclusions: first, that the ventrolateral prefrontal cortex is a critical area within the frontal lobe for scene memory; and second, the effects of ablations of prefrontal cortex can be confidently attributed to the loss of cell bodies within the prefrontal cortex rather than to interruption of fibres of passage through the lesioned area. PMID:17445247

Beyond Being Present: Learning-Oriented Leadership in the Daily Work of Middle Managers

ERIC Educational Resources Information Center

Döös, Marianne; Johansson, Peter; Wilhelmson, Lena

2015-01-01

Purpose: This paper aims to contribute to the understanding of learning-oriented leadership as being integrated in managers' daily work. The particular focus is on managers' efforts to change how work is carried out through indirect acts of influence. In their daily work, managers influence the organisation's learning conditions in ways that go…

Verbal learning in marijuana users seeking treatment: a comparison between depressed and non-depressed samples

PubMed Central

Roebke, Patrick V.; Vadhan, Nehal P.; Brooks, Daniel J.; Levin, Frances R.

2014-01-01

Background: Both individuals with marijuana use and depressive disorders exhibit verbal learning and memory decrements. Objectives: This study investigated the interaction between marijuana dependence and depression on learning and memory performance. Methods: The California Verbal Learning Test – Second Edition (CVLT-II) was administered to depressed (n=71) and non-depressed (n=131) near-daily marijuana users. The severity of depressive symptoms was measured by the self-rated Beck Depression Inventory (BDI-II) and the clinician-rated Hamilton Depression Rating Scale (HAM-D). Multivariate analyses of covariance statistics (MANCOVA) were employed to analyze group differences in cognitive performance. Pearson’s correlation coefficients were calculated to examine the relative associations between marijuana use, depression and CVLT-II performance. Findings from each group were compared to published normative data. Results: Although both groups exhibited decreased CVLT-II performance relative to the test’s normative sample (p<0.05), marijuana-dependent subjects with a depressive disorder did not perform differently than marijuana-dependent subjects without a depressive disorder (p>0.05). Further, poorer CVLT-II performance was modestly associated with increased self-reported daily amount of marijuana use (corrected p<0.002), but was not significantly associated with increased scores on measures of depressive symptoms (corrected p>0.002). Conclusion: These findings suggest an inverse association between marijuana use and verbal learning function, but not between depression and verbal learning function in regular marijuana users. PMID:24918839

It’s like a juggling act: rheumatoid arthritis patient perspectives on daily life and flare while on current treatment regimes

PubMed Central

Morris, Marianne; Richards, Pam; Hughes, Rodney; Hewlett, Sarah

2014-01-01

Objective. The objective of this study was to explore patients’ experiences of RA daily life while on modern treatments. Methods. The methods of this study comprised semi-structured interviews with 15 RA patients, analysed using inductive thematic analysis. Results. Four themes suggest patients experience life with RA along a continuum from RA in the background to the foreground of their lives, underpinned by constant actions to maintain balance. Living with RA in the background shows patients experience continuous, daily symptoms, which they mediate through micromanagement (mediating the impact of RA on daily life), while learning to incorporate RA into their identity (redefining me). RA moving into the foreground shows patients experience fluctuating symptoms (unwelcome reminders) that may or may not lead to a flare (trying to make sense of fluctuation). Dealing with RA in the foreground shows how patients attempt to manage RA flares (trying to regain control) and decide to seek medical help only after feeling they are losing control. Patients employ a stepped approach to self-management (mediation ladder) as symptoms increase, with seeking medical help often seen as the last resort. Patients seek to find a balance between managing their fluctuating RA and living their daily lives. Conclusion. Patients move back and forth along a continuum of RA in the background vs the foreground by balancing self-management of symptoms and everyday life. Clinicians need to appreciate that daily micromanagement is needed, even on current treatment regimes. Further research is needed to quantify the level and impact of daily symptoms and identify barriers and facilitators to seeking help. PMID:24357813

Role of Passive Capturing in a Ubiquitous Learning Environment

ERIC Educational Resources Information Center

Ogata, Hiroaki; Hou, Bin; Li, MengMeng; Uosaki, Noriko; Mouri, Kousuke

2013-01-01

Ubiquitous Learning Log (ULL) is defined as a digital record of what you have learned in the daily life using ubiquitous technologies. This paper focuses on how to capture learning experiences in our daily life for vocabulary learning. In our previous works, we developed a system named SCROLL (System for Capturing and Reminding Of Learning Log) in…

African Studies in French for the Elementary Grades: Phase II of a Twinned Classroom Approach to the Teaching of French in the Elementary Grades. Volume II, Tapescripts and Essays.

ERIC Educational Resources Information Center

Jonas, Sister Ruth

This experiment examines a new psychological approach to foreign language study at the elementary school level. A principal objective is to determine the nature and importance of second language learning motivation in monolingual societies devoid of the daily living example of the target language and culture. A five-year French language sequence,…

African Studies in French for the Elementary Grades: Phase II of a Twinned Classroom Approach to the Teaching of French in the Elementary Grades. Volume I, Technical Report.

ERIC Educational Resources Information Center

Jonas, Sister Ruth

This experiment examines a new psychological approach to foreign language study at the elementary school level. A principal objective is to determine the nature and importance of second language learning motivation in monolingual societies devoid of the daily living example of the target language and culture. A five-year French language sequence,…

Active Learning in a Neuroethics Course Positively Impacts Moral Judgment Development in Undergraduates

PubMed Central

Abu-Odeh, Desiree; Dziobek, Derek; Jimenez, Nathalia Torres; Barbey, Christopher; Dubinsky, Janet M

2015-01-01

The growing neuroscientific understanding of the biological basis of behaviors has profound social and ethical implications. To address the need for public awareness of the consequences of these advances, we developed an undergraduate neuroethics course, Neuroscience and Society, at the University of Minnesota. Course evolution, objectives, content, and impact are described here. To engage all students and facilitate undergraduate ethics education, this course employed daily reading, writing, and student discussion, case analysis, and team presentations with goals of fostering development of moral reasoning and judgment and introducing application of bioethical frameworks to topics raised by neuroscience. Pre- and post-course Defining Issues Test (DIT) scores and student end-of-course reflections demonstrated that course objectives for student application of bioethical frameworks to neuroethical issues were met. The active-learning, student-centered pedagogical approaches used to achieve these goals serve as a model for how to effectively teach neuroethics at the undergraduate level. PMID:25838802

Effectiveness of an individual, online e-learning program about sexually transmitted infections: a prospective cohort study.

PubMed

Bos-Bonnie, Linda H A; van Bergen, Jan E A M; Te Pas, Ellen; Kijser, Michael A; van Dijk, Nynke

2017-04-24

Primary health-care professionals play an important role in the treatment and prevention of Sexually Transmitted Infections (STI). Continuing Medical Education (CME)-courses can influence the knowledge and behavior of health-care professionals concerning STI. We performed a prospective cohort study to evaluate if the individual and online e-learning program "The STI-consultation", which uses the Commitment-to-Change (CtC)-method, is able to improve the knowledge, attitude and behavior of Dutch General Practitioners (GPs), concerning the STI-consultation. This e-learning program is an individual, accredited, online CME-program, which is freely available for all GPs and GP-trainees in the Netherlands. In total 2192 participants completed the questionnaire before completing the e-learning program and 249 participants completed the follow-up questionnaire after completing the e-learning program. The effect of the program on their knowledge, attitude and behavior concerning the STI-consultation was evaluated. In total 193 participants formulated 601 learning points that matched the learning objectives of the program. The knowledge and attitude of the participants improved, which persisted up to two years after completing the program. Another 179 participants formulated a total of 261 intended changes concerning the sexual history taking, additional investigation and treatment of STI, 97.2% of these changes was partially or fully implemented in daily practice. Also, 114 participants formulated a total of 180 "unintended" changes in daily practice. These changes concerned the attitude of participants towards STI and the working conditions concerning the STI-consultation. The individual, online e-learning program "The STI-consultation", which uses the CtC-method, has a small but lasting, positive effect on the knowledge, attitude, and behavior of GPs concerning the STI-consultation.

Neurocognitive Changes among Elderly Exposed to PCBs/PCDFs in Taiwan

PubMed Central

Lin, Kao-Chang; Guo, Nai-Wen; Tsai, Pei-Chien; Yang, Chiu-Yueh; Guo, YueLiang Leon

2008-01-01

Background In 1979 approximately 2,000 people were exposed to polychlorinated biphenyls (PCBs) and polychlorinated dibenzofurans (PCDFs) due to ingestion of contaminated cooking oil in Taiwan. Although a previous study has shown delayed developmental milestones and poorer neurocognitive functioning in children born to exposed mothers, it is unclear whether neurocognitive functioning was impaired in people who were directly exposed to the PCBs and PDCFs. Objective The objective of this study was to compare neurocognitive functioning in people exposed to PCBs and PCDFs with that of unexposed sex- and age-matched neighbors. Methods We conducted a retrospective cohort study among exposed and unexposed subjects ≥60 years of age using prospective outcome measurements. We evaluated neurocognitive tests including cognition, memory modalities, learning, motor and sensory function, mood, and daily activity. Results In total, 162 (59%) exposed and 151 (55%) reference subjects completed this study. In exposed men, all test results were similar to the reference group; however, exposed women had reduced functioning in attention and digit span (ADS), visual memory span (VMS), and verbal memory recalls (VMR), especially learning ability. We also found a borderline reduction in the Mini-Mental State Examination. The digit symbol, motor, sensory, depression (determined by the Geriatric Depression Scale-Short Form), and activity of daily life were not different between the exposed and reference groups. A significant dose–response relationship was found for VMR, ADS, and VMS. Conclusion Our study showed dose-dependent neurocognitive deficits in certain aspects of attention, visual memory, and learning ability in women previously exposed to PCBs and PCDFs, but not in exposed men. PMID:18288316

Radioprotective effect of ursolic acid in radiation-induced impairment of neurogenesis, learning and memory in adolescent BALB/c mouse.

PubMed

Tang, Feng Ru; Loke, Weng Keong; Wong, Peiyan; Khoo, Boo Cheong

2017-06-01

The effect of acute irradiation with 5Gy or fractionated exposure with 0.5Gy continuously for 10days (a total dose of 5Gy) was evaluated in an immature BALB/c mouse model. Radioprotective effect of ursolic acid (at 25mg/kg/daily administered 1h after acute or each of fractionated irradiations, and continuously for 30days) was also investigated. We found that both acute and fractionated irradiation at a total dose of 5Gy did not induce any mortality within 30days after exposure to postnatal day 26 (P26) BALB/c mice, but reduced animal weigh gain in the first few weeks. At 90days after irradiation, the weight of animals with acute irradiation was still significantly lower than the control group; no significant difference though was observed for those fractionatedly exposed mice compared to the control group. Behavioral tests indicated that acute irradiation at 5Gy induced deficits in learning and memory in the contextual fear conditioning test. The memory for novel object recognition was also impaired. Similar changes were not observed in mice with fractionated irradiation. Immunohistochemical study demonstrated clearly that acute and fractionated irradiations induced impairment of neurogenesis in the subgranular zone (SGZ) of the dentate gyrus although fractionated exposure induced much lesser loss of newly generated neurons. Ursolic acid administered at 25mg/kg/daily for 30days after irradiation greatly improved acute irradiation-induced deficits in contextual learning and memory and in novel object recognition memory although it exacerbated radiation-induced reduction of neurogenesis in SGZ. Copyright © 2017. Published by Elsevier Inc.

Learning beyond Graduation: Exploring Newly Qualified Specialists' Entrance into Daily Practice from a Learning Perspective

ERIC Educational Resources Information Center

Cuyvers, Katrien; Donche, Vincent; Van den Bossche, Piet

2016-01-01

The entrance of newly qualified medical specialists into daily practice is considered to be a stressful period in which curriculum support is absent. Although engaging in both personal and professional learning and development activities is recognized fundamental for lifelong professional competence, research on medical professionals' entrance…

Reward and punishment learning in daily life: A replication study.

PubMed

Heininga, Vera E; van Roekel, Eeske; Wichers, Marieke; Oldehinkel, Albertine J

2017-01-01

Day-to-day experiences are accompanied by feelings of Positive Affect (PA) and Negative Affect (NA). Implicitly, without conscious processing, individuals learn about the reward and punishment value of each context and activity. These associative learning processes, in turn, affect the probability that individuals will re-engage in such activities or seek out that context. So far, implicit learning processes are almost exclusively investigated in controlled laboratory settings and not in daily life. Here we aimed to replicate the first study that investigated implicit learning processes in real life, by means of the Experience Sampling Method (ESM). That is, using an experience-sampling study with 90 time points (three measurements over 30 days), we prospectively measured time spent in social company and amount of physical activity as well as PA and NA in the daily lives of 18-24-year-old young adults (n = 69 with anhedonia, n = 69 without anhedonia). Multilevel analyses showed a punishment learning effect with regard to time spent in company of friends, but not a reward learning effect. Neither reward nor punishment learning effects were found with regard to physical activity. Our study shows promising results for future research on implicit learning processes in daily life, with the proviso of careful consideration of the timescale used. Short-term retrospective ESM design with beeps approximately six hours apart may suffer from mismatch noise that hampers accurate detection of associative learning effects over time.

[Competence development in undergraduate medical schools: a model with entrusted professional activities].

PubMed

Torruco-García, Uri; Ortiz-Montalvo, Armando; Varela-Ruiz, Margarita Elena; Hamui-Sutton, Alicia

2016-01-01

Today´s relevant educational models emphasize that a great part of learning be situated and reflexive; one of those is the Entrusted Professional Activities model. The study objective was to develop a model that integrates Entrusted Professional Activities with a medical school curriculum. From October 2012 a multidisciplinary group met to develop a model with the specialty of obstetrics and gynecology. From two published models of Entrusted Professional Activities and the curriculum of a school of medicine, blocks, units, and daily clinical practice charts were developed. The thematic content of the curriculum was integrated with the appropriate milestones for undergraduate students and the clinical practice needed to achieve it. We wrote a manual with 37 daily clinical practice charts for students (18 of gynecology and 19 of obstetrics) and 37 for teachers. Each chart content was the daily clinical practice, reflection activities, assessment instruments, and bibliography. It is feasible to combine a model of Entrusted Professional Activities with an undergraduate curriculum, which establishes a continuum with postgraduate education.

Children Learning to Explain Daily Celestial Motion: Understanding Astronomy across Moving Frames of Reference

ERIC Educational Resources Information Center

Plummer, Julia D.; Wasko, Kyle D.; Slagle, Cynthia

2011-01-01

This study investigated elementary students' explanations for the daily patterns of apparent motion of the Sun, Moon, and stars. Third-grade students were chosen for this study because this age level is at the lower end of when many US standards documents suggest students should learn to use the Earth's rotation to explain daily celestial motion.…

Blogs-Learning a New Arts Learning Medium: So Far Neither Rare nor Exactly Well Done

ERIC Educational Resources Information Center

Chaney, Keidra

2005-01-01

Blogging as a practice can be defined as different things to different people. There are those that keep personal online diaries to keep friends, family, and total strangers abreast of what's going on in their daily lives; news blogs that keep a daily or weekly digest of current events; politically oriented blogs that report daily events…

Examining the Influence of a Mobile Learning Intervention on Third Grade Math Achievement

ERIC Educational Resources Information Center

Kiger, Derick; Herro, Dani; Prunty, Deb

2012-01-01

Third grade students at a Midwestern elementary school participated in a 9-week mobile learning intervention (MLI). Two classrooms used Everyday Math and daily practice using flashcards, etc., to learn multiplication. Two other classrooms used Everyday Math and web applications for the iPod touch for daily practice. MLI students outperformed…

Image processing and machine learning in the morphological analysis of blood cells.

PubMed

Rodellar, J; Alférez, S; Acevedo, A; Molina, A; Merino, A

2018-05-01

This review focuses on how image processing and machine learning can be useful for the morphological characterization and automatic recognition of cell images captured from peripheral blood smears. The basics of the 3 core elements (segmentation, quantitative features, and classification) are outlined, and recent literature is discussed. Although red blood cells are a significant part of this context, this study focuses on malignant lymphoid cells and blast cells. There is no doubt that these technologies may help the cytologist to perform efficient, objective, and fast morphological analysis of blood cells. They may also help in the interpretation of some morphological features and may serve as learning and survey tools. Although research is still needed, it is important to define screening strategies to exploit the potential of image-based automatic recognition systems integrated in the daily routine of laboratories along with other analysis methodologies. © 2018 John Wiley & Sons Ltd.

Reward and punishment learning in daily life: A replication study

PubMed Central

van Roekel, Eeske; Wichers, Marieke; Oldehinkel, Albertine J.

2017-01-01

Day-to-day experiences are accompanied by feelings of Positive Affect (PA) and Negative Affect (NA). Implicitly, without conscious processing, individuals learn about the reward and punishment value of each context and activity. These associative learning processes, in turn, affect the probability that individuals will re-engage in such activities or seek out that context. So far, implicit learning processes are almost exclusively investigated in controlled laboratory settings and not in daily life. Here we aimed to replicate the first study that investigated implicit learning processes in real life, by means of the Experience Sampling Method (ESM). That is, using an experience-sampling study with 90 time points (three measurements over 30 days), we prospectively measured time spent in social company and amount of physical activity as well as PA and NA in the daily lives of 18-24-year-old young adults (n = 69 with anhedonia, n = 69 without anhedonia). Multilevel analyses showed a punishment learning effect with regard to time spent in company of friends, but not a reward learning effect. Neither reward nor punishment learning effects were found with regard to physical activity. Our study shows promising results for future research on implicit learning processes in daily life, with the proviso of careful consideration of the timescale used. Short-term retrospective ESM design with beeps approximately six hours apart may suffer from mismatch noise that hampers accurate detection of associative learning effects over time. PMID:28976985

A web-based e-learning application for wound diagnosis and treatment.

PubMed

Veredas, Francisco J; Ruiz-Bandera, Esperanza; Villa-Estrada, Francisca; Rufino-González, Juan F; Morente, Laura

2014-10-01

Pressure ulcers (PrU) are considered as one of the most challenging problems that Nursing professionals have to deal with in their daily practice. Nowadays, the education on PrUs is mainly based on traditional lecturing, seminars and face-to-face instruction, sometimes with the support of photographs of wounds being used as teaching material. This traditional educational methodology suffers from some important limitations, which could affect the efficacy of the learning process. This current study has been designed to introduce information and communication technologies (ICT) in the education on PrU for undergraduate students, with the main objective of evaluating the advantages an disadvantages of using ICT, by comparing the learning results obtained from using an e-learning tool with those from a traditional teaching methodology. In order to meet this major objective, a web-based learning system named ePULab has been designed and developed as an adaptive e-learning tool for the autonomous acquisition of knowledge on PrU evaluation. This innovative system has been validated by means of a randomized controlled trial that compares its learning efficacy with that from a control group receiving a traditional face-to-face instruction. Students using ePULab gave significantly better (p<0.01) learning acquisition scores (from pre-test mean 8.27 (SD 1.39) to post-test mean 15.83 (SD 2.52)) than those following traditional lecture-style classes (from pre-test mean 8.23 (SD 1.23) to post-test mean 11.6 (SD 2.52)). In this article, the ePULab software is described in detail and the results from that experimental educational validation study are also presented and analyzed. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Re-Designing Community Mental Health Services for Urban Children: Supporting Schooling to Promote Mental Health

PubMed Central

Atkins, Marc S.; Shernoff, Elisa S.; Frazier, Stacy L.; Schoenwald, Sonja K.; Cappella, Elise; Marinez-Lora, Ane; Mehta, Tara G.; Lakind, Davielle; Cua, Grace; Bhaumik, Runa; Bhaumik, Dulal

2015-01-01

Objective This study examined a school- and home-based mental health service model, Links to Learning (L2L), focused on empirical predictors of learning as primary goals for services in high poverty urban communities. Method Teacher key opinion leaders (KOLs) were identified through sociometric surveys and trained, with mental health providers (MHPs) and parent advocates (PAs), on evidence-based practices to enhance children’s learning. KOLs and MHPs co-facilitated professional development sessions for classroom teachers to disseminate two universal (Good Behavior Game, Peer Assisted Learning) and two targeted (Good News Notes, Daily Report Card) interventions. Group-based and home-based family education and support were delivered by MHPs and PAs for K-4th grade children diagnosed with one or more disruptive behavior disorder. Services were Medicaid-funded through four social service agencies (N = 17 providers) in seven schools (N = 136 teachers, 171 children) in a two (L2L vs. services-as-usual SAU]) by six (pre- and post-tests for three years) longitudinal design with random assignment of schools to conditions. SAU consisted of supported referral to a nearby social service agency. Results Mixed effects regression models indicated significant positive effects of L2L on mental health service use, classroom observations of academic engagement, teacher report of academic competence and social skills, and parent report of social skills. Nonsignificant between-group effects were found on teacher and parent report of problem behaviors, daily hassles, and curriculum based measures. Effects were strongest for young children, girls, and children with fewer symptoms. Conclusions Community mental health services targeting empirical predictors of learning can improve school and home behavior for children living in high poverty urban communities. PMID:26302252

Creating Affording Situations: Coaching through Animate Objects.

PubMed

Baber, Chris; Khattab, Ahmad; Russell, Martin; Hermsdörfer, Joachim; Wing, Alan

2017-10-11

We explore the ways in which animate objects can be used to cue actions as part of coaching in Activities of Daily Living (ADL). In this case, changing the appearance or behavior of a physical object is intended to cue actions which are appropriate for a given context. The context is defined by the intention of the users, the state of the objects and the tasks for which these objects can be used. We present initial design prototypes and simple user trials which explore the impact of different cues on activity. It is shown that raising the handle of a jug, for example, not only cues the act of picking up the jug but also encourages use of the hand adjacent to the handle; that combinations of lights (on the objects) and auditory cues influence activity through reducing uncertainty; and that cueing can challenge pre-learned action sequences. We interpret these results in terms of the idea that the animate objects can be used to create affording situations, and discuss implications of this work to support relearning of ADL following brain damage or injury, such as might arise following a stroke.

Terrestrial-passage theory: failing a test.

PubMed

Reed, Charles F; Krupinski, Elizabeth A

2009-01-01

Terrestrial-passage theory proposes that the 'moon' and 'sky' illusions occur because observers learn to expect an elevation-dependent transformation of visual angle. The transformation accompanies daily movement through ordinary environments of fixed-altitude objects. Celestial objects display the same visual angle at all elevations, and hence are necessarily non-conforming with the ordinary transformation. On hypothesis, observers should target angular sizes to appear greater at elevation than at horizon. However, in a sample of forty-eight observers there was no significant difference between the perceived angular size of a constellation of stars at horizon and that predicted for a specific elevation. Occurrence of the illusion was not restricted to those observers who expected angular expansion. These findings fail to support the terrestrial-passage theory of the illusion.

Volumetric brain magnetic resonance imaging predicts functioning in bipolar disorder: A machine learning approach.

PubMed

Sartori, Juliana M; Reckziegel, Ramiro; Passos, Ives Cavalcante; Czepielewski, Leticia S; Fijtman, Adam; Sodré, Leonardo A; Massuda, Raffael; Goi, Pedro D; Vianna-Sulzbach, Miréia; Cardoso, Taiane de Azevedo; Kapczinski, Flávio; Mwangi, Benson; Gama, Clarissa S

2018-08-01

Neuroimaging studies have been steadily explored in Bipolar Disorder (BD) in the last decades. Neuroanatomical changes tend to be more pronounced in patients with repeated episodes. Although the role of such changes in cognition and memory is well established, daily-life functioning impairments bulge among the consequences of the proposed progression. The objective of this study was to analyze MRI volumetric modifications in BD and healthy controls (HC) as possible predictors of daily-life functioning through a machine learning approach. Ninety-four participants (35 DSM-IV BD type I and 59 HC) underwent clinical and functioning assessments, and structural MRI. Functioning was assessed using the Functioning Assessment Short Test (FAST). The machine learning analysis was used to identify possible candidates of regional brain volumes that could predict functioning status, through a support vector regression algorithm. Patients with BD and HC did not differ in age, education and marital status. There were significant differences between groups in gender, BMI, FAST score, and employment status. There was significant correlation between observed and predicted FAST score for patients with BD, but not for controls. According to the model, the brain structures volumes that could predict FAST scores were: left superior frontal cortex, left rostral medial frontal cortex, right white matter total volume and right lateral ventricle volume. The machine learning approach demonstrated that brain volume changes in MRI were predictors of FAST score in patients with BD and could identify specific brain areas related to functioning impairment. Copyright © 2018 Elsevier Ltd. All rights reserved.

Evaluating Machine Learning–Based Automated Personalized Daily Step Goals Delivered Through a Mobile Phone App: Randomized Controlled Trial

PubMed Central

Zhou, Mo; Fukuoka, Yoshimi; Mintz, Yonatan; Goldberg, Ken; Kaminsky, Philip; Flowers, Elena

2018-01-01

Background Growing evidence shows that fixed, nonpersonalized daily step goals can discourage individuals, resulting in unchanged or even reduced physical activity. Objective The aim of this randomized controlled trial (RCT) was to evaluate the efficacy of an automated mobile phone–based personalized and adaptive goal-setting intervention using machine learning as compared with an active control with steady daily step goals of 10,000. Methods In this 10-week RCT, 64 participants were recruited via email announcements and were required to attend an initial in-person session. The participants were randomized into either the intervention or active control group with a one-to-one ratio after a run-in period for data collection. A study-developed mobile phone app (which delivers daily step goals using push notifications and allows real-time physical activity monitoring) was installed on each participant’s mobile phone, and participants were asked to keep their phone in a pocket throughout the entire day. Through the app, the intervention group received fully automated adaptively personalized daily step goals, and the control group received constant step goals of 10,000 steps per day. Daily step count was objectively measured by the study-developed mobile phone app. Results The mean (SD) age of participants was 41.1 (11.3) years, and 83% (53/64) of participants were female. The baseline demographics between the 2 groups were similar (P>.05). Participants in the intervention group (n=34) had a decrease in mean (SD) daily step count of 390 (490) steps between run-in and 10 weeks, compared with a decrease of 1350 (420) steps among control participants (n=30; P=.03). The net difference in daily steps between the groups was 960 steps (95% CI 90-1830 steps). Both groups had a decrease in daily step count between run-in and 10 weeks because interventions were also provided during run-in and no natural baseline was collected. Conclusions The results showed the short-term efficacy of this intervention, which should be formally evaluated in a full-scale RCT with a longer follow-up period. Trial Registration ClinicalTrials.gov: NCT02886871; https://clinicaltrials.gov/ct2/show/NCT02886871 (Archived by WebCite at http://www.webcitation.org/6wM1Be1Ng). PMID:29371177

Exploring Daily Physical Activity and Nutrition Patterns in Early Learning Settings: Snapshots of Young Children in Head Start, Primary, and After-School Settings

ERIC Educational Resources Information Center

Stegelin, Dolores A.; Anderson, Denise; Kemper, Karen; Wagner, Jennifer; Evans, Katharine

2014-01-01

The purpose of this research project was to gain a greater understanding of daily routines of 4-7 year olds regarding physical activity and nutrition practices in typical early learning environments. The settings selected for this observational study included Head Start, primary, and after-school learning environments in a city in the southeast.…

It's like a juggling act: rheumatoid arthritis patient perspectives on daily life and flare while on current treatment regimes.

PubMed

Flurey, Caroline A; Morris, Marianne; Richards, Pam; Hughes, Rodney; Hewlett, Sarah

2014-04-01

The objective of this study was to explore patients' experiences of RA daily life while on modern treatments. The methods of this study comprised semi-structured interviews with 15 RA patients, analysed using inductive thematic analysis. Four themes suggest patients experience life with RA along a continuum from RA in the background to the foreground of their lives, underpinned by constant actions to maintain balance. Living with RA in the background shows patients experience continuous, daily symptoms, which they mediate through micromanagement (mediating the impact of RA on daily life), while learning to incorporate RA into their identity (redefining me). RA moving into the foreground shows patients experience fluctuating symptoms (unwelcome reminders) that may or may not lead to a flare (trying to make sense of fluctuation). Dealing with RA in the foreground shows how patients attempt to manage RA flares (trying to regain control) and decide to seek medical help only after feeling they are losing control. Patients employ a stepped approach to self-management (mediation ladder) as symptoms increase, with seeking medical help often seen as the last resort. Patients seek to find a balance between managing their fluctuating RA and living their daily lives. Patients move back and forth along a continuum of RA in the background vs the foreground by balancing self-management of symptoms and everyday life. Clinicians need to appreciate that daily micromanagement is needed, even on current treatment regimes. Further research is needed to quantify the level and impact of daily symptoms and identify barriers and facilitators to seeking help.

Isoflurane anesthesia induced persistent, progressive memory impairment, caused a loss of neural stem cells, and reduced neurogenesis in young, but not adult, rodents.

PubMed

Zhu, Changlian; Gao, Jianfeng; Karlsson, Niklas; Li, Qian; Zhang, Yu; Huang, Zhiheng; Li, Hongfu; Kuhn, H Georg; Blomgren, Klas

2010-05-01

Isoflurane and related anesthetics are widely used to anesthetize children, ranging from premature babies to adolescents. Concerns have been raised about the safety of these anesthetics in pediatric patients, particularly regarding possible negative effects on cognition. The purpose of this study was to investigate the effects of repeated isoflurane exposure of juvenile and mature animals on cognition and neurogenesis. Postnatal day 14 (P14) rats and mice, as well as adult (P60) rats, were anesthetized with isoflurane for 35 mins daily for four successive days. Object recognition, place learning and reversal learning as well as cell death and cytogenesis were evaluated. Object recognition and reversal learning were significantly impaired in isoflurane-treated young rats and mice, whereas adult animals were unaffected, and these deficits became more pronounced as the animals grew older. The memory deficit was paralleled by a decrease in the hippocampal stem cell pool and persistently reduced neurogenesis, subsequently causing a reduction in the number of dentate gyrus granule cell neurons in isoflurane-treated rats. There were no signs of increased cell death of progenitors or neurons in the hippocampus. These findings show a previously unknown mechanism of neurotoxicity, causing cognitive deficits in a clearly age-dependent manner.

Cross-Modal Correspondence Among Vision, Audition, and Touch in Natural Objects: An Investigation of the Perceptual Properties of Wood.

PubMed

Kanaya, Shoko; Kariya, Kenji; Fujisaki, Waka

2016-10-01

Certain systematic relationships are often assumed between information conveyed from multiple sensory modalities; for instance, a small figure and a high pitch may be perceived as more harmonious. This phenomenon, termed cross-modal correspondence, may result from correlations between multi-sensory signals learned in daily experience of the natural environment. If so, we would observe cross-modal correspondences not only in the perception of artificial stimuli but also in perception of natural objects. To test this hypothesis, we reanalyzed data collected previously in our laboratory examining perceptions of the material properties of wood using vision, audition, and touch. We compared participant evaluations of three perceptual properties (surface brightness, sharpness of sound, and smoothness) of the wood blocks obtained separately via vision, audition, and touch. Significant positive correlations were identified for all properties in the audition-touch comparison, and for two of the three properties regarding in the vision-touch comparison. By contrast, no properties exhibited significant positive correlations in the vision-audition comparison. These results suggest that we learn correlations between multi-sensory signals through experience; however, the strength of this statistical learning is apparently dependent on the particular combination of sensory modalities involved. © The Author(s) 2016.

Effects of prolonged agmatine treatment in aged male Sprague-Dawley rats.

PubMed

Rushaidhi, M; Zhang, H; Liu, P

2013-03-27

Increasing evidence suggests that altered arginine metabolism contributes to cognitive decline during ageing. Agmatine, decarboxylated arginine, has a variety of pharmacological effects, including the modulation of behavioural function. A recent study demonstrated the beneficial effects of short-term agmatine treatment in aged rats. The present study investigated how intraperitoneal administration of agmatine (40mg/kg, once daily) over 4-6weeks affected behavioural function and neurochemistry in aged Sprague-Dawley rats. Aged rats treated with saline displayed significantly reduced exploratory activity in the open field, impaired spatial learning and memory in the water maze and object recognition memory relative to young rats. Prolonged agmatine treatment improved animals' performance in the reversal test of the water maze and object recognition memory test, and significantly suppressed age-related elevation in nitric oxide synthase activity in the dentate gyrus of the hippocampus and prefrontal cortex. However, this prolonged supplementation was unable to improve exploratory activity and spatial reference learning and memory in aged rats. These findings further demonstrate that exogenous agmatine selectively improves behavioural function in aged rats. Copyright © 2013 IBRO. Published by Elsevier Ltd. All rights reserved.

DTIC 2010 Conference: Celebrating 65 Years of Providing Access to Defense Information. Held in Alexandria, Virginia on March 22-24, 2010

DTIC Science & Technology

2010-03-24

Training Objectives:     Refresh  your knowledge of crucial factors affecting protection and release of con‐ trolled information to non‐U.S. citizens...2009, in Washington, DC. The room was packed and not all had the op‐ portunity to learn details about the  bread ‐and‐butter tools used daily in Military...details about the  bread ‐ and‐butter tools used daily in military research libraries.   Venturing into this brave new realm requires  savvy, time, and

Role of Suzanne Mubarak Science Exploration Center in Motivating Physics Learning (abstract)

NASA Astrophysics Data System (ADS)

Mohsen, Mona

2009-04-01

The role of Science Exploration centers to promote learning ``beyond school walls'' is demonstrated. The Suzane Mubarak Science Exploration Center (www.smsec.com) at Hadaek El Kobba, Cairo, was inaugurated in 1998 with the assistance of Zusane Mubarak, the first lady of Egypt and the minister of education. It was the first interactive science and technology center in Egypt. After 10 years, the number of centers has increased to 33 nationwide. Since its inauguration the center has received over 3 million visitors. Through different facilities, such as the internet, science cities, multimedia, and virtual reality programs, basic principles of science are simplified and their technological applications in our daily lives are explored. These facilities are fully equipped with new media such as video conferencing, videotapes, overhead projectors, data shows, and libraries, as well as demonstration tools for basic science. The main objectives of the science exploration centers are discussed such as: (1) curricula development for on-line learning; (2) integration of e-learning programs into basic science (physics, mathematics, chemistry, and biology) and (3) workshops and organizations for students, teachers, and communities dealing with basic science programs.

Estrous cycle, pregnancy, and parity enhance performance of rats in object recognition or object placement tasks

PubMed Central

Paris, Jason J; Frye, Cheryl A

2008-01-01

Ovarian hormone elevations are associated with enhanced learning/memory. During behavioral estrus or pregnancy, progestins, such as progesterone (P4) and its metabolite 5α-pregnan-3α-ol-20-one (3α,5α-THP), are elevated due, in part, to corpora luteal and placental secretion. During ‘pseudopregnancy’, the induction of corpora luteal functioning results in a hormonal milieu analogous to pregnancy, which ceases after about 12 days, due to the lack of placental formation. Multiparity is also associated with enhanced learning/memory, perhaps due to prior steroid exposure during pregnancy. Given evidence that progestins and/or parity may influence cognition, we investigated how natural alterations in the progestin milieu influence cognitive performance. In Experiment 1, virgin rats (nulliparous) or rats with two prior pregnancies (multiparous) were assessed on the object placement and recognition tasks, when in high-estrogen/P4 (behavioral estrus) or low-estrogen/P4 (diestrus) phases of the estrous cycle. In Experiment 2, primiparous or multiparous rats were tested in the object placement and recognition tasks when not pregnant, pseudopregnant, or pregnant (between gestational days (GDs) 6 and 12). In Experiment 3, pregnant primiparous or multiparous rats were assessed daily in the object placement or recognition tasks. Females in natural states associated with higher endogenous progestins (behavioral estrus, pregnancy, multiparity) outperformed rats in low progestin states (diestrus, non-pregnancy, nulliparity) on the object placement and recognition tasks. In earlier pregnancy, multiparous, compared with primiparous, rats had a lower corticosterone, but higher estrogen levels, concomitant with better object placement performance. From GD 13 until post partum, primiparous rats had higher 3α,5α-THP levels and improved object placement performance compared with multiparous rats. PMID:18390689

Ethnolinguistic Diversity within Australian Schools: Call for a Participant Perspective in Teacher Learning

ERIC Educational Resources Information Center

Liyanage, Indika; Singh, Parlo; Walker, Tony

2016-01-01

Enactment of policy on diversity and learning in Australian schools is evident in "diversity talk" in daily discourses of school teachers. From policy documents to daily staffroom conversations, there is extensive use in contemporary Western educational discourse of ethnolinguistic categories. The categorization of students to groups on…

Evaluating Machine Learning-Based Automated Personalized Daily Step Goals Delivered Through a Mobile Phone App: Randomized Controlled Trial.

PubMed

Zhou, Mo; Fukuoka, Yoshimi; Mintz, Yonatan; Goldberg, Ken; Kaminsky, Philip; Flowers, Elena; Aswani, Anil

2018-01-25

Growing evidence shows that fixed, nonpersonalized daily step goals can discourage individuals, resulting in unchanged or even reduced physical activity. The aim of this randomized controlled trial (RCT) was to evaluate the efficacy of an automated mobile phone-based personalized and adaptive goal-setting intervention using machine learning as compared with an active control with steady daily step goals of 10,000. In this 10-week RCT, 64 participants were recruited via email announcements and were required to attend an initial in-person session. The participants were randomized into either the intervention or active control group with a one-to-one ratio after a run-in period for data collection. A study-developed mobile phone app (which delivers daily step goals using push notifications and allows real-time physical activity monitoring) was installed on each participant's mobile phone, and participants were asked to keep their phone in a pocket throughout the entire day. Through the app, the intervention group received fully automated adaptively personalized daily step goals, and the control group received constant step goals of 10,000 steps per day. Daily step count was objectively measured by the study-developed mobile phone app. The mean (SD) age of participants was 41.1 (11.3) years, and 83% (53/64) of participants were female. The baseline demographics between the 2 groups were similar (P>.05). Participants in the intervention group (n=34) had a decrease in mean (SD) daily step count of 390 (490) steps between run-in and 10 weeks, compared with a decrease of 1350 (420) steps among control participants (n=30; P=.03). The net difference in daily steps between the groups was 960 steps (95% CI 90-1830 steps). Both groups had a decrease in daily step count between run-in and 10 weeks because interventions were also provided during run-in and no natural baseline was collected. The results showed the short-term efficacy of this intervention, which should be formally evaluated in a full-scale RCT with a longer follow-up period. ClinicalTrials.gov: NCT02886871; https://clinicaltrials.gov/ct2/show/NCT02886871 (Archived by WebCite at http://www.webcitation.org/6wM1Be1Ng). ©Mo Zhou, Yoshimi Fukuoka, Yonatan Mintz, Ken Goldberg, Philip Kaminsky, Elena Flowers, Anil Aswani. Originally published in JMIR Mhealth and Uhealth (http://mhealth.jmir.org), 25.01.2018.

Discovery learning model with geogebra assisted for improvement mathematical visual thinking ability

NASA Astrophysics Data System (ADS)

Juandi, D.; Priatna, N.

2018-05-01

The main goal of this study is to improve the mathematical visual thinking ability of high school student through implementation the Discovery Learning Model with Geogebra Assisted. This objective can be achieved through study used quasi-experimental method, with non-random pretest-posttest control design. The sample subject of this research consist of 62 senior school student grade XI in one of school in Bandung district. The required data will be collected through documentation, observation, written tests, interviews, daily journals, and student worksheets. The results of this study are: 1) Improvement students Mathematical Visual Thinking Ability who obtain learning with applied the Discovery Learning Model with Geogebra assisted is significantly higher than students who obtain conventional learning; 2) There is a difference in the improvement of students’ Mathematical Visual Thinking ability between groups based on prior knowledge mathematical abilities (high, medium, and low) who obtained the treatment. 3) The Mathematical Visual Thinking Ability improvement of the high group is significantly higher than in the medium and low groups. 4) The quality of improvement ability of high and low prior knowledge is moderate category, in while the quality of improvement ability in the high category achieved by student with medium prior knowledge.

The impairment of learning and memory and synaptic loss in mouse after chronic nitrite exposure.

PubMed

Chen, Yongfang; Cui, Zhanjun; Wang, Lai; Liu, Hongliang; Fan, Wenjuan; Deng, Jinbo; Deng, Jiexin

2016-12-01

The objective of this study is to understand the impairment of learning and memory in mouse after chronic nitrite exposure. The animal model of nitrite exposure in mouse was created with the daily intubation of nitrite in adult healthy male mice for 3 months. Furthermore, the mouse's learning and memory abilities were tested with Morris water maze, and the expression of Synaptophysin and γ-Synuclein was visualized with immunocytochemistry and Western blot. Our results showed that nitrite exposure significantly prolonged the escape latency period (ELP) and decreased the values of the frequency across platform (FAP) as well as the accumulative time in target quadrant (ATITQ) compared to control, in dose-dependent manner. In addition, after nitrite exposure, synaptophysin (SYN) positive buttons in the visual cortex was reduced, in contrast the increase of γ-synuclein positive cells. The results above were supported by Western blot as well. We conclude that nitrite exposure could lead to a decline in mice's learning and memory. The overexpression of γ-synuclein contributed to the synaptic loss, which is most likely the cause of learning and memory impairment. © 2015 Wiley Periodicals, Inc. Environ Toxicol 31: 1720-1730, 2016. © 2015 Wiley Periodicals, Inc.

Communication between domestic dogs (Canis familiaris) and humans: dogs are good learners.

PubMed

Elgier, Angel M; Jakovcevic, Adriana; Barrera, Gabriela; Mustaca, Alba E; Bentosela, Mariana

2009-07-01

Communication involves a wide range of behaviours that animals emit in their daily lives and can take place between different species, as is the case of domestic dogs (Canis familiaris) and humans. Dogs have shown to be successful at following human cues to solve the object choice task. The question is what are the mechanisms involved in these communicative abilities. This article presents a review of studies about the communicative capacities of domestic dogs emphasizing the ones that considered the effect of associative learning upon these skills. In addition, evidence about differences in dogs' performance in following physical or social cues is summarized and two studies where both signals compete are presented here. The obtained results suggest that the training of a colour cue reverses the dogs' preference for the social one. These results are discussed in light of the findings that gave importance to the learning effect, concluding that the dogs fundamentally follow those cues that allowed them to obtain reinforcers in their previous learning history.

Corticosterone mediates some but not other behavioural changes induced by prenatal stress in rats.

PubMed

Salomon, S; Bejar, C; Schorer-Apelbaum, D; Weinstock, M

2011-02-01

The effect of daily varied stress from days 13-21 of gestation in Wistar rats was investigated by tests of learning and memory and anxiogenic behaviour in the 60-day-old offspring of both sexes. Prenatal stress decreased the anogenital distance in males at 1 day of age. Anxiogenic behaviour in the elevated plus maze was seen in prenatally-stressed rats of both genders. There was no significant gender difference in the rate of spatial learning in the Morris water maze but prenatal stress only slowed that of males. In the object recognition test with an inter-trial interval of 40 min, females but not males, discriminated between a familiar and novel object. Prenatal stress did not affect object discrimination in females but feminised that in males. Maternal adrenalectomy with replacement of basal corticosterone levels in the drinking fluid prevented all of the above effects of prenatal stress in the offspring. To mimic the peak corticosterone levels and time course of elevation in response to stress, corticosterone (3 mg/kg) was injected twice (0 and 30 min) on days 13-16 and once on days 17-20 of gestation to adrenalectomised mothers. This treatment re-instated anxiogenic behaviour similar to that induced by prenatal stress, indicating that it is mediated by exposure of the foetal brain to raised levels of corticosterone. However, steroid administration to adrenalectomised dams did not decrease anogenital distance, feminise object recognition memory or slow spatial learning in their male offspring. The findings indicate that other adrenal hormones are necessary to induce these effects of prenatal stress. © 2011 The Authors. Journal of Neuroendocrinology © 2011 Blackwell Publishing Ltd.

Creating Affording Situations: Coaching through Animate Objects

PubMed Central

Khattab, Ahmad; Russell, Martin; Hermsdörfer, Joachim; Wing, Alan

2017-01-01

We explore the ways in which animate objects can be used to cue actions as part of coaching in Activities of Daily Living (ADL). In this case, changing the appearance or behavior of a physical object is intended to cue actions which are appropriate for a given context. The context is defined by the intention of the users, the state of the objects and the tasks for which these objects can be used. We present initial design prototypes and simple user trials which explore the impact of different cues on activity. It is shown that raising the handle of a jug, for example, not only cues the act of picking up the jug but also encourages use of the hand adjacent to the handle; that combinations of lights (on the objects) and auditory cues influence activity through reducing uncertainty; and that cueing can challenge pre-learned action sequences. We interpret these results in terms of the idea that the animate objects can be used to create affording situations, and discuss implications of this work to support relearning of ADL following brain damage or injury, such as might arise following a stroke. PMID:29019939

Technique adaptation, strategic replanning, and team learning during implementation of MR-guided brachytherapy for cervical cancer.

PubMed

Skliarenko, Julia; Carlone, Marco; Tanderup, Kari; Han, Kathy; Beiki-Ardakani, Akbar; Borg, Jette; Chan, Kitty; Croke, Jennifer; Rink, Alexandra; Simeonov, Anna; Ujaimi, Reem; Xie, Jason; Fyles, Anthony; Milosevic, Michael

MR-guided brachytherapy (MRgBT) with interstitial needles is associated with improved outcomes in cervical cancer patients. However, there are implementation barriers, including magnetic resonance (MR) access, practitioner familiarity/comfort, and efficiency. This study explores a graded MRgBT implementation strategy that included the adaptive use of needles, strategic use of MR imaging/planning, and team learning. Twenty patients with cervical cancer were treated with high-dose-rate MRgBT (28 Gy in four fractions, two insertions, daily MR imaging/planning). A tandem/ring applicator alone was used for the first insertion in most patients. Needles were added for the second insertion based on evaluation of the initial dosimetry. An interdisciplinary expert team reviewed and discussed the MR images and treatment plans. Dosimetry-trigger technique adaptation with the addition of needles for the second insertion improved target coverage in all patients with suboptimal dosimetry initially without compromising organ-at-risk (OAR) sparing. Target and OAR planning objectives were achieved in most patients. There were small or no systematic differences in tumor or OAR dosimetry between imaging/planning once per insertion vs. daily and only small random variations. Peer review and discussion of images, contours, and plans promoted learning and process development. Technique adaptation based on the initial dosimetry is an efficient approach to implementing MRgBT while gaining comfort with the use of needles. MR imaging and planning once per insertion is safe in most patients as long as applicator shifts, and large anatomical changes are excluded. Team learning is essential to building individual and programmatic competencies. Copyright © 2017 American Brachytherapy Society. Published by Elsevier Inc. All rights reserved.

Learning beyond graduation: exploring newly qualified specialists' entrance into daily practice from a learning perspective.

PubMed

Cuyvers, Katrien; Donche, Vincent; Van den Bossche, Piet

2016-05-01

The entrance of newly qualified medical specialists into daily practice is considered to be a stressful period in which curriculum support is absent. Although engaging in both personal and professional learning and development activities is recognized fundamental for lifelong professional competence, research on medical professionals' entrance into practice is scarce. This research aims to contribute to the framework of medical professionals' informal learning and outlines the results of an exploratory study on the nature of learning in daily practice beyond postgraduate training. Eleven newly qualified physicians from different specialized backgrounds participated in a phenomenographic study, using a critical incident method and a grounded theory approach. Results demonstrated that learning in the workplace is, to a large extent, informal and associated with a variety of learning experiences. Analysis shows that experiences related to diagnostics and treatments are important sources for learning. Furthermore, incidents related to communication, changing roles, policy and organization offer learning opportunities, and therefore categorized as learning experiences. A broad range of learning activities are identified in dealing with these learning experiences. More specifically, actively engaging in actions and interactions, especially with colleagues of the same specialty, are the most mentioned. Observing others, consulting written sources, and recognizing uncertainties, are also referred to as learning activities. In the study, interaction, solely or combined with other learning activities, are deemed as very important by specialists in the initial entrance into practice. These insights can be used to develop workplace structures to support the entrance into practice following postgraduate training.

Organisation of workplace learning: a case study of paediatric residents' and consultants' beliefs and practices.

PubMed

Skipper, Mads; Nøhr, Susanne Backman; Jacobsen, Tine Klitgaard; Musaeus, Peter

2016-08-01

Several studies have examined how doctors learn in the workplace, but research is needed linking workplace learning with the organisation of doctors' daily work. This study examined residents' and consultants' attitudes and beliefs regarding workplace learning and contextual and organisational factors influencing the organisation and planning of medical specialist training. An explorative case study in three paediatric departments in Denmark including 9 days of field observations and focus group interviews with 9 consultants responsible for medical education and 16 residents. The study aimed to identify factors in work organisation facilitating and hindering residents' learning. Data were coded through an iterative process guided by thematic analysis. Findings illustrate three main themes: (1) Learning beliefs about patient care and apprenticeship learning as inseparable in medical practice. Beliefs about training and patient care expressed in terms of training versus production caused a potential conflict. (2) Learning context. Continuity over time in tasks and care for patients is important, but continuity is challenged by the organisation of daily work routines. (3) Organisational culture and regulations were found to be encouraging as well inhibiting to a successful organisation of the work in regards to learning. Our findings stress the importance of consultants' and residents' beliefs about workplace learning as these agents handle the potential conflict between patient care and training of health professionals. The structuring of daily work tasks is a key factor in workplace learning as is an understanding of underlying relations and organisational culture in the clinical departments.

Effect of (+)-Methamphetamine on Path Integration Learning, Novel Object Recognition, and Neurotoxicity in Rats

PubMed Central

Herring, Nicole R.; Schaefer, Tori L.; Gudelsky, Gary A.; Vorhees, Charles V.; Williams, Michael T.

2008-01-01

Rationale Methamphetamine (MA) has been implicated in cognitive deficits in humans after chronic use. Animal models of neurotoxic MA exposure reveal persistent damage to monoaminergic systems, but few associated cognitive effects. Objectives Since, questions have been raised about the typical neurotoxic dosing regimen used in animals and whether it adequately models human cumulative drug exposure, these experiments examined two different dosing regimens. Methods Rats were treated with one of two regimens, one the typical neurotoxic regimen (4 × 10 mg/kg every 2 h) and one based on pharmacokinetic modeling (Cho et al. 2001) designed to better represent accumulating plasma concentrations of MA as seen in human users (24 ×1.67 mg/kg once every 15 min); matched for total daily dose. In two separate experiments, dosing regimens were compared for their effects on markers of neurotoxicity or on behavior. Results On markers of neurotoxicity, MA showed decreased DA and 5-HT, and increased glial fibrillary acidic protein and increased corticosterone levels regardless of dosing regimen 3 days post-treatment. Behaviorally, MA-treated groups, regardless of dosing regimen, showed hypoactivity, increased initial hyperactivity to a subsequent MA challenge, impaired novel object recognition, impaired learning in a multiple-T water maze test of path integration, and no differences on spatial navigation or reference memory in the Morris water maze. After behavioral testing, reductions of DA and 5-HT remained. Conclusions MA treatment induces an effect on path integration learning not previously reported. Dosing regimen had no differential effects on behavior or neurotoxicity. PMID:18509623

Repeated Sleep Restriction in Adolescent Rats Altered Sleep Patterns and Impaired Spatial Learning/Memory Ability

PubMed Central

Yang, Su-Rong; Sun, Hui; Huang, Zhi-Li; Yao, Ming-Hui; Qu, Wei-Min

2012-01-01

Study Objectives: To investigate possible differences in the effect of repeated sleep restriction (RSR) during adolescence and adulthood on sleep homeostasis and spatial learning and memory ability. Design: The authors examined electroencephalograms of rats as they were subjected to 4-h daily sleep deprivation that continued for 7 consecutive days and assessed the spatial learning and memory by Morris water maze test (WMT). Participants: Adolescent and adult rats. Measurements and Results: Adolescent rats exhibited a similar amount of rapid eye movement (REM) and nonrapid eye movement (NREM) sleep with higher slow wave activity (SWA, 0.5-4 Hz) and fewer episodes and conversions with prolonged durations, indicating they have better sleep quality than adult rats. After RSR, adult rats showed strong rebound of REM sleep by 31% on sleep deprivation day 1; this value was 37% on sleep deprivation day 7 in adolescents compared with 20-h baseline level. On sleep deprivation day 7, SWA in adult and adolescent rats increased by 47% and 33%, and such elevation lasted for 5 h and 7 h, respectively. Furthermore, the authors investigated the effects of 4-h daily sleep deprivation immediately after the water maze training sessions on spatial cognitive performance. Adolescent rats sleep-restricted for 7 days traveled a longer distance to find the hidden platform during the acquisition training and had fewer numbers of platform crossings in the probe trial than those in the control group, something that did not occur in the sleep-deprived adult rats. Conclusions: Repeated sleep restriction (RSR) altered sleep profiles and mildly impaired spatial learning and memory capability in adolescent rats. Citation: Yang SR; Sun H; Huang ZL; Yao MH; Qu WM. Repeated sleep restriction in adolescent rats altered sleep patterns and impaired spatial learning/memory ability. SLEEP 2012;35(6):849-859. PMID:22654204

Self-controlled technologies to support skill attainment in persons with an autism spectrum disorder and/or an intellectual disability: a systematic literature review.

PubMed

den Brok, W L J E; Sterkenburg, P S

2015-01-01

Persons with an autism spectrum disorder and/or intellectual disability have difficulties in processing information, which impedes the learning of daily living skills and cognitive concepts. Technological aids support learning, and if used temporarily and in a self-controlled manner, they may contribute to independent societal participation. This systematic review examines the studies that applied self-controlled technologies. The 28 relevant studies showed that skills and concepts are learned through prompting, interaction with devices, and practicing in (realistic) virtual environments. For attaining cognitive concepts, advanced technologies such as virtual reality are effective. Five studies focussed on cognitive concepts and two on emotion concepts. More research is necessary to examine the generalization of results and effect of using technology for learning cognitive and emotional concepts. Implications for Rehabilitation Persons with a moderate to mild intellectual disability and/or with autism can use self-controlled technology to learn new activities of daily living and cognitive concepts (e.g. time perception and imagination). Specific kinds of technologies can be used to learn specific kinds of skills (e.g. videos on computers or handheld devices for daily living skills; Virtual Reality for time perception and emotions of others). For learning new cognitive concepts it is advisable to use more advanced technologies as they have the potential to offer more features to support learning.

Developing and Sustaining a Science and Technology Center Education Program: "Inquiry" as a Means for Organizational Change and Institutional Legitimacy

NASA Astrophysics Data System (ADS)

Ball, T.; Hunter, L.

2010-12-01

Formal organizations have become ubiquitous in contemporary society and since so many of us spend so much of our daily lives working, learning, and socializing in them it is important to understand not only how they govern our interactions but also how we can incite (and sustain) organizational change. This is especially true for STEM education; learning about science, technology, engineering or mathematics rarely occurs outside of formal settings and educators need to be aware of how learning goals, priorities and practices are permeable to the institutional processes that structure sponsoring organizations. Adopting a historical perspective, this paper reports on organizational changes at the Center for Adaptive Optics in relation to an emerging emphasis on inquiry learning. The results of our analysis show how the inquiry model functioned as a boundary object and was instrumental in transforming members' expectations and assumptions about educational practice in STEM while securing the institutional legitimacy of the CfAO as a whole. Our findings can inform the advancement of educational initiatives within the STEM research community and are particularly useful in relation to concerns around accommodating and integrating individuals from non-dominant backgrounds.

A machine learning method to estimate PM2.5 concentrations across China with remote sensing, meteorological and land use information.

PubMed

Chen, Gongbo; Li, Shanshan; Knibbs, Luke D; Hamm, N A S; Cao, Wei; Li, Tiantian; Guo, Jianping; Ren, Hongyan; Abramson, Michael J; Guo, Yuming

2018-09-15

Machine learning algorithms have very high predictive ability. However, no study has used machine learning to estimate historical concentrations of PM 2.5 (particulate matter with aerodynamic diameter ≤ 2.5 μm) at daily time scale in China at a national level. To estimate daily concentrations of PM 2.5 across China during 2005-2016. Daily ground-level PM 2.5 data were obtained from 1479 stations across China during 2014-2016. Data on aerosol optical depth (AOD), meteorological conditions and other predictors were downloaded. A random forests model (non-parametric machine learning algorithms) and two traditional regression models were developed to estimate ground-level PM 2.5 concentrations. The best-fit model was then utilized to estimate the daily concentrations of PM 2.5 across China with a resolution of 0.1° (≈10 km) during 2005-2016. The daily random forests model showed much higher predictive accuracy than the other two traditional regression models, explaining the majority of spatial variability in daily PM 2.5 [10-fold cross-validation (CV) R 2  = 83%, root mean squared prediction error (RMSE) = 28.1 μg/m 3 ]. At the monthly and annual time-scale, the explained variability of average PM 2.5 increased up to 86% (RMSE = 10.7 μg/m 3 and 6.9 μg/m 3 , respectively). Taking advantage of a novel application of modeling framework and the most recent ground-level PM 2.5 observations, the machine learning method showed higher predictive ability than previous studies. Random forests approach can be used to estimate historical exposure to PM 2.5 in China with high accuracy. Copyright © 2018 Elsevier B.V. All rights reserved.

A Student Orientation Program to Build a Community of Learners

PubMed Central

Santanello, Cathy R.; Gupchup, Gireesh V.

2007-01-01

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

Adaptive and pathological inhibition of neuroplasticity associated with circadian rhythms and sleep.

PubMed

Heller, H Craig; Ruby, Norman F; Rolls, Asya; Makam, Megha; Colas, Damien

2014-06-01

The circadian system organizes sleep and wake through imposing a daily cycle of sleep propensity on the organism. Sleep has been shown to play an important role in learning and memory. Apart from the daily cycle of sleep propensity, however, direct effects of the circadian system on learning and memory also have been well documented. Many mechanistic components of the memory consolidation process ranging from the molecular to the systems level have been identified and studied. The question that remains is how do these various processes and components work together to produce cycles of increased and decreased learning abilities, and why should there be times of day when neural plasticity appears to be restricted? Insights into this complex problem can be gained through investigations of the learning disabilities caused by circadian disruption in Siberian hamsters and by aneuploidy in Down's syndrome mice. A simple working hypothesis that has been explored in this work is that the observed learning disabilities are due to an altered excitation/inhibition balance in the CNS. Excessive inhibition is the suspected cause of deficits in memory consolidation. In this article we present the evidence that excessive inhibition in these cases of learning disability involves GABAergic neurotransmission, that treatment with GABA receptor inhibitors can reverse the learning disability, and that the efficacy of the treatment is time sensitive coincident with the major daily sleep phase, and that it depends on sleep. The evidence we present leads us to hypothesize that a function of the circadian system is to reduce neuroplasticity during the daily sleep phase when processes of memory consolidation are taking place. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Mixing Languages during Learning? Testing the One Subject-One Language Rule.

PubMed

Antón, Eneko; Thierry, Guillaume; Duñabeitia, Jon Andoni

2015-01-01

In bilingual communities, mixing languages is avoided in formal schooling: even if two languages are used on a daily basis for teaching, only one language is used to teach each given academic subject. This tenet known as the one subject-one language rule avoids mixing languages in formal schooling because it may hinder learning. The aim of this study was to test the scientific ground of this assumption by investigating the consequences of acquiring new concepts using a method in which two languages are mixed as compared to a purely monolingual method. Native balanced bilingual speakers of Basque and Spanish-adults (Experiment 1) and children (Experiment 2)-learnt new concepts by associating two different features to novel objects. Half of the participants completed the learning process in a multilingual context (one feature was described in Basque and the other one in Spanish); while the other half completed the learning phase in a purely monolingual context (both features were described in Spanish). Different measures of learning were taken, as well as direct and indirect indicators of concept consolidation. We found no evidence in favor of the non-mixing method when comparing the results of two groups in either experiment, and thus failed to give scientific support for the educational premise of the one subject-one language rule.

Mixing Languages during Learning? Testing the One Subject—One Language Rule

PubMed Central

2015-01-01

In bilingual communities, mixing languages is avoided in formal schooling: even if two languages are used on a daily basis for teaching, only one language is used to teach each given academic subject. This tenet known as the one subject-one language rule avoids mixing languages in formal schooling because it may hinder learning. The aim of this study was to test the scientific ground of this assumption by investigating the consequences of acquiring new concepts using a method in which two languages are mixed as compared to a purely monolingual method. Native balanced bilingual speakers of Basque and Spanish—adults (Experiment 1) and children (Experiment 2)—learnt new concepts by associating two different features to novel objects. Half of the participants completed the learning process in a multilingual context (one feature was described in Basque and the other one in Spanish); while the other half completed the learning phase in a purely monolingual context (both features were described in Spanish). Different measures of learning were taken, as well as direct and indirect indicators of concept consolidation. We found no evidence in favor of the non-mixing method when comparing the results of two groups in either experiment, and thus failed to give scientific support for the educational premise of the one subject—one language rule. PMID:26107624

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Chronic daily headache: helping adolescents help themselves with self-hypnosis.

PubMed

Kohen, Daniel P

2011-07-01

Although the evidence is clear that hypnosis has been an effective treatment for recurrent headaches in children, review of the literature revealed no previous reports of hypnosis for youth with the condition of chronic daily headache. Two adolescents with continuing chronic daily headaches were taught self-hypnosis through careful attention to individual strengths and finding the hypnotic elements within the clinical encounters. Self-reports of intensity, frequency, and duration of headaches described substantial benefit from learning and practicing self-hypnosis after little to no benefit from pharmacologic and other nonpharmacologic therapies. These results and analogous success with several other adolescents with chronic daily headache support the further use of self-hypnosis training for this condition. As a self-regulation technique that is quickly and easily learned by most young people, self-hypnosis training holds considerable promise for effectively treating and perhaps preventing chronic daily headaches in children and adolescents.

The usefulness of the surgical knowledge and skills acquired via the university curriculum for doctors' medical practice several years after graduation.

PubMed

Zyluk, Andrzej; Puchalski, Piotr; Szlosser, Zbigniew

2015-01-01

Teaching surgery during university curriculum comprises transferring theoretical knowledge traditionally and simultaneously acquiring manual skills, i.e., suturing, stitch removal, limb immobilization, catheterization, and assisting operations. Observations of doctors several years after graduation led to the reflection that teachers' ideas about surgical knowledge and skills that are useful in daily practice frequently fail to meet the facts of the case. The objective of this study was to determine which part of the surgical knowledge and skills taught via the university surgical curriculum proved to be useful in the daily practice of young doctors. A custom-made questionnaire was designed and mailed to 200 randomly chosen doctors who had graduated from the medical faculty at the authors' university 5 to 6 years previously. The questionnaire comprised 9 items concerning the knowledge and skills that proved to be the most useful in participants' daily practice, regardless of their specialty. A total of 64 completed questionnaires were returned (32% of 200 sent) and were the subject of analysis. The most useful knowledge in daily practice was that acquired from general surgery, followed by oncological and vascular surgery. The most useful was knowledge about the rational interpretation of clinical symptoms and signs acquired from examination of the patient, followed by arriving at an accurate diagnosis through logical analysis, and next developing "oncological sensitivity" to diagnosing neoplasms. The most effective teaching model was specialized outpatient clinic rounds, followed by training manual skills on a model and classical ward-round teaching. The most frequently learned (acquired) manual skills were removal of stitches, rectal examination, and examination of the abdomen. Of these skills, the most useful in daily practice appeared to be removal of stitches, catheterization of the urinary bladder, and wound suturing. Learning and practicing manual skills followed by classical ward-round teaching was considered "skill-/competency-oriented teaching" surgery by all respondents. The results of this study show some discrepancy between the knowledge and skills taught during university surgical curriculum and their actual usefulness in the daily practice of graduates. Awareness of this should have an effect on modification of the curriculum and methods for undergraduate surgery teaching. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

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…

The spatial learning and memory performance in methamphetamine–sensitized and withdrawn rats

PubMed Central

Bigdeli, Imanollah; Asia, Masomeh Nikfarjam- Haft; Miladi-Gorji, Hossein; Fadaei, Atefeh

2015-01-01

Objective(s): There is controversial evidence about the effect of methamphetamine (METH) on spatial memory. We tested the time- dependent effects of METH on spatial short-term (working) and long-term (reference) memory in METH –sensitized and withdrawn rats in the Morris water maze. Materials and Methods: Rats were sensitized to METH (2 mg/kg, daily/5 days, SC). Rats were trained in water maze (4 trials/day/for 5 days). Probe test was performed 24 hr after training. Two days after probe test, working memory training (2 trials/day/for 5 days) was conducted. Acquisition–retention interval was 75 min. The treatment was continued per day 30 and 120 min before the test. Two groups of METH –sensitized rats were trained in reference memory after a longer period of withdrawal (30 days). Results: Sensitized rats exhibited significantly longer escape latencies on the training, spent significantly less time in the target zone (all, P<0.05), and their working memory impaired 30 min after injection. While, METH has no effect on the spatial learning process 120 min after injection, and rats spent significantly less time in the target zone (P<0.05), as well it has no effect on working memory. Also, impairment of reference memory persisted after prolonged abstinence. Conclusion: Our findings indicated that METH impaired spatial learning and memory 30 min after injection, but spared spatial learning, either acquisition or retention of spatial working, but partially impaired retention of spatial reference memory following 120 min after injection in sensitized rats, which persisted even after prolonged abstinence. PMID:25945235

Learning Object Repositories

ERIC Educational Resources Information Center

Lehman, Rosemary

2007-01-01

This chapter looks at the development and nature of learning objects, meta-tagging standards and taxonomies, learning object repositories, learning object repository characteristics, and types of learning object repositories, with type examples. (Contains 1 table.)

Modulation of defensive reflex conditioning in snails by serotonin

PubMed Central

Andrianov, Vyatcheslav V.; Bogodvid, Tatiana K.; Deryabina, Irina B.; Golovchenko, Aleksandra N.; Muranova, Lyudmila N.; Tagirova, Roza R.; Vinarskaya, Aliya K.; Gainutdinov, Khalil L.

2015-01-01

Highlights Daily injection of serotonin before a training session accelerated defensive reflex conditioning in snails.Daily injection of 5-hydroxytryptophan before a training session in snails with a deficiency of serotonin induced by the “neurotoxic” analog of serotonin 5,7-dihydroxytryptamine, restored the ability of snails to learn.After injection of the “neurotoxic” analogs of serotonin 5,6- and 5,7-dihydroxytryptamine as well as serotonin, depolarization of the membrane and decrease of the threshold potential of premotor interneurons was observed. We studied the role of serotonin in the mechanisms of learning in terrestrial snails. To produce a serotonin deficit, the “neurotoxic” analogs of serotonin, 5,6- or 5,7-dihydroxytryptamine (5,6/5,7-DHT) were used. Injection of 5,6/5,7-DHT was found to disrupt defensive reflex conditioning. Within 2 weeks of neurotoxin application, the ability to learn had recovered. Daily injection of serotonin before a training session accelerated defensive reflex conditioning and daily injections of 5-HTP in snails with a deficiency of serotonin induced by 5,7-DHT restored the snail's ability to learn. We discovered that injections of the neurotoxins 5,6/5,7-DHT as well as serotonin, caused a decrease in the resting and threshold potentials of the premotor interneurons LPa3 and RPa3. PMID:26557063

Effectiveness of integrated science instructional material on pressure in daily life theme to improve digital age literacy of students

NASA Astrophysics Data System (ADS)

Asrizal; Amran, A.; Ananda, A.; Festiyed; Khairani, S.

2018-04-01

Integrated science learning and literacy skills are relevant issues in Indonesian’s education. However, the use of the integrated science learning and the integration of literacy in learning cannot be implemented well. An alternative solution of this problem is to develop integrated science instructional material on pressure in daily life theme by integrating digital age literacy. Purpose of research is to investigate the effectiveness of the use of integrated science instructional material on pressure in daily life theme to improve knowledge competence, attitudes competence and literacy skills of students. This research was a part of development research which has been conducted. In the product testing stage of this research and development was used before and after design of treatment for one sample group. Instruments to collect the data consist of learning outcomes test sheet, attitude observation sheet, and performance assessment sheet of students. Data analysis techniques include descriptive statistics analysis, normality test, homogeneity test, and paired comparison test. Therefore, the important result of research is the use of integrated science instructional material on pressure in daily life theme is effective in scientific approach to improve knowledge competence, attitudes competence, and digital age literacy skills of grade VIII students at 95% confidence level.

Effect of fendiline on the maintenance and expression of methamphetamine-induced conditioned place preference in Sprague-Dawley rats

PubMed Central

Voigt, Robin M.; Riddle, Jennifer L.; Napier, T. Celeste

2014-01-01

Rationale Fendiline is a GABAB receptor positive allosteric modulator and L-type Ca2+ channel blocker that is safe for human use. Based on these pharmacological properties, fendiline may be useful to disrupt associative memories that can drive relapse to drug use in drug-addicted individuals. Objective The current study evaluated the potential of fendiline to inhibit the maintenance and expression of learned associations between methamphetamine (meth) and an environmental context using conditioned place preference (CPP) in rats, to model for the associative learning that occurs during drug abuse by humans. Methods Following meth conditioning (1mg/kg), fendiline (5mg/kg) was administered at various post-conditioning times to ascertain if there was a temporal window during which fendiline would be effective. Results Two once-daily injections of fendiline did not influence the maintenance of CPP regardless of the post-conditioning treatment time while 10 once-daily fendiline treatments inhibited CPP maintenance (p<0.05). Fendiline administered immediately prior to the CPP test inhibited expression of meth-induced CPP in rats with a fendiline treatment history of 10 once-daily injections (p<0.05) or those that received two injections that corresponded to the last two days of the 10 day treatment (p<0.05). Fendiline did not produce preference or aversion on its own, nor did it alter motivated motor behavior. Conclusion Maintenance and expression of meth CPP is mitigated by repeated fendiline treatments when administered during the days that precede CPP testing. Reduction in the significance of meth-associated cues can reduce relapse; therefore, fendiline may be of value for addiction therapy in abstinent, meth-addicted humans. PMID:24264565

Modeling Students' Readiness to Adopt Mobile Learning in Higher Education: An Empirical Study

ERIC Educational Resources Information Center

Al-Adwan, Ahmad Samed; Al-Madadha, Amr; Zvirzdinaite, Zahra

2018-01-01

Mobile devices are increasingly coming to penetrate people's daily lives. Mobile learning (m-learning) is viewed as key to the coming era of electronic learning (e-learning). In the meantime, the use of mobile devices for learning has made a significant contribution to delivering education among higher education students worldwide. However, while…

Toward Mobile Assisted Language Learning Apps for Professionals That Integrate Learning into the Daily Routine

ERIC Educational Resources Information Center

Pareja-Lora, Antonio; Arús-Hita, Jorge; Read, Timothy; Rodríguez-Arancón, Pilar; Calle-Martínez, Cristina; Pomposo, Lourdes; Martín-Monje, Elena; Bárcena, Elena

2013-01-01

In this short paper, we present some initial work on Mobile Assisted Language Learning (MALL) undertaken by the ATLAS research group. ATLAS embraced this multidisciplinary field cutting across Mobile Learning and Computer Assisted Language Learning (CALL) as a natural step in their quest to find learning formulas for professional English that…

Mere exposure alters category learning of novel objects.

PubMed

Folstein, Jonathan R; Gauthier, Isabel; Palmeri, Thomas J

2010-01-01

We investigated how mere exposure to complex objects with correlated or uncorrelated object features affects later category learning of new objects not seen during exposure. Correlations among pre-exposed object dimensions influenced later category learning. Unlike other published studies, the collection of pre-exposed objects provided no information regarding the categories to be learned, ruling out unsupervised or incidental category learning during pre-exposure. Instead, results are interpreted with respect to statistical learning mechanisms, providing one of the first demonstrations of how statistical learning can influence visual object learning.

Mere Exposure Alters Category Learning of Novel Objects

PubMed Central

Folstein, Jonathan R.; Gauthier, Isabel; Palmeri, Thomas J.

2010-01-01

We investigated how mere exposure to complex objects with correlated or uncorrelated object features affects later category learning of new objects not seen during exposure. Correlations among pre-exposed object dimensions influenced later category learning. Unlike other published studies, the collection of pre-exposed objects provided no information regarding the categories to be learned, ruling out unsupervised or incidental category learning during pre-exposure. Instead, results are interpreted with respect to statistical learning mechanisms, providing one of the first demonstrations of how statistical learning can influence visual object learning. PMID:21833209

Sleep, daily activity rhythms and postpartum mood: A longitudinal study across the perinatal period.

PubMed

Krawczak, Elizabeth M; Minuzzi, Luciano; Simpson, William; Hidalgo, Maria Paz; Frey, Benicio N

2016-01-01

Women with a diagnosis of bipolar and major depressive disorders are at higher risk to develop postpartum depression. The primary objective of this longitudinal study was to determine whether daily activity rhythms and sleep parameters differ between women with and without a history of a mood disorder across the perinatal period. A secondary objective was to determine whether changes in these parameters were associated with postpartum mood. In total, 33 women were included in this study, 15 of which had a history of a mood disorder (high-risk group) and 18 who did not (low-risk group). Sleep and daily rhythms were assessed subjectively and objectively during the third trimester (≥26 weeks gestation) and again at 6-12 weeks postpartum. Mood was also assessed at both time points. Women in the high-risk group showed greater subjective daily rhythms and sleep disturbances across the perinatal period. Objective sleep efficiency was worse in the high-risk group in the postpartum period. Changes in both subjective daily rhythms and objective sleep efficiency were predictive of changes in depressive symptoms across the perinatal period. These findings encourage the development of preventative therapeutics to ensure circadian rhythm and sleep stability throughout the perinatal period.

Efficient Delivery and Visualization of Long Time-Series Datasets Using Das2 Tools

NASA Astrophysics Data System (ADS)

Piker, C.; Granroth, L.; Faden, J.; Kurth, W. S.

2017-12-01

For over 14 years the University of Iowa Radio and Plasma Wave Group has utilized a network transparent data streaming and visualization system for most daily data review and collaboration activities. This system, called Das2, was originally designed in support of the Cassini Radio and Plasma Wave Science (RPWS) investigation, but is now relied on for daily review and analysis of Voyager, Polar, Cluster, Mars Express, Juno and other mission results. In light of current efforts to promote automatic data distribution in space physics it seems prudent to provide an overview of our open source Das2 programs and interface definitions to the wider community and to recount lessons learned. This submission will provide an overview of interfaces that define the system, describe the relationship between the Das2 effort and Autoplot and will examine handling Cassini RPWS Wideband waveforms and dynamic spectra as examples of dealing with long time-series data sets. In addition, the advantages and limitations of the current Das2 tool set will be discussed, as well as lessons learned that are applicable to other data sharing initiatives. Finally, plans for future developments including improved catalogs to support 'no-software' data sources and redundant multi-server fail over, as well as new adapters for CSV (Comma Separated Values) and JSON (Javascript Object Notation) output to support Cassini closeout and the HAPI (Heliophysics Application Programming Interface) initiative are outlined.

Successful Application of Active Learning Techniques to Introductory Microbiology.

ERIC Educational Resources Information Center

Hoffman, Elizabeth A.

2001-01-01

Points out the low student achievement in microbiology courses and presents an active learning method applied in an introductory microbiology course which features daily quizzes, cooperative learning activities, and group projects. (Contains 30 references.) (YDS)

A randomized controlled trial on errorless learning in goal management training: study rationale and protocol

PubMed Central

2013-01-01

Background Many brain-injured patients referred for outpatient rehabilitation have executive deficits, notably difficulties with planning, problem-solving and goal directed behaviour. Goal Management Training (GMT) has proven to be an efficacious cognitive treatment for these problems. GMT entails learning and applying an algorithm, in which daily tasks are subdivided into multiple steps. Main aim of the present study is to examine whether using an errorless learning approach (preventing the occurrence of errors during the acquisition phase of learning) contributes to the efficacy of Goal Management Training in the performance of complex daily tasks. Methods/Design The study is a double blind randomized controlled trial, in which the efficacy of Goal Management Training with an errorless learning approach will be compared with conventional Goal Management Training, based on trial and error learning. In both conditions 32 patients with acquired brain injury of mixed etiology will be examined. Main outcome measure will be the performance on two individually chosen everyday-tasks before and after treatment, using a standardized observation scale and goal attainment scaling. Discussion This is the first study that introduces errorless learning in Goal Management Training. It is expected that the GMT-errorless learning approach will improve the execution of complex daily tasks in brain-injured patients with executive deficits. The study can contribute to a better treatment of executive deficits in cognitive rehabilitation. Trial registration (Dutch Trial Register): http://NTR3567 PMID:23786651

Variation in Expert Source Selection According to Different Objectivity Standards

ERIC Educational Resources Information Center

Albaek, Erik

2011-01-01

Several scholars have tried to clarify how journalists handle and implement the abstract objectivity norm in daily practice. Less research attention has been paid to how common abstract professional norms and values, "in casu" the objectivity norm, may systematically vary when interpreted and implemented in daily journalistic practice. Allgaier's…

Residential Learning Communities. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2014

2014-01-01

Residential learning communities in postsecondary education, also known as living-learning programs, aim to improve student learning and success by integrating students' academic and daily living environments. Students participating in these programs live together (usually in a residential dormitory), take certain classes together, and engage in…

Predominant learning styles among pharmacy students at the Federal University of Paraná, Brazil

PubMed Central

Czepula, Alexandra I.; Bottacin, Wallace E.; Hipólito, Edson; Baptista, Deise R.; Pontarolo, Roberto; Correr, Cassyano J.

2015-01-01

Background: Learning styles are cognitive, emotional, and physiological traits, as well as indicators of how learners perceive, interact, and respond to their learning environments. According to Honey-Mumford, learning styles are classified as active, reflexive, theoretical, and pragmatic. Objective: The purpose of this study was to identify the predominant learning styles among pharmacy students at the Federal University of Paraná, Brazil. Methods: An observational, cross-sectional, and descriptive study was conducted using the Honey-Alonso Learning Style Questionnaire. Students in the Bachelor of Pharmacy program were invited to participate in this study. The questionnaire comprised 80 randomized questions, 20 for each of the four learning styles. The maximum possible score was 20 points for each learning style, and cumulative scores indicated the predominant learning styles among the participants. Honey-Mumford (1986) proposed five preference levels for each style (very low, low, moderate, high, and very high), called a general interpretation scale, to avoid student identification with one learning style and ignoring the characteristics of the other styles. Statistical analysis was performed using the Statistical Package for the Social Sciences (SPSS) version 20.0. Results: This study included 297 students (70% of all pharmacy students at the time) with a median age of 21 years old. Women comprised 77.1% of participants. The predominant style among pharmacy students at the Federal University of Paraná was the pragmatist, with a median of 14 (high preference). The pragmatist style prevails in people who are able to discover techniques related to their daily learning because such people are curious to discover new strategies and attempt to verify whether the strategies are efficient and valid. Because these people are direct and objective in their actions, pragmatists prefer to focus on practical issues that are validated and on problem situations. There was no statistically significant difference between genders with regard to learning styles. Conclusion: The pragmatist style is the prevailing style among pharmacy students at the Federal University of Paraná. Although students may have a learning preference that preference is not the only manner in which students can learn, neither their preference is the only manner in which students can be taught. Awareness of students’ learning styles can be used to adapt the methodology used by teachers to render the teaching-learning process effective and long lasting. The content taught to students should be presented in different manners because varying teaching methods can develop learning skills in students. PMID:27011774

Interoperability Gap Challenges for Learning Object Repositories & Learning Management Systems

ERIC Educational Resources Information Center

Mason, Robert T.

2011-01-01

An interoperability gap exists between Learning Management Systems (LMSs) and Learning Object Repositories (LORs). Learning Objects (LOs) and the associated Learning Object Metadata (LOM) that is stored within LORs adhere to a variety of LOM standards. A common LOM standard found in LORs is the Sharable Content Object Reference Model (SCORM)…

Investigating the Use of Smartphones for Learning Purposes by Australian Dental Students

PubMed Central

Rung, Andrea; Warnke, Frauke

2014-01-01

Background Mobile Internet devices and smartphones have at present a significant potential as learning tools and the development of educational interventions based on smartphones have attracted increasing attention. Objective The objective of this study was to obtain a deeper insight in the nature of students’ use of smartphones, as well as their attitudes towards educational use of mobile devices in order to design successful teaching interventions. Method A questionnaire was designed, aiming to investigate the actual daily habitual use, as well as the attitudes of dental students towards smartphones for their university education purposes. The survey was used to collect data from 232 dental students. Results Of the 232 respondents, 204 (87.9%) owned a smartphone, and 191 (82.3%) had access to third generation (3G) mobile carriers. The most popular devices were the iPhone and Android. Most of the respondents had intermediate smartphone skills and used smartphones for a number of learning activities. Only 75/232 (32.3%) had specific educational applications installed, while 148/232 (63.7%) used smartphones to access to social media and found it valuable for their education (P<.05). Students accessing social media with their smartphones also showed significantly more advanced skills with smartphones than those who did not (P<.05). There was no significant association between age group, gender, origin, and smartphone skills. There was positive correlation between smartphone skills and students' attitudes toward improving access to learning material (r=.43, P<.05), helping to learn more independently (r=.44, P<.05), and use of smartphones by teaching staff (r=.45, P<.05). Conclusion The results in this study suggest that students use smartphones and social media for their education even though this technology has not been formally included in the curriculum. This might present an opportunity for educators to design educational methods, activities, and material that are suitable for smartphones and allow students to use this technology, thereby accommodating students’ current diverse learning approaches. PMID:25099261

Daily and Developmental Modulation of “Premotor” Activity in the Birdsong System

PubMed Central

Day, Nancy F.; Kinnischtzke, Amanda K.; Adam, Murtaza; Nick, Teresa A.

2009-01-01

Human speech and birdsong are shaped during a sensorimotor sensitive period in which auditory feedback guides vocal learning. To study brain activity as song learning occurred, we recorded longitudinally from developing zebra finches during the sensorimotor phase. Learned sequences of vocalizations (motifs) were examined along with contemporaneous neural population activity in the song nucleus HVC, which is necessary for the production of learned song (Nottebohm et al. [1976]: J Comp Neurol 165:457–486; Simpson and Vicario [1990]: J Neurosci 10:1541–1556). During singing, HVC activity levels increased as the day progressed and decreased after a night of sleep in juveniles and adults. In contrast, the pattern of HVC activity changed on a daily basis only in juveniles: activity bursts became more pronounced during the day. The HVC of adults was significantly burstier than that of juveniles. HVC bursting was relevant to song behavior because the degree of burstiness inversely correlated with the variance of song features in juveniles. The song of juveniles degrades overnight (Deregnaucourt et al. [2005]: Nature 433:710–716). Consistent with a relationship between HVC activity and song plasticity (Day et al. [2008]: J Neurophys 100:2956–2965), HVC burstiness degraded overnight in young juveniles and the amount of overnight degradation declined with developmental song learning. Nocturnal changes in HVC activity strongly and inversely correlated with the next day's change, suggesting that sleep-dependent degradation of HVC activity may facilitate or enable subsequent diurnal changes. Collectively, these data show that HVC activity levels exhibit daily cycles in adults and juveniles, whereas HVC burstiness and song stereotypy change daily in juveniles only. In addition, the data indicate that HVC burstiness increases with development and inversely correlates with song variability, which is necessary for trial and error vocal learning. PMID:19650042

How Epistemic Beliefs Influence e-Learning in Daily Work-Life

ERIC Educational Resources Information Center

Harteis, Christian; Gruber, Hans; Hertramph, Herbert

2010-01-01

Epistemic beliefs comprise the individual understanding of the nature of knowledge and the creation of knowledge. Hence, they impact the perception of learning opportunities and professional learning activities. Many enterprises apply computer technology in order to support staff development through e-learning activities. However, a closer look at…

Integration of Technology in Teaching and Learning: Comprehensive Initiatives Enhance Student Engagement and Learning

ERIC Educational Resources Information Center

Nebbergall, Allison

2012-01-01

As technology increasingly transforms our daily lives, educators too are seeking strategies and resources that leverage technology to improve student learning. Research demonstrates that high-quality professional development, digital standards-based content, and personalized learning plans can increase student achievement, engagement, and…

Users' Behavior towards Ubiquitous M-Learning

ERIC Educational Resources Information Center

Suki, Norazah Mohd; Suki, Norbayah Mohd

2011-01-01

Mobile technologies have enabled a new way of communicating, for whom mobile communications are part of normal daily interaction. This paper explores the proposed and verified Technology Acceptance Model (TAM) that can be employed to explain the acceptance of Mobile Learning (M-learning), an activity in which users access learning material with…

Bifidobacteria modulate cognitive processes in an anxious mouse strain.

PubMed

Savignac, H M; Tramullas, M; Kiely, B; Dinan, T G; Cryan, J F

2015-01-01

Increasing evidence suggests that a brain-gut-microbiome axis exists, which has the potential to play a major role in modulating behaviour. However, the role of this axis in cognition remains relatively unexplored. Probiotics, which are commensal bacteria offering potential health benefit, have been shown to decrease anxiety, depression and visceral pain-related behaviours. In this study, we investigate the potential of two Bifidobacteria strains to modulate cognitive processes and visceral pain sensitivity. Adult male BALB/c mice were fed daily for 11 weeks with B. longum 1714, B. breve 1205 or vehicle treatment. Starting at week 4, animals were behaviourally assessed in a battery of tests relevant to different aspects of cognition, as well as locomotor activity and visceral pain. In the object recognition test, B. longum 1714-fed mice discriminated between the two objects faster than all other groups and B. breve 1205-fed mice discriminated faster than vehicle animals. In the Barnes maze, B. longum 1714-treated mice made fewer errors than other groups, suggesting a better learning. In the fear conditioning, B. longum 1714-treated group also showed better learning and memory, yet presenting the same extinction learning profile as controls. None of the treatments affected visceral sensitivity. Altogether, these data suggest that B. longum 1714 had a positive impact on cognition and also that the effects of individual Bifidobacteria strains do not generalise across the species. Clinical validation of the effects of probiotics on cognition is now warranted. Copyright © 2015 Elsevier B.V. All rights reserved.

[Effects of applying behavior modification to improve HbA1C levels in a diabetic patient].

PubMed

Chen, Wen-Chun; Huang, You-Rong; Lin, Chiu-Chu

2010-04-01

Diabetes is a chronic disease. To prevent and delay complications, diabetic patients must adjust their lifestyle as part of a comprehensive approach to disease control. Diabetic patients must be able to self-manage their disease and establish healthy habits in their daily routine. In this study, prior to intervention, the subject was unable to control her diet, do exercise, check sugars properly or integrate disease management effectively into her daily routine. By applying self-regulation theory through the keeping of a diary for sugar and daily activity self-monitoring, she became able to self-assess the causes of poor disease control. Such further facilitated her setting goals and developing strategies to link her habits with disease management. When failing to achieve goals even after execution, she could consider the factors contributing to the failure and modify her behaviors, goals and/or strategies accordingly. We helped this patient learn behavior modification methods in order to achieve her goal of better HbA(1)C control. This case example may help clinical nursing educators move beyond the confines of the traditional one-way educational model to guide diabetic patients to achieve good sugar control. We hope our findings help many chronic disease sufferers achieve self-management objectives in order to assume greater self-care responsibilities.

The effects of response cost and species-typical behaviors on a daily time-place learning task.

PubMed

Deibel, Scott H; Thorpe, Christina M

2013-03-01

Two theories that have been hypothesized to mediate acquisition in daily time-place learning (TPL) tasks were investigated in a free operant daily TPL task: the response cost hypothesis and the species-typical behavior hypothesis. One lever at the end of one of the choice arms of a T-maze provided food in the morning, and 6 h later, a lever in the other choice arm provided food. Four groups were used to assess the effect of two possible sources of response cost: physical effort of the task and costs associated with foraging ecology. One group was used to assess the effect of explicitly allowing for species-typical behaviors. If only first arm choice data were considered, there was little evidence of learning. However, both first press and percentage of presses on the correct lever prior to the first reinforcement revealed evidence of TPL in most rats tested. Unexpectedly, the high response cost groups for both of the proposed sources did not perform better than the low response cost groups. The groups that allowed animals to display species-typical behaviors performed the worst. Skip session probe trials confirmed that the majority of the rats that acquired the task were using a circadian timing strategy. The results from the present study suggest that learning in free operant daily TPL tasks might not be dependent on response cost.

Transforming a sequence of microbiology courses using student profile data.

PubMed

Buxeda, R J; Moore, D A

2000-05-01

A study was performed in the General Microbiology and Industrial Microbiology courses to increase research awareness at an early stage of the educational process and to establish collaboration between students in an Industrial Microbiology program and industry. In both courses, the professor helped students determine their learning styles and then used these data to design activities in order to accomplish the above objectives. In both the treatment and the control sections, students learned about strategies to optimize learning based on their learning styles. A cooperative learning format was introduced to promote active learning and team-building skills. The diverse learning styles data profile was used by students during cooperative learning activities for effective team integration. In the General Microbiology course, a mentor-mentee structure was introduced to expose students to research in microbiology by visiting research facilities on campus. This structure was an addition to the regular curriculum, which meets American Society for Microbiology curriculum recommendations. The results suggest an increase in interest in research by students. In the Industrial Microbiology course, a strategy was introduced to establish collaboration with industry in which students visit the workplace and identify microbial processes, microbiologist roles, and skills needed by microbiologists. Evaluation of these topics using pre- and posttest data indicates a significant increase in acquired knowledge relevant to daily workplace environments with the reformed course. In both courses, students gain information early in their academic experience to help them consider participation in research experiences while providing them with real-world experience toward the end of their academic careers, when they see the need for it.

Applying Student Team Achievement Divisions (STAD) Model on Material of Basic Programme Branch Control Structure to Increase Activity and Student Result

NASA Astrophysics Data System (ADS)

Akhrian Syahidi, Aulia; Asyikin, Arifin Noor; Asy’ari

2018-04-01

Based on my experience of teaching the material of branch control structure, it is found that the condition of the students is less active causing the low activity of the students on the attitude assessment during the learning process on the material of the branch control structure i.e. 2 students 6.45% percentage of good activity and 29 students percentage 93.55% enough and less activity. Then from the low activity resulted in low student learning outcomes based on a daily re-examination of branch control material, only 8 students 26% percentage reached KKM and 23 students 74% percent did not reach KKM. The purpose of this research is to increase the activity and learning outcomes of students of class X TKJ B SMK Muhammadiyah 1 Banjarmasin after applying STAD type cooperative learning model on the material of branch control structure. The research method used is Classroom Action Research. The study was conducted two cycles with six meetings. The subjects of this study were students of class X TKJ B with a total of 31 students consisting of 23 men and 8 women. The object of this study is the activity and student learning outcomes. Data collection techniques used are test and observation techniques. Data analysis technique used is a percentage and mean. The results of this study indicate that: an increase in activity and learning outcomes of students on the basic programming learning material branch control structure after applying STAD type cooperative learning model.

Fundamental Movement Skills Development under the Influence of a Gymnastics Program and Everyday Physical Activity in Seven-Year-Old Children

PubMed Central

Culjak, Zoran; Miletic, Durdica; Kalinski, Suncica Delas; Kezic, Ana; Zuvela, Frane

2014-01-01

Abstract Objective The objectives of this study were: a) to examine the influence of an 18-week basic artistic gymnastics program on fundamental movement skills (FMS) development in seven-year-old children; b) to determine correlations between children’s daily activities and successful performance of FMS and basic artistic gymnastics skills. Methods Seventy five first grade primary school children took part in this study. A physical education teacher specialized in artistic gymnastics conducted a gymnastics program for 18 weeks, three times a week. The level of gymnastics skills and FMS were identified at the beginning and at the end of the program. The level of gymnastics skills was evaluated by performance of eight artistic gymnastics skills, while FMS were evaluated by the use of FMS-polygon. Physical activity and inactivity was evaluated by using a proxy-questionnaire “Netherlands Physical Activity Questionnaire˝ (NPAQ). Findings According to the dependent samples t test, significant differences were found in the FMS-polygon and all gymnastics skills before and after the 18-week gymnastics program. Increasing correlations were established over time between gymnastics skills and the FMS-polygon. Unorganized daily activity of children significantly correlated with their mastering of gymnastics skills and FMS. The presented findings confirm: (1) the thesis that basic artistic gymnastics skills and FMS could be developed simultaneously, (2) the theory of positive transfer of similar skills between FMS and artistic gymnastic skills. Conclusion Mastering basic artistic gymnastics skills will provoke improvement of FMS and finally become a prerequisite for successful introduction of learning more complex gymnastics skills. The obtained results imply that an increase of children’s unorganized daily activities can improve the mastering of basic gymnastics skills and simultaneously the development of FMS. PMID:25535529

Teaching minority children hygiene: investigating hygiene education in kindergartens and homes of ethnic minority children in northern Vietnam.

PubMed

Rheinländer, Thilde; Samuelsen, Helle; Dalsgaard, Anders; Konradsen, Flemming

2015-01-01

Ethnic minority children in Vietnam experience high levels of hygiene- and sanitation-related diseases. Improving hygiene for minority children is therefore vital for improving child health. The study objective was to investigate how kindergarten and home environments influence the learning of hygiene of pre-school ethnic minority children in rural Vietnam. Eight months of ethnographic field studies were conducted among four ethnic minority groups living in highland and lowland communities in northern Vietnam. Data included participant observation in four kindergartens and 20 homes of pre-school children, together with 67 semi-structured interviews with caregivers and five kindergarten staff. Thematic analysis was applied and concepts of social learning provided inputs to the analysis. This study showed that poor living conditions with lack of basic sanitation infrastructures were important barriers for the implementation of safe home child hygiene. Furthermore, the everyday life of highland villages, with parents working away from the households resulted in little daily adult supervision of safe child hygiene practices. While kindergartens were identified as potentially important institutions for improving child hygiene education, essential and well-functioning hygiene infrastructures were lacking. Also, hygiene teaching relied on theoretical and non-practice-based learning styles, which did not facilitate hygiene behaviour change in small children. Minority children were further disadvantaged as teaching was only provided in non-minority language. Kindergartens can be important institutions for the promotion of safe hygiene practices among children, but they must invest in the maintenance of hygiene and sanitation infrastructures and adopt a strong practice-based teaching approach in daily work and in teacher's education. To support highland minority children in particular, teaching styles must take local living conditions and caregiver structures into account and teach in local languages. Creating stronger links between home and institutional learning environments can be vital to support disadvantaged highland families in improving child health.

Intelligent Discovery for Learning Objects Using Semantic Web Technologies

ERIC Educational Resources Information Center

Hsu, I-Ching

2012-01-01

The concept of learning objects has been applied in the e-learning field to promote the accessibility, reusability, and interoperability of learning content. Learning Object Metadata (LOM) was developed to achieve these goals by describing learning objects in order to provide meaningful metadata. Unfortunately, the conventional LOM lacks the…

The I Professor Formation in the Wallonian approach.

PubMed

Aranha, Ana Lúcia Batista; Mrech, Leny Magalhaes; Zacharias, Adriana Pereira Gonçalves; Figueredo, Luana Prado; Mendonça, Catarina Terumi Abe; Fernandes, Maria de Fátima Prado

2015-12-01

Objectives Analyze how teachers perceive the construction of their I Professor from the perspective of Wallon and learn about their everyday experiences in school in the condition of being self and other. Method Qualitative, with 13 participants from the Bachelor of Nursing Program. Data collection was carried out in 2013 using interviews that were subjected to thematic analysis. Results Three categories emerged: Construction of the I Professor; living daily life supported by oneself and the other; and the components for constructing the I Professor, highlighting consciousness and valuing of oneself and the other. Conclusion The teachers traveled a path that allowed them to recognize themselves in different movements of the internalization of the I.

Inquiry in interaction: How local adaptations of curricula shape classroom communities

NASA Astrophysics Data System (ADS)

Enyedy, Noel; Goldberg, Jennifer

2004-11-01

In this study, we seek a better understanding of how individuals and their daily interactions shape and reshape social structures that constitute a classroom community. Moreover, we provide insight into how discourse and classroom interactions shape the nature of a learning community, as well as which aspects of the classroom culture may be consequential for learning. The participants in this study include two teachers who are implementing a new environmental science program, Global Learning through Observation to Benefit the Environment (GLOBE), and interacting with 54 children in an urban middle school. Both qualitative and quantitative data are analyzed and presented. To gain a better understanding of the inquiry teaching within classroom communities, we compare and contrast the discourse and interactions of the two teachers during three parallel environmental science lessons. The focus of our analysis includes (1) how the community identifies the object or goal of its activity; and (2) how the rights, rules, and roles for members are established and inhabited in interaction. Quantitative analyses of student pre- and posttests suggest greater learning for students in one classroom over the other, providing support for the influence of the classroom community and interactional choices of the teacher on student learning. Implications of the findings from this study are discussed in the context of curricular design, professional development, and educational reform. ? 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 905-935, 2004.

PETS-D (Parents Education Through Simulation – Diabetes): Parents’ Qualitative Results

PubMed Central

Ramchandani, Neesha; Maguire, Laura L.; Stern, Kailyn; Quintos, Jose B.; Lee, Mary; Sullivan-Bolyai, Susan

2016-01-01

Objective Parents who have a child newly diagnosed with type 1 diabetes (T1D) must quickly learn daily diabetes self-management. An RCT was conducted using human patient simulation (HPS) to enhance parents learning diabetes self-management with children with new-onset T1D. The purpose of this study was to describe parents’ perspectives of using HPS to augment diabetes education. Methods A qualitative descriptive design was used with open-ended in-depth interviews of parents (n=49) post-intervention. Qualitative directed content analysis was used. Results The majority of parents were positive about learning with HPS. Although a few parents said the HPS was “hokey” or “creepy,” most reported the visual and hands-on learning was realistic and very beneficial. Seeing a seizure increased their fear although they would have panicked if they had not had that learning experience, and it helped build their diabetes self-management confidence. Recommendations included teaching others with the HPS (grandparents, siblings, babysitters, and school nurses). Conclusion HPS-enhanced education is an acceptable and viable option that was generally well-received by parents of children with new-onset T1D. Practice Implications The technique should be studied with parents of children with other chronic illnesses to see if the benefits found in this study are applicable to other settings. PMID:27021779

Daily Emotional and Physical Reactivity to Stressors Among Widowed and Married Older Adults

PubMed Central

2014-01-01

Objectives. Widowhood may result in declines in health and potentially stressful changes to daily routines. However, little research has examined how daily stressors contribute to physical and emotional well-being in widowhood. The objectives of the current study were to examine daily stressor exposure and reactivity in widowed versus married older adults. Method. Participants included all 100 widowed and 342 married adults aged 65 and older from the National Study of Daily Experiences, a daily diary study from the second wave of the Midlife in the United States. Daily stressors were measured using the Daily Inventory of Stressful Events; multilevel modeling assessed daily reactivity to stressors using daily negative affect (emotional reactivity) and daily physical symptoms (physical reactivity) as outcomes. Results. Married participants reported more stressors in general, and specifically more interpersonal stressors (e.g., arguments). Both married and widowed participants were reactive to daily stressors. Married participants were physically and emotionally reactive to interpersonal stressors. Widowed participants were more physically reactive to home-related stressors. Discussion. Attention to the types of daily stressors that widowed older adults experience in daily life and the potential physical effects of daily stressors during widowhood may help to alleviate some of the physical distress that widowed older adults may experience. PMID:23685921

Filtering Informal Learning in Everyday Life: Invoking Ordinariness and Moving to Civic Engagement

ERIC Educational Resources Information Center

Grummell, Bernie

2010-01-01

This article explores the role of informal learning from television as it is anchored within the ordinariness of daily life. It examines the consequences for pedagogy and civic engagement, questioning how informal learning from television can enhance civic engagement. For many, this learning was localised through personalised and interpersonal…

PACALL: Supporting Language Learning Using SenseCam

ERIC Educational Resources Information Center

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

2013-01-01

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

Organisation of Workplace Learning: A Case Study of Paediatric Residents' and Consultants' Beliefs and Practices

ERIC Educational Resources Information Center

Skipper, Mads; Nøhr, Susanne Backman; Jacobsen, Tine Klitgaard; Musaeus, Peter

2016-01-01

Several studies have examined how doctors learn in the workplace, but research is needed linking workplace learning with the organisation of doctors' daily work. This study examined residents' and consultants' attitudes and beliefs regarding workplace learning and contextual and organisational factors influencing the organisation and planning of…

Students' Understanding of Genetics Concepts: The Effect of Reasoning Ability and Learning Approaches

ERIC Educational Resources Information Center

Kiliç, Didem; Saglam, Necdet

2014-01-01

Students tend to learn genetics by rote and may not realise the interrelationships in daily life. Because reasoning abilities are necessary to construct relationships between concepts and rote learning impedes the students' sound understanding, it was predicted that having high level of formal reasoning and adopting meaningful learning orientation…

Collaborative Learning, Circa 1880.

ERIC Educational Resources Information Center

Martin, Theodora Penny

Collaborative learning, such as student-team learning or work-group learning, has become the focus of inservice workshops for teachers, a theme in professional journals, and the daily routine in an increasing number of classrooms. The women's study clubs in late 19th-century United States used a similar pedagogy. By the early 1900s, perhaps as…

Associations among sleep, daily experiences, and loneliness in adolescence: evidence of moderating and bidirectional pathways.

PubMed

Doane, Leah D; Thurston, Emily C

2014-02-01

The present study examined the dynamic associations among daily stress levels, affect, and objective sleep quality in adolescence. We also explored loneliness as a potential moderator of these associations. Seventy-eight adolescents participated over three days. They completed diary reports of stressful experiences and affect five times a day while wearing an actigraph to obtain objective measurement of sleep. They also provided self-reports of loneliness. High daily stress was associated with shorter sleep duration. Models testing bidirectional associations indicated that prior day stress was associated with shorter sleep duration, but poor sleep duration and sleep efficiency were also associated with greater stress the next day. Loneliness was a significant moderator of the associations between daily stress and sleep duration and latency such that lonely individuals had shorter sleep durations and sleep latencies after particularly stressful days. Results suggest daily dynamic associations among loneliness, daily stress, and objective measures of adolescent sleep. Copyright © 2013 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Assessing Learning, Quality and Engagement in Learning Objects: The Learning Object Evaluation Scale for Students (LOES-S)

ERIC Educational Resources Information Center

Kay, Robin H.; Knaack, Liesel

2009-01-01

Learning objects are interactive web-based tools that support the learning of specific concepts by enhancing, amplifying, and/or guiding the cognitive processes of learners. Research on the impact, effectiveness, and usefulness of learning objects is limited, partially because comprehensive, theoretically based, reliable, and valid evaluation…

Liberating Learning Object Design from the Learning Style of Student Instructional Designers

ERIC Educational Resources Information Center

Akpinar, Yavuz

2007-01-01

Learning objects are a new form of learning resource, and the design of these digital environments has many facets. To investigate senior instructional design students' use of reflection tools in designing learning objects, a series of studies was conducted using the Reflective Action Instructional Design and Learning Object Review Instrument…

Learning Objects and Gerontology

ERIC Educational Resources Information Center

Weinreich, Donna M.; Tompkins, Catherine J.

2006-01-01

Virtual AGE (vAGE) is an asynchronous educational environment that utilizes learning objects focused on gerontology and a learning anytime/anywhere philosophy. This paper discusses the benefits of asynchronous instruction and the process of creating learning objects. Learning objects are "small, reusable chunks of instructional media" Wiley…

Diabetes Management: How Lifestyle, Daily Routine Affect Blood Sugar

MedlinePlus

Diabetes management: How lifestyle, daily routine affect blood sugar Diabetes management requires awareness. Know what makes your blood sugar ... and portion sizes. A key to many diabetes management plans is learning how to count carbohydrates. Carbohydrates ...

Multisensory perceptual learning of temporal order: audiovisual learning transfers to vision but not audition.

PubMed

Alais, David; Cass, John

2010-06-23

An outstanding question in sensory neuroscience is whether the perceived timing of events is mediated by a central supra-modal timing mechanism, or multiple modality-specific systems. We use a perceptual learning paradigm to address this question. Three groups were trained daily for 10 sessions on an auditory, a visual or a combined audiovisual temporal order judgment (TOJ). Groups were pre-tested on a range TOJ tasks within and between their group modality prior to learning so that transfer of any learning from the trained task could be measured by post-testing other tasks. Robust TOJ learning (reduced temporal order discrimination thresholds) occurred for all groups, although auditory learning (dichotic 500/2000 Hz tones) was slightly weaker than visual learning (lateralised grating patches). Crossmodal TOJs also displayed robust learning. Post-testing revealed that improvements in temporal resolution acquired during visual learning transferred within modality to other retinotopic locations and orientations, but not to auditory or crossmodal tasks. Auditory learning did not transfer to visual or crossmodal tasks, and neither did it transfer within audition to another frequency pair. In an interesting asymmetry, crossmodal learning transferred to all visual tasks but not to auditory tasks. Finally, in all conditions, learning to make TOJs for stimulus onsets did not transfer at all to discriminating temporal offsets. These data present a complex picture of timing processes. The lack of transfer between unimodal groups indicates no central supramodal timing process for this task; however, the audiovisual-to-visual transfer cannot be explained without some form of sensory interaction. We propose that auditory learning occurred in frequency-tuned processes in the periphery, precluding interactions with more central visual and audiovisual timing processes. Functionally the patterns of featural transfer suggest that perceptual learning of temporal order may be optimised to object-centered rather than viewer-centered constraints.

Assessing the quality of activities in a smart environment.

PubMed

Cook, Diane J; Schmitter-Edgecombe, M

2009-01-01

Pervasive computing technology can provide valuable health monitoring and assistance technology to help individuals live independent lives in their own homes. As a critical part of this technology, our objective is to design software algorithms that recognize and assess the consistency of activities of daily living that individuals perform in their own homes. We have designed algorithms that automatically learn Markov models for each class of activity. These models are used to recognize activities that are performed in a smart home and to identify errors and inconsistencies in the performed activity. We validate our approach using data collected from 60 volunteers who performed a series of activities in our smart apartment testbed. The results indicate that the algorithms correctly label the activities and successfully assess the completeness and consistency of the performed task. Our results indicate that activity recognition and assessment can be automated using machine learning algorithms and smart home technology. These algorithms will be useful for automating remote health monitoring and interventions.

Activity Settings and Daily Routines in Preschool Classrooms: Diverse Experiences in Early Learning Settings for Low-Income Children

ERIC Educational Resources Information Center

Fuligni, Allison Sidle; Howes, Carollee; Huang, Yiching; Hong, Sandra Soliday; Lara-Cinisomo, Sandraluz

2012-01-01

This paper examines activity settings and daily classroom routines experienced by 3- and 4-year-old low-income children in public center-based preschool programs, private center-based programs, and family child care homes. Two daily routine profiles were identified using a time-sampling coding procedure: a High Free-Choice pattern in which…

Mobile Assisted Language Learning and Mnemonic Mapping -- The Loci Method Revisited

ERIC Educational Resources Information Center

Waragai, Ikumi; Raindl, Marco; Ohta, Tatsuya; Miyasaka, Kosuke

2016-01-01

This paper presents the prototype of a Mobile Language Learning Environment (MLLE) allowing learners of German at a Japanese university to map classroom learning content onto the pathways of their everyday lives, turning places they come by into mnemonic "loci", and thus changing their daily commute into a learning trail. Even though the…

Exploring the Role of the Learning Strategist at a Canadian College and University: The Tale of Two Professionals

ERIC Educational Resources Information Center

Woloshyn, Vera E.; Munn, Caitlin

2014-01-01

In this article, we synthesize literature related to the experiences of students with learning disabilities in postsecondary settings, including support service initiatives. We also synthesize the role of the learning strategists in context of working with these students. We then explore the daily experiences of two senior learning strategists…

The Impact of Multitasking Learning Environments in the Middle Grades

ERIC Educational Resources Information Center

Drinkwine, Timothy

2013-01-01

This research study considers the status of middle school students in the 21st century in terms of their tendency to multitask in their daily lives and the overall influence this multitasking has on teaching and learning environments. Student engagement in the learning environment and students' various learning styles are discussed as primary…

Ubiquitous Learning Project Using Life-Logging Technology in Japan

ERIC Educational Resources Information Center

Ogata, Hiroaki; Hou, Bin; Li, Mengmeng; Uosaki, Noriko; Mouri, Kosuke; Liu, Songran

2014-01-01

A Ubiquitous Learning Log (ULL) is defined as a digital record of what a learner has learned in daily life using ubiquitous computing technologies. In this paper, a project which developed a system called SCROLL (System for Capturing and Reusing Of Learning Log) is presented. The aim of developing SCROLL is to help learners record, organize,…

A Model for Ubiquitous Serious Games Development Focused on Problem Based Learning

ERIC Educational Resources Information Center

Dorneles, Sandro Oliveira; da Costa, Cristiano André; Rigo, Sandro José

2015-01-01

The possibility of using serious games with problem-based learning opens up huge opportunities to connect the experiences of daily life of students with learning. In this context, this article presents a model for serious and ubiquitous games development, focusing on problem based learning methodology. The model allows teachers to create games…

The Development and Implementation of U-Msg for College Students' English Learning

ERIC Educational Resources Information Center

Cheng, Yuh-Ming; Kuo, Sheng-Huang; Lou, Shi-Jer; Shih, Ru-Chu

2016-01-01

With the advance of mobile technology, mobile devices have become more portable and powerful with numerous useful tools in daily life. Thus, mobile learning has been widely involved in e-learning studies. Many studies point out that it is important to integrate both pedagogical and technical strengths of mobile technology into learning settings.…

Automated Data Assimilation and Flight Planning for Multi-Platform Observation Missions

NASA Technical Reports Server (NTRS)

Oza, Nikunj; Morris, Robert A.; Strawa, Anthony; Kurklu, Elif; Keely, Leslie

2008-01-01

This is a progress report on an effort in which our goal is to demonstrate the effectiveness of automated data mining and planning for the daily management of Earth Science missions. Currently, data mining and machine learning technologies are being used by scientists at research labs for validating Earth science models. However, few if any of these advanced techniques are currently being integrated into daily mission operations. Consequently, there are significant gaps in the knowledge that can be derived from the models and data that are used each day for guiding mission activities. The result can be sub-optimal observation plans, lack of useful data, and wasteful use of resources. Recent advances in data mining, machine learning, and planning make it feasible to migrate these technologies into the daily mission planning cycle. We describe the design of a closed loop system for data acquisition, processing, and flight planning that integrates the results of machine learning into the flight planning process.

An Investigation on the Correlation of Learner Styles and Learning Objects Characteristics in a Proposed Learning Objects Management Model (LOMM)

ERIC Educational Resources Information Center

Wanapu, Supachanun; Fung, Chun Che; Kerdprasop, Nittaya; Chamnongsri, Nisachol; Niwattanakul, Suphakit

2016-01-01

The issues of accessibility, management, storage and organization of Learning Objects (LOs) in education systems are a high priority of the Thai Government. Incorporating personalized learning or learning styles in a learning object management system to improve the accessibility of LOs has been addressed continuously in the Thai education system.…

Competencies to enable learning-focused clinical supervision: a thematic analysis of the literature.

PubMed

Pront, Leeanne; Gillham, David; Schuwirth, Lambert W T

2016-04-01

Clinical supervision is essential for development of health professional students and widely recognised as a significant factor influencing student learning. Although considered important, delivery is often founded on personal experience or a series of predetermined steps that offer standardised behavioural approaches. Such a view may limit the capacity to promote individualised student learning in complex clinical environments. The objective of this review was to develop a comprehensive understanding of what is considered 'good' clinical supervision, within health student education. The literature provides many perspectives, so collation and interpretation were needed to aid development and understanding for all clinicians required to perform clinical supervision within their daily practice. A comprehensive thematic literature review was carried out, which included a variety of health disciplines and geographical environments. Literature addressing 'good' clinical supervision consists primarily of descriptive qualitative research comprising mostly small studies that repeated descriptions of student and supervisor opinions of 'good' supervision. Synthesis and thematic analysis of the literature resulted in four 'competency' domains perceived to inform delivery of learning-focused or 'good' clinical supervision. Domains understood to promote student learning are co-dependent and include 'to partner', 'to nurture', 'to engage' and 'to facilitate meaning'. Clinical supervision is a complex phenomenon and establishing a comprehensive understanding across health disciplines can influence the future health workforce. The learning-focused clinical supervision domains presented here provide an alternative perspective of clinical supervision of health students. This paper is the first step in establishing a more comprehensive understanding of learning-focused clinical supervision, which may lead to development of competencies for clinical supervision. © 2016 John Wiley & Sons Ltd.

Assessing Online Learning

ERIC Educational Resources Information Center

Comeaux, Patricia, Ed.

2004-01-01

Students in traditional as well as online classrooms need more than grades from their instructors--they also need meaningful feedback to help bridge their academic knowledge and skills with their daily lives. With the increasing number of online learning classrooms, the question of how to consistently assess online learning has become increasingly…

Learning Opportunities in Rheumatology Practice: A Qualitative Study

ERIC Educational Resources Information Center

Neher, Margit Saskia; Ståhl, Christian; Nilsen, Per

2015-01-01

Purpose: This paper aims to explore what opportunities for learning practitioners in rheumatology perceive of in their daily practice, using a typology of workplace learning to categorize these opportunities. Design/methodology/approach: Thirty-six practitioners from different professions in rheumatology were interviewed. Data were analyzed using…

Repeated nicotine exposure enhances reward-related learning in the rat.

PubMed

Olausson, Peter; Jentsch, J David; Taylor, Jane R

2003-07-01

Repeated exposure to addictive drugs causes neuroadaptive changes in cortico-limbic-striatal circuits that may underlie alterations in incentive-motivational processes and reward-related learning. Such drug-induced alterations may be relevant to drug addiction because enhanced incentive motivation and increased control over behavior by drug-associated stimuli may contribute to aspects of compulsive drug-seeking and drug-taking behaviors. This study investigated the consequences of repeated nicotine treatment on the acquisition and performance of Pavlovian discriminative approach behavior, a measure of reward-related learning, in male rats. Water-restricted rats were trained to associate a compound conditioned stimulus (tone+light) with the availability of water (the unconditioned stimulus) in 15 consecutive daily sessions. In separate experiments, rats were repeatedly treated with nicotine (0.35 mg/kg, s.c.) either (1) prior to the onset of training, (2) after each daily training session was completed (ie postsession injections), or (3) received nicotine both before the onset of training as well as after each daily training session. In this study, all nicotine treatment schedules increased Pavlovian discriminative approach behavior and, thus, prior repeated exposure to nicotine, repeated postsession nicotine injections, or both, facilitated reward-related learning.

The effectiveness of reducing the daily dose of finasteride in men with benign prostatic hyperplasia

PubMed Central

Sullivan, Michael J; Geller, Jack

2002-01-01

Background Finasteride, a 5 alpha reductase inhibitor, is an established treatment for benign prostatic hyperplasia. The recommended dosage is 5 mg a day, however case reports have show effectiveness with lower doses. The objective of the current study was to determine in men with benign prostatic hyperplasia, previously treated for at least one year with finasteride 5 mg daily, if they will maintain subjective and objective improvements in urinary obstruction when treated with 2.5 mg of finasteride daily for one year. Methods In an open label, prospective study, 40 men with benign prostatic hyperplasia, previously treated for at least one year with 5 mg of finasteride, took 2.5 mg of finasteride daily for one year. Measurements included AUA symptom score, maximum flow rate, voided volume and PSA. Results There were no significant changes in maximum flow rate, voided volume, or AUA symptom score after one year of finasteride 2.5 mg daily therapy. PSA increased significantly, p < .01, after one year of finasteride 2.5 mg daily, 2.0 +1.4 ng/ml, when compared to finasteride 5 mg daily, 1.4+ 1.0 ng/ml. Conclusions The daily dose of finasteride can be reduced to 2.5 mg daily without significant effect on subjective and objective measures of urinary obstruction. Although statistically significant increases in PSA are noted when reducing the daily finasteride dose from 5 mg to 2.5 mg, the clinical significance of a mean .6 ng/ml increase in PSA is questionable. PMID:11818031

Patients with heart failure as co-designers of an educational website: implications for medical education.

PubMed

Kristiansen, Anne Mette; Svanholm, Jette R; Schjødt, Inge; Mølgaard Jensen, Karsten; Silén, Charlotte; Karlgren, Klas

2017-02-25

To identify the learning needs of patients with heart failure between outpatients follow-up visits from their perspective and to ascertain what they emphasize as being important in the design of an educational website for them. We conducted a two-step qualitative study at Aarhus University Hospital, Denmark. Twenty patients with heart failure participated either in focus group interviews, diary writing, or video-recorded design sessions. Data on learning needs were collected in step 1 and analyses, therefore, helped develop the preliminary prototypes of a website. In step 2, patients worked on the prototypes in video-recorded design sessions, employing a think-aloud method. The interviews were transcribed and a content analysis was performed on the text and video data. Patients' learning needs were multifaceted, driven by anxiety, arising from, and often influenced by, such daily situations and contexts as the medical condition, medication, challenges in daily life, and where to get support and how to manage their self-care. They emphasized different ways of adapting the design to the patient group to enable interaction with peers and professionals and specific interface issues. This study provided insights into the different learning needs of patients with heart failure, how managing daily situations is the starting point for these needs and how emotions play a part in patients' learning. Moreover, it showed how patient co-designers proved to be useful for understanding how to design a website that supports patients' learning: insights, which may become important in designing online learning tools for patients.

How health behaviors relate to academic performance via affect: an intensive longitudinal study.

PubMed

Flueckiger, Lavinia; Lieb, Roselind; Meyer, Andrea H; Mata, Jutta

2014-01-01

This intensive longitudinal study examined how sleep and physical activity relate to university students' affect and academic performance during a stressful examination period. On 32 consecutive days, 72 first-year students answered online questionnaires on their sleep quality, physical activity, positive and negative affect, learning goal achievement, and examination grades. First-year university students are particularly well-suited to test our hypotheses: They represent a relatively homogeneous population in a natural, but controlled setting, and simultaneously deal with similar stressors, such as examinations. Data were analyzed using multilevel structural equation models. Over the examination period, better average sleep quality but not physical activity predicted better learning goal achievement. Better learning goal achievement was associated with increased probability of passing all examinations. Relations of average sleep quality and average physical activity with learning goal achievement were mediated by experienced positive affect. In terms of day-to-day dynamics, on days with better sleep quality, participants reported better learning goal achievement. Day-to-day physical activity was not related to daily learning goal achievement. Daily positive and negative affect both mediated the effect of day-to-day sleep quality and physical activity on daily learning goal achievement. Health behaviors such as sleep quality and physical activity seem important for both academic performance and affect experience, an indicator of mental health, during a stressful examination period. These results are a first step toward a better understanding of between- and within-person variations in health behaviors, affect, and academic performance, and could inform prevention and intervention programs for university students.

Problem-based learning using patient-simulated videos showing daily life for a comprehensive clinical approach.

PubMed

Ikegami, Akiko; Ohira, Yoshiyuki; Uehara, Takanori; Noda, Kazutaka; Suzuki, Shingo; Shikino, Kiyoshi; Kajiwara, Hideki; Kondo, Takeshi; Hirota, Yusuke; Ikusaka, Masatomi

2017-02-27

We examined whether problem-based learning tutorials using patient-simulated videos showing daily life are more practical for clinical learning, compared with traditional paper-based problem-based learning, for the consideration rate of psychosocial issues and the recall rate for experienced learning. Twenty-two groups with 120 fifth-year students were each assigned paper-based problem-based learning and video-based problem-based learning using patient-simulated videos. We compared target achievement rates in questionnaires using the Wilcoxon signed-rank test and discussion contents diversity using the Mann-Whitney U test. A follow-up survey used a chi-square test to measure students' recall of cases in three categories: video, paper, and non-experienced. Video-based problem-based learning displayed significantly higher achievement rates for imagining authentic patients (p=0.001), incorporating a comprehensive approach including psychosocial aspects (p<0.001), and satisfaction with sessions (p=0.001). No significant differences existed in the discussion contents diversity regarding the International Classification of Primary Care Second Edition codes and chapter types or in the rate of psychological codes. In a follow-up survey comparing video and paper groups to non-experienced groups, the rates were higher for video (χ 2 =24.319, p<0.001) and paper (χ 2 =11.134, p=0.001). Although the video rate tended to be higher than the paper rate, no significant difference was found between the two. Patient-simulated videos showing daily life facilitate imagining true patients and support a comprehensive approach that fosters better memory. The clinical patient-simulated video method is more practical and clinical problem-based tutorials can be implemented if we create patient-simulated videos for each symptom as teaching materials.

Virtual Workshop Environment (VWE): A Taxonomy and Service Oriented Architecture (SOA) Framework for Modularized Virtual Learning Environments (VLE)--Applying the Learning Object Concept to the VLE

ERIC Educational Resources Information Center

Paulsson, Fredrik; Naeve, Ambjorn

2006-01-01

Based on existing Learning Object taxonomies, this article suggests an alternative Learning Object taxonomy, combined with a general Service Oriented Architecture (SOA) framework, aiming to transfer the modularized concept of Learning Objects to modularized Virtual Learning Environments. The taxonomy and SOA-framework exposes a need for a clearer…

Blended Teaching & Learning

ERIC Educational Resources Information Center

Pape, Liz

2010-01-01

Blended learning is using online tools to communicate, collaborate and publish, to extend the school day or year and to develop the 21st-century skills students need. With blended learning, teachers can use online tools and resources as part of their daily classroom instruction. Using many of the online tools and resources students already are…

The Relationship between Stress, Fatigue, and Cognitive Functioning

ERIC Educational Resources Information Center

Palmer, Laura K.; Economou, Peter; Cruz, Daniel; Abraham-Cook, Shannon; Huntington, Jodi S.; Maris, Marika; Makhija, Nita; Welsh, Toni; Maley, Larissa

2014-01-01

There is a plethora of research suggesting that daily stressors and fatigue can have a significant effect on learning and various cognitive functions in young adults. Little is known, however, about how these effects impact learning and other neurocognitive functions in students with learning challenges when compared to their counterparts without…

Emergent Literacy: Learning about Print before Learning to Read.

ERIC Educational Resources Information Center

van Kleeck, Anne

1990-01-01

This article reviews the literature regarding the seeds of literacy in preschool students. Conclusions indicate that children learn many basic concepts of print communication from daily experience with its use well before any ability to decode writing emerges. Games and other everyday interactions with print are recommended for facilitating…

The Relationship between Stress, Fatigue, and Cognitive Functioning

ERIC Educational Resources Information Center

Palmer, Laura K.

2013-01-01

There is a plethora of research suggesting that daily stressors and fatigue can have a significant effect on learning and various cognitive functions in young adults. Little is known, however, about how these effects impact learning and other neurocognitive functions in students with learning challenges when compared to their counterparts without…

Something to Say: Children Learning through Story

ERIC Educational Resources Information Center

Quintero, Elizabeth P.

2010-01-01

Research Findings: All children from all backgrounds and histories learn through their stories while engaging in play and other daily activities. They experience development in multiple domains and engage in multidimensional learning when given the opportunity and encouragement. Practice or Policy: This article documents a segment of a larger…

Supervisors Need Support, Too

ERIC Educational Resources Information Center

Martin, James G.

2017-01-01

In recent years, there has been an increasing focus on professional learning structures for teaching and finding ways to embed this learning into the daily work of teachers. This is premised on the understanding that one-shot professional development yields little transfer or change of practice to ultimately impact student learning. But how has…

Apprentissage et Environment (Learning and Environment)

ERIC Educational Resources Information Center

Care, Jean-Marc

1977-01-01

Detailed typical daily program in the life of an American and a Moroccan teenager introduces the discussion of the influence of the environment on the learning process, particularly on foreign language learning. A "kit" method for responding to needs determined by the environment is described. (Text is in French.) (AMH)

Errorless (re)learning of everyday activities in patients with Korsakoff's syndrome: A feasibility study.

PubMed

Rensen, Yvonne C M; Egger, Jos I M; Westhoff, Josette; Walvoort, Serge J W; Kessels, Roy P C

2017-10-02

Errorless learning has proven to be an effective method for (re)learning tasks in several patient groups with amnesia. However, so far only a handful of studies have examined the effects of errorless learning in patients with Korsakoff's syndrome. The aims of this feasibility study were to (a) examine the effects of errorless learning training on (re)learning tasks in a patient with Korsakoff's syndrome, (b) examine the effects of the nature of the training on the execution of the tasks, and (c) examine characteristics that may mediate learning outcome. Professional caregivers, who were trained in errorless learning principles, taught 51 patients with Korsakoff's syndrome two everyday tasks. Significant improvements in the performance were found after an errorless intervention for different types of trained tasks (activities of daily living, chores, mobility, housekeeping). Moreover, the results of this study suggest that all patients, despite of age, educational level, or level of cognitive functioning, may benefit from errorless learning. The results showed that, despite severe amnesia, patients with Korsakoff's syndrome have the potential to (re)learn everyday skills. Errorless learning might be beneficial for memory rehabilitation in patients with Korsakoff's syndrome in clinical practice. The results of this study are clinically relevant, as successfully learning tasks using errorless learning principles might improve autonomy and independence in the daily lives of patients with Korsakoff's syndrome.

Statistical procedures for evaluating daily and monthly hydrologic model predictions

USGS Publications Warehouse

Coffey, M.E.; Workman, S.R.; Taraba, J.L.; Fogle, A.W.

2004-01-01

The overall study objective was to evaluate the applicability of different qualitative and quantitative methods for comparing daily and monthly SWAT computer model hydrologic streamflow predictions to observed data, and to recommend statistical methods for use in future model evaluations. Statistical methods were tested using daily streamflows and monthly equivalent runoff depths. The statistical techniques included linear regression, Nash-Sutcliffe efficiency, nonparametric tests, t-test, objective functions, autocorrelation, and cross-correlation. None of the methods specifically applied to the non-normal distribution and dependence between data points for the daily predicted and observed data. Of the tested methods, median objective functions, sign test, autocorrelation, and cross-correlation were most applicable for the daily data. The robust coefficient of determination (CD*) and robust modeling efficiency (EF*) objective functions were the preferred methods for daily model results due to the ease of comparing these values with a fixed ideal reference value of one. Predicted and observed monthly totals were more normally distributed, and there was less dependence between individual monthly totals than was observed for the corresponding predicted and observed daily values. More statistical methods were available for comparing SWAT model-predicted and observed monthly totals. The 1995 monthly SWAT model predictions and observed data had a regression Rr2 of 0.70, a Nash-Sutcliffe efficiency of 0.41, and the t-test failed to reject the equal data means hypothesis. The Nash-Sutcliffe coefficient and the R r2 coefficient were the preferred methods for monthly results due to the ability to compare these coefficients to a set ideal value of one.

Understanding Learner Acceptance of Learning Objects: The Roles of Learning Object Characteristics and Individual Differences

ERIC Educational Resources Information Center

Lau, Siong-Hoe; Woods, Peter C.

2009-01-01

Many organisations and institutions have integrated learning objects into their e-learning systems to make the instructional resources more efficient. Like any other information systems, this trend has made user acceptance of learning objects an increasingly critical issue as a high level of learner satisfaction and acceptance reflects that the…

Prenatal treatment prevents learning deficit in Down syndrome model.

PubMed

Incerti, Maddalena; Horowitz, Kari; Roberson, Robin; Abebe, Daniel; Toso, Laura; Caballero, Madeline; Spong, Catherine Y

2012-01-01

Down syndrome is the most common genetic cause of mental retardation. Active fragments of neurotrophic factors release by astrocyte under the stimulation of vasoactive intestinal peptide, NAPVSIPQ (NAP) and SALLRSIPA (SAL) respectively, have shown therapeutic potential for developmental delay and learning deficits. Previous work demonstrated that NAP+SAL prevent developmental delay and glial deficit in Ts65Dn that is a well-characterized mouse model for Down syndrome. The objective of this study is to evaluate if prenatal treatment with these peptides prevents the learning deficit in the Ts65Dn mice. Pregnant Ts65Dn female and control pregnant females were randomly treated (intraperitoneal injection) on pregnancy days 8 through 12 with saline (placebo) or peptides (NAP 20 µg +SAL 20 µg) daily. Learning was assessed in the offspring (8-10 months) using the Morris Watermaze, which measures the latency to find the hidden platform (decrease in latency denotes learning). The investigators were blinded to the prenatal treatment and genotype. Pups were genotyped as trisomic (Down syndrome) or euploid (control) after completion of all tests. two-way ANOVA followed by Neuman-Keuls test for multiple comparisons, P<0.05 was used to denote statistical significance. Trisomic mice who prenatally received placebo (Down syndrome-placebo; n = 11) did not demonstrate learning over the five day period. DS mice that were prenatally exposed to peptides (Down syndrome-peptides; n = 10) learned significantly better than Down syndrome-placebo (p<0.01), and similar to control-placebo (n = 33) and control-peptide (n = 30). In conclusion prenatal treatment with the neuroprotective peptides (NAP+SAL) prevented learning deficits in a Down syndrome model. These findings highlight a possibility for the prevention of sequelae in Down syndrome and suggest a potential pregnancy intervention that may improve outcome.

Learned filters for object detection in multi-object visual tracking

NASA Astrophysics Data System (ADS)

Stamatescu, Victor; Wong, Sebastien; McDonnell, Mark D.; Kearney, David

2016-05-01

We investigate the application of learned convolutional filters in multi-object visual tracking. The filters were learned in both a supervised and unsupervised manner from image data using artificial neural networks. This work follows recent results in the field of machine learning that demonstrate the use learned filters for enhanced object detection and classification. Here we employ a track-before-detect approach to multi-object tracking, where tracking guides the detection process. The object detection provides a probabilistic input image calculated by selecting from features obtained using banks of generative or discriminative learned filters. We present a systematic evaluation of these convolutional filters using a real-world data set that examines their performance as generic object detectors.

Transformation of Participation and Learning: Three Case Studies of Young Learners Harnessing Mobile Technologies for Seamless Science Learning

ERIC Educational Resources Information Center

Toh, Yancy; So, Hyo-Jeong; Seow, Peter; Chen, Wenli

2017-01-01

The main goal of this research is to understand how young children use mobile technology such as smartphones to traverse different learning contexts and harness a constellation of resources to make sense of their science learning in daily lives. We adopted Rogoff's sociocultural lens of transformation of participation that helps us understand how…

Diffusion of Innovations Approach to the Evaluation of Learning Management System Usage in an Open Distance Learning Institution

ERIC Educational Resources Information Center

Mkhize, Peter; Mtsweni, Samuel; Buthelezi, Portia

2016-01-01

Academic institutions such as the University of South Africa (Unisa) are using information and communication technology (ICT) in order to conduct their daily primary operations, which are teaching and learning. Unisa is the only distance learning university in South Africa and also in Africa. Unisa currently has the highest number of students on…

Absence Seizure (Petit Mal Seizure)

MedlinePlus

... people have many episodes daily, which interfere with school or daily activities. A child may have absence seizures for some time before an adult notices the seizures, because they're so brief. A decline in a child's learning ability may be the first sign of this ...

Spatiotemporal information during unsupervised learning enhances viewpoint invariant object recognition

PubMed Central

Tian, Moqian; Grill-Spector, Kalanit

2015-01-01

Recognizing objects is difficult because it requires both linking views of an object that can be different and distinguishing objects with similar appearance. Interestingly, people can learn to recognize objects across views in an unsupervised way, without feedback, just from the natural viewing statistics. However, there is intense debate regarding what information during unsupervised learning is used to link among object views. Specifically, researchers argue whether temporal proximity, motion, or spatiotemporal continuity among object views during unsupervised learning is beneficial. Here, we untangled the role of each of these factors in unsupervised learning of novel three-dimensional (3-D) objects. We found that after unsupervised training with 24 object views spanning a 180° view space, participants showed significant improvement in their ability to recognize 3-D objects across rotation. Surprisingly, there was no advantage to unsupervised learning with spatiotemporal continuity or motion information than training with temporal proximity. However, we discovered that when participants were trained with just a third of the views spanning the same view space, unsupervised learning via spatiotemporal continuity yielded significantly better recognition performance on novel views than learning via temporal proximity. These results suggest that while it is possible to obtain view-invariant recognition just from observing many views of an object presented in temporal proximity, spatiotemporal information enhances performance by producing representations with broader view tuning than learning via temporal association. Our findings have important implications for theories of object recognition and for the development of computational algorithms that learn from examples. PMID:26024454

Effect of +-methamphetamine on path integration learning, novel object recognition, and neurotoxicity in rats.

PubMed

Herring, Nicole R; Schaefer, Tori L; Gudelsky, Gary A; Vorhees, Charles V; Williams, Michael T

2008-09-01

Methamphetamine (MA) has been implicated in cognitive deficits in humans after chronic use. Animal models of neurotoxic MA exposure reveal persistent damage to monoaminergic systems but few associated cognitive effects. Since questions have been raised about the typical neurotoxic dosing regimen used in animals and whether it adequately models human cumulative drug exposure, these experiments examined two different dosing regimens. Rats were treated with one of the two regimens: one based on the typical neurotoxic regimen (4 x 10 mg/kg every 2 h) and one based on pharmacokinetic modeling (Cho AK, Melega WP, Kuczenski R, Segal DS Synapse 39:161-166, 2001) designed to better represent accumulating plasma concentrations of MA as seen in human users (24 x 1.67 mg/kg once every 15 min) matched for total daily dose. In two separate experiments, dosing regimens were compared for their effects on markers of neurotoxicity or on behavior. On markers of neurotoxicity, MA showed decreased dopamine (DA) and 5-HT, increased glial fibrillary acidic protein, and increased corticosterone levels regardless of dosing regimen 3 days post-treatment. Behaviorally, MA-treated groups, regardless of dosing regimen, showed hypoactivity, increased initial hyperactivity to a subsequent MA challenge, impaired novel object recognition, impaired learning in a multiple T water maze test of path integration, and no differences on spatial navigation or reference memory in the Morris water maze. After behavioral testing, reductions of DA and 5-HT remained. MA treatment induces an effect on path integration learning not previously reported. Dosing regimen had no differential effects on behavior or neurotoxicity.

Space Activities for the Visually Impaired

NASA Astrophysics Data System (ADS)

Ries, J. G.; Baguio, M.

2005-12-01

To a visually impaired person celestial objects or concepts of space exploration are likely to be more abstract than to other people, but they encounter news about the universe through their daily life. A partnership between Texas Space Grant Consortium, The University of Texas at Austin, and the Texas School for the Blind and Visually Impaired provided the opportunity to assist visually impaired students increase their understanding of astronomy and space science. The activities helped visually impaired students activity engage in inquiry-based, hands-on astronomy activities. The experiences provided during the educator workshops, adapted instructional classroom activities, and tactile learning aids will be shared in the hopes that others may be able to incorporate these lessons into their regular teaching activities.

Associations between attending physician workload, teaching effectiveness, and patient safety.

PubMed

Wingo, Majken T; Halvorsen, Andrew J; Beckman, Thomas J; Johnson, Matthew G; Reed, Darcy A

2016-03-01

Prior studies suggest that high workload among attending physicians may be associated with reduced teaching effectiveness and poor patient outcomes, but these relationships have not been investigated using objective measures of workload and safety. To examine associations between attending workload, teaching effectiveness, and patient safety, hypothesizing that higher workload would be associated with lower teaching effectiveness and negative patient outcomes. We conducted a retrospective study of 69,386 teaching evaluation items submitted by 543 internal medicine residents for 107 attending physicians who supervised inpatient teaching services from July 2, 2005 to July 1, 2011. Attending workload measures included hospital service census, patient length of stay, daily admissions, daily discharges, and concurrent outpatient duties. Teaching effectiveness was measured using residents' evaluations of attendings. Patient outcomes considered were applicable patient safety indicators (PSIs), intensive care unit transfers, cardiopulmonary resuscitation/rapid response team calls, and patient deaths. Mixed linear models and generalized linear regression models were used for statistical analysis. Workload measures of midnight census and daily discharges were associated with lower teaching evaluation scores (both β = -0.026, P < 0.0001). The number of daily admissions was associated with higher teaching scores (β = 0.021, P = 0.001) and increased PSIs (odds ratio = 1.81, P = 0.0001). Several measures of attending physician workload were associated with slightly lower teaching effectiveness, and patient safety may be compromised when teams are managing new admissions. Ongoing efforts by residency programs to optimize the learning environment should include strategies to manage the workload of supervising attendings. © 2016 Society of Hospital Medicine.

Behavioral and physiological changes around estrus events identified using multiple automated monitoring technologies.

PubMed

Dolecheck, K A; Silvia, W J; Heersche, G; Chang, Y M; Ray, D L; Stone, A E; Wadsworth, B A; Bewley, J M

2015-12-01

This study included 2 objectives. The first objective was to describe estrus-related changes in parameters automatically recorded by the CowManager SensOor (Agis Automatisering, Harmelen, the Netherlands), DVM bolus (DVM Systems LLC, Greeley, CO), HR Tag (SCR Engineers Ltd., Netanya, Israel), IceQube (IceRobotics Ltd., Edinburgh, UK), and Track a Cow (Animart Inc., Beaver Dam, WI). This objective was accomplished using 35 cows in 3 groups between January and June 2013 at the University of Kentucky Coldstream Dairy. We used a modified Ovsynch with G7G protocol to partially synchronize ovulation, ending after the last PGF2α injection (d 0) to allow estrus expression. Visual observation for standing estrus was conducted for four 30-min periods at 0330, 1000, 1430, and 2200h on d 2, 3, 4, and 5. Eighteen of the 35 cows stood to be mounted at least once during the observation period. These cows were used to compare differences between the 6h before and after the first standing event (estrus) and the 2wk preceding that period (nonestrus) for all technology parameters. Differences between estrus and nonestrus were observed for CowManager SensOor minutes feeding per hour, minutes of high ear activity per hour, and minutes ruminating per hour; twice daily DVM bolus reticulorumen temperature; HR Tag neck activity per 2h and minutes ruminating per 2h; IceQube lying bouts per hour, minutes lying per hour, and number of steps per hour; and Track a Cow leg activity per hour and minutes lying per hour. No difference between estrus and nonestrus was observed for CowManager SensOor ear surface temperature per hour. The second objective of this study was to explore the estrus detection potential of machine-learning techniques using automatically collected data. Three machine-learning techniques (random forest, linear discriminant analysis, and neural network) were applied to automatically collected parameter data from the 18 cows observed in standing estrus. Machine learning accuracy for all technologies ranged from 91.0 to 100.0%. When we compared visual observation with progesterone profiles of all 32 cows, we found 65.6% accuracy. Based on these results, machine-learning techniques have potential to be applied to automatically collected technology data for estrus detection. Copyright © 2015 American Dairy Science Association. Published by Elsevier Inc. All rights reserved.

The influence of personality on neural mechanisms of observational fear and reward learning

PubMed Central

Hooker, Christine I.; Verosky, Sara C.; Miyakawa, Asako; Knight, Robert T.; D’Esposito, Mark

2012-01-01

Fear and reward learning can occur through direct experience or observation. Both channels can enhance survival or create maladaptive behavior. We used fMRI to isolate neural mechanisms of observational fear and reward learning and investigate whether neural response varied according to individual differences in neuroticism and extraversion. Participants learned object-emotion associations by observing a woman respond with fearful (or neutral) and happy (or neutral) facial expressions to novel objects. The amygdala-hippocampal complex was active when learning the object-fear association, and the hippocampus was active when learning the object-happy association. After learning, objects were presented alone; amygdala activity was greater for the fear (vs. neutral) and happy (vs. neutral) associated object. Importantly, greater amygdala-hippocampal activity during fear (vs. neutral) learning predicted better recognition of learned objects on a subsequent memory test. Furthermore, personality modulated neural mechanisms of learning. Neuroticism positively correlated with neural activity in the amygdala and hippocampus during fear (vs. neutral) learning. Low extraversion/high introversion was related to faster behavioral predictions of the fearful and neutral expressions during fear learning. In addition, low extraversion/high introversion was related to greater amygdala activity during happy (vs. neutral) learning, happy (vs. neutral) object recognition, and faster reaction times for predicting happy and neutral expressions during reward learning. These findings suggest that neuroticism is associated with an increased sensitivity in the neural mechanism for fear learning which leads to enhanced encoding of fear associations, and that low extraversion/high introversion is related to enhanced conditionability for both fear and reward learning. PMID:18573512

View-invariant object category learning, recognition, and search: how spatial and object attention are coordinated using surface-based attentional shrouds.

PubMed

Fazl, Arash; Grossberg, Stephen; Mingolla, Ennio

2009-02-01

How does the brain learn to recognize an object from multiple viewpoints while scanning a scene with eye movements? How does the brain avoid the problem of erroneously classifying parts of different objects together? How are attention and eye movements intelligently coordinated to facilitate object learning? A neural model provides a unified mechanistic explanation of how spatial and object attention work together to search a scene and learn what is in it. The ARTSCAN model predicts how an object's surface representation generates a form-fitting distribution of spatial attention, or "attentional shroud". All surface representations dynamically compete for spatial attention to form a shroud. The winning shroud persists during active scanning of the object. The shroud maintains sustained activity of an emerging view-invariant category representation while multiple view-specific category representations are learned and are linked through associative learning to the view-invariant object category. The shroud also helps to restrict scanning eye movements to salient features on the attended object. Object attention plays a role in controlling and stabilizing the learning of view-specific object categories. Spatial attention hereby coordinates the deployment of object attention during object category learning. Shroud collapse releases a reset signal that inhibits the active view-invariant category in the What cortical processing stream. Then a new shroud, corresponding to a different object, forms in the Where cortical processing stream, and search using attention shifts and eye movements continues to learn new objects throughout a scene. The model mechanistically clarifies basic properties of attention shifts (engage, move, disengage) and inhibition of return. It simulates human reaction time data about object-based spatial attention shifts, and learns with 98.1% accuracy and a compression of 430 on a letter database whose letters vary in size, position, and orientation. The model provides a powerful framework for unifying many data about spatial and object attention, and their interactions during perception, cognition, and action.

Student generated learning objectives: extent of congruence with faculty set objectives and factors influencing their generation.

PubMed

Abdul Ghaffar Al-Shaibani, Tarik A; Sachs-Robertson, Annette; Al Shazali, Hafiz O; Sequeira, Reginald P; Hamdy, Hosam; Al-Roomi, Khaldoon

2003-07-01

A problem-based learning strategy is used for curriculum planning and implementation at the Arabian Gulf University, Bahrain. Problems are constructed in a way that faculty-set objectives are expected to be identified by students during tutorials. Students in small groups, along with a tutor functioning as a facilitator, identify learning issues and define their learning objectives. We compared objectives identified by student groups with faculty-set objectives to determine extent of congruence, and identified factors that influenced students' ability at identifying faculty-set objectives. Male and female students were segregated and randomly grouped. A faculty tutor was allocated for each group. This study was based on 13 problems given to entry-level medical students. Pooled objectives of these problems were classified into four categories: structural, functional, clinical and psychosocial. Univariate analysis of variance was used for comparison, and a p > 0.05 was considered significant. The mean of overall objectives generated by the students was 54.2%, for each problem. Students identified psychosocial learning objectives more readily than structural ones. Female students identified more psychosocial objectives, whereas male students identified more of structural objectives. Tutor characteristics such as medical/non-medical background, and the years of teaching were correlated with categories of learning issues identified. Students identify part of the faculty-set learning objectives during tutorials with a faculty tutor acting as a facilitator. Students' gender influences types of learning issues identified. Content expertise of tutors does not influence identification of learning needs by students.

Optimally managing water resources in large river basins for an uncertain future

USGS Publications Warehouse

Roehl, Edwin A.; Conrads, Paul

2014-01-01

One of the challenges of basin management is the optimization of water use through ongoing regional economic development, droughts, and climate change. This paper describes a model of the Savannah River Basin designed to continuously optimize regulated flow to meet prioritized objectives set by resource managers and stakeholders. The model was developed from historical data by using machine learning, making it more accurate and adaptable to changing conditions than traditional models. The model is coupled to an optimization routine that computes the daily flow needed to most efficiently meet the water-resource management objectives. The model and optimization routine are packaged in a decision support system that makes it easy for managers and stakeholders to use. Simulation results show that flow can be regulated to substantially reduce salinity intrusions in the Savannah National Wildlife Refuge while conserving more water in the reservoirs. A method for using the model to assess the effectiveness of the flow-alteration features after the deepening also is demonstrated.

Dynamic Learning Objects to Teach Java Programming Language

ERIC Educational Resources Information Center

Narasimhamurthy, Uma; Al Shawkani, Khuloud

2010-01-01

This article describes a model for teaching Java Programming Language through Dynamic Learning Objects. The design of the learning objects was based on effective learning design principles to help students learn the complex topic of Java Programming. Visualization was also used to facilitate the learning of the concepts. (Contains 1 figure and 2…

A Framework for the Flexible Content Packaging of Learning Objects and Learning Designs

ERIC Educational Resources Information Center

Lukasiak, Jason; Agostinho, Shirley; Burnett, Ian; Drury, Gerrard; Goodes, Jason; Bennett, Sue; Lockyer, Lori; Harper, Barry

2004-01-01

This paper presents a platform-independent method for packaging learning objects and learning designs. The method, entitled a Smart Learning Design Framework, is based on the MPEG-21 standard, and uses IEEE Learning Object Metadata (LOM) to provide bibliographic, technical, and pedagogical descriptors for the retrieval and description of learning…

Object Oriented Learning Objects

ERIC Educational Resources Information Center

Morris, Ed

2005-01-01

We apply the object oriented software engineering (OOSE) design methodology for software objects (SOs) to learning objects (LOs). OOSE extends and refines design principles for authoring dynamic reusable LOs. Our learning object class (LOC) is a template from which individualised LOs can be dynamically created for, or by, students. The properties…

Creating Usage Context-Based Object Similarities to Boost Recommender Systems in Technology Enhanced Learning

ERIC Educational Resources Information Center

Niemann, Katja; Wolpers, Martin

2015-01-01

In this paper, we introduce a new way of detecting semantic similarities between learning objects by analysing their usage in web portals. Our approach relies on the usage-based relations between the objects themselves rather then on the content of the learning objects or on the relations between users and learning objects. We then take this new…

[Competence Based Catalogue of Learning Objectives for Rehabilitation, Physical Medicine, Naturopathic Treatment - Revised Version - Joint Recommendations of the German Society of Rehabilitation Science and the German Society of Physical Medicine and Rehabilitation].

PubMed

Mau, Wilfried; Liebl, Max Emanuel; Deck, Ruth; Lange, Uwe; Smolenski, Ulrich Christian; Walter, Susanne; Gutenbrunner, Christoph

2017-12-01

Since the first publication of learning objectives for the interdisciplinary subject "Rehabilitation, Physical Medicine, Naturopathic Treatment" in undergraduate medical education in 2004 a revision is reasonable due to heterogenous teaching programmes in the faculties and the introduction of the National Competence Based Catalogue of Learning Objectives in Medicine as well as the "Masterplan Medical Education 2020". Therefore the German Society of Rehabilitation Science and the German Society of Physical Medicine and Rehabilitation started a structured consensus process using the DELPHI-method to reduce the learning objectives and arrange them more clearly. Objectives of particular significance are emphasised. All learning objectives are assigned to the cognitive and methodological level 1 or to the action level 2. The learning objectives refer to the less detailed National Competence Based Catalogue of Learning Objectives in Medicine. The revised learning objectives will contribute to further progress in competence based and more homogenous medical teaching in core objectives of Rehabilitation, Physical Medicine, and Naturopathic Treatment in the faculties. © Georg Thieme Verlag KG Stuttgart · New York.

The Culture of Learning from Mistakes: How Employees Handle Mistakes in Everyday Work

ERIC Educational Resources Information Center

Harteis, Christian; Bauer, Johannes; Gruber, Hans

2008-01-01

Workplace learning circumscribes processes leading to the development of competencies and skills through daily work. It is of increasing importance for many modern enterprises, which consider themselves as being learning organisations, to make use of the potential of their employees in order to be competitive within global markets. Dealing with…

Impact of Computer Animations in Cognitive Learning: Differentiation

ERIC Educational Resources Information Center

Altiparmak, Kemal

2014-01-01

In mathematic courses, construction of some concepts by the students in a meaningful way may be complicated. In such circumstances, to embody the concepts application of the required technologies may reinforce learning process. Onset of learning process over daily life events of the student's environment may lure their attention and may…

Blended Teaching and Learning

ERIC Educational Resources Information Center

Pape, Liz

2010-01-01

"Blended learning" is using online tools to communicate, collaborate, and publish, to extend the school day or year and to develop the 21st-century skills students need. With blended learning, teachers can use online tools and resources as part of their daily classroom instruction. Using many of the online tools and resources students already are…

Mobile Assisted Language Learning: Review of the Recent Applications of Emerging Mobile Technologies

ERIC Educational Resources Information Center

Yang, Jaeseok

2013-01-01

As mobile computing technologies have been more powerful and inclusive in people's daily life, the issue of mobile assisted language learning (MALL) has also been widely explored in CALL research. Many researches on MALL consider the emerging mobile technologies have considerable potentials for the effective language learning. This review study…

Challenge Based Learning: The Report from the Implementation Project

ERIC Educational Resources Information Center

Johnson, L.; Adams, S.

2011-01-01

Challenge Based Learning (CBL) is an engaging multidisciplinary approach to teaching and learning that encourages students to leverage the technology they use in their daily lives to solve real-world problems. The approach is collaborative and hands-on, asking students to work with other students, their teachers, and experts in their communities…

An M-Learning Content Recommendation Service by Exploiting Mobile Social Interactions

ERIC Educational Resources Information Center

Chao, Han-Chieh; Lai, Chin-Feng; Chen, Shih-Yeh; Huang, Yueh-Min

2014-01-01

With the rapid development of the Internet and the popularization of mobile devices, participating in a mobile community becomes a part of daily life. This study aims the influence impact of social interactions on mobile learning communities. With m-learning content recommendation services developed from mobile devices and mobile network…

Leveraging 21st Century Learning & Technology to Create Caring Diverse Classroom Cultures

ERIC Educational Resources Information Center

Tarbutton, Tanya

2018-01-01

Creating diverse caring classroom environments, for all students, using innovative technology, is the impetus of this article. Administrators and teachers in many states have worked to integrate 21st Century Learning Outcomes and Local Control and Accountability Plans (LCAP) into daily teaching and learning. These initiatives are designed to…

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…

New Trends in the Study of Social Education

ERIC Educational Resources Information Center

Yaguchi, Etsuko

2009-01-01

Social education is seen as one important way of building a learning society, through supporting people in solving their daily problems. In a learning society, people could participate in a big project to develop their community as well as enjoying learning, without being excluded because of economic status, gender, age or ethnicity. Implementing…

Object properties and cognitive load in the formation of associative memory during precision lifting.

PubMed

Li, Yong; Randerath, Jennifer; Bauer, Hans; Marquardt, Christian; Goldenberg, Georg; Hermsdörfer, Joachim

2009-01-03

When we manipulate familiar objects in our daily life, our grip force anticipates the physical demands right from the moment of contact with the object, indicating the existence of a memory for relevant object properties. This study explores the formation and consolidation of the memory processes that associate either familiar (size) or arbitrary object features (color) with object weight. In the general task, participants repetitively lifted two differently weighted objects (580 and 280 g) in a pseudo-random order. Forty young healthy adults participated in this study and were randomly distributed into four groups: Color Cue Single task (CCS, blue and red, 9.8(3)cm(3)), Color Cue Dual task (CCD), No Cue (NC) and Size Cue (SC, 9.8(3) and 6(3)cm(3)) group. All groups performed a repetitive precision grasp-lift task and were retested with the same protocol after a 5-min pause. The CCD group was also required to simultaneously perform a memory task during each lift of differently weighted objects coded by color. The results show that groups lifting objects with arbitrary or familiar features successfully formed the association between object weight and manipulated object features and incorporated this into grip force programming, as observed in the different scaling of grip force and grip force rate for different object weights. An arbitrary feature, i.e., color, can be sufficiently associated with object weight, however with less strength than the familiar feature of size. The simultaneous memory task impaired anticipatory force scaling during repetitive object lifting but did not jeopardize the learning process and the consolidation of the associative memory.

Hybrid Multiagent System for Automatic Object Learning Classification

NASA Astrophysics Data System (ADS)

Gil, Ana; de La Prieta, Fernando; López, Vivian F.

The rapid evolution within the context of e-learning is closely linked to international efforts on the standardization of learning object metadata, which provides learners in a web-based educational system with ubiquitous access to multiple distributed repositories. This article presents a hybrid agent-based architecture that enables the recovery of learning objects tagged in Learning Object Metadata (LOM) and provides individualized help with selecting learning materials to make the most suitable choice among many alternatives.

Total daily physical activity and the risk of AD and cognitive decline in older adults

PubMed Central

Boyle, P.A.; Yu, L.; Shah, R.C.; Wilson, R.S.; Bennett, D.A.

2012-01-01

Objective: Studies examining the link between objective measures of total daily physical activity and incident Alzheimer disease (AD) are lacking. We tested the hypothesis that an objective measure of total daily physical activity predicts incident AD and cognitive decline. Methods: Total daily exercise and nonexercise physical activity was measured continuously for up to 10 days with actigraphy (Actical®; Philips Healthcare, Bend, OR) from 716 older individuals without dementia participating in the Rush Memory and Aging Project, a prospective, observational cohort study. All participants underwent structured annual clinical examination including a battery of 19 cognitive tests. Results: During an average follow-up of about 4 years, 71 subjects developed clinical AD. In a Cox proportional hazards model adjusting for age, sex, and education, total daily physical activity was associated with incident AD (hazard ratio = 0.477; 95% confidence interval 0.273–0.832). The association remained after adjusting for self-report physical, social, and cognitive activities, as well as current level of motor function, depressive symptoms, chronic health conditions, and APOE allele status. In a linear mixed-effect model, the level of total daily physical activity was associated with the rate of global cognitive decline (estimate 0.033, SE 0.012, p = 0.007). Conclusions: A higher level of total daily physical activity is associated with a reduced risk of AD. PMID:22517108

The Effect of English for Specific Purposes (ESP) Learning-Language Lab versus Mobile-Assisted Learning

ERIC Educational Resources Information Center

Shih, Ru-Chu

2017-01-01

In recent years, the rapid advancement of information technology has had a great impact on our daily life and changed the world in which we operate; in particular, mobile devices have become more portable and powerful than ever. As a result, mobile-assisted language learning (MALL) and ubiquitous learning have been widely adopted in a variety of…

Class and Home Problems. Identify-Solve-Broadcast Your Own Transport Phenomenon: Student-Created YouTube Videos to Foster Active Learning in Mass and Heat Transfer

ERIC Educational Resources Information Center

Wen, Fei; Khera, Eshita

2016-01-01

Despite the instinctive perception of mass and heat transfer principles in daily life, productive learning in this course continues to be one of the greatest challenges for undergraduate students in chemical engineering. In an effort to enhance student learning in classroom, we initiated an innovative active-learning method titled…

The Effect of Problem Based Learning (PBL) Instruction on Students' Motivation and Problem Solving Skills of Physics

ERIC Educational Resources Information Center

Argaw, Aweke Shishigu; Haile, Beyene Bashu; Ayalew, Beyene Tesfaw; Kuma, Shiferaw Gadisa

2017-01-01

Through the learning of physics, students will acquire problem solving skills which are relevant to their daily life. Determining the best way in which students learn physics takes a priority in physics education. The goal of the present study was to determine the effect of problem based learning strategy on students' problem solving skills and…

Extended Relation Metadata for SCORM-Based Learning Content Management Systems

ERIC Educational Resources Information Center

Lu, Eric Jui-Lin; Horng, Gwoboa; Yu, Chia-Ssu; Chou, Ling-Ying

2010-01-01

To increase the interoperability and reusability of learning objects, Advanced Distributed Learning Initiative developed a model called Content Aggregation Model (CAM) to describe learning objects and express relationships between learning objects. However, the suggested relations defined in the CAM can only describe structure-oriented…

Machine learning and next-generation asteroid surveys

NASA Astrophysics Data System (ADS)

Nugent, Carrie R.; Dailey, John; Cutri, Roc M.; Masci, Frank J.; Mainzer, Amy K.

2017-10-01

Next-generation surveys such as NEOCam (Mainzer et al., 2016) will sift through tens of millions of point source detections daily to detect and discover asteroids. This requires new, more efficient techniques to distinguish between solar system objects, background stars and galaxies, and artifacts such as cosmic rays, scattered light and diffraction spikes.Supervised machine learning is a set of algorithms that allows computers to classify data on a training set, and then apply that classification to make predictions on new datasets. It has been employed by a broad range of fields, including computer vision, medical diagnoses, economics, and natural language processing. It has also been applied to astronomical datasets, including transient identification in the Palomar Transient Factory pipeline (Masci et al., 2016), and in the Pan-STARRS1 difference imaging (D. E. Wright et al., 2015).As part of the NEOCam extended phase A work we apply machine learning techniques to the problem of asteroid detection. Asteroid detection is an ideal application of supervised learning, as there is a wealth of metrics associated with each extracted source, and suitable training sets are easily created. Using the vetted NEOWISE dataset (E. L. Wright et al., 2010, Mainzer et al., 2011) as a proof-of-concept of this technique, we applied the python package sklearn. We report on reliability, feature set selection, and the suitability of various algorithms.

Using Neuroplasticity-Based Auditory Training to Improve Verbal Memory in Schizophrenia

PubMed Central

Fisher, Melissa; Holland, Christine; Merzenich, Michael M.; Vinogradov, Sophia

2009-01-01

Objective Impaired verbal memory in schizophrenia is a key rate-limiting factor for functional outcome, does not respond to currently available medications, and shows only modest improvement after conventional behavioral remediation. The authors investigated an innovative approach to the remediation of verbal memory in schizophrenia, based on principles derived from the basic neuroscience of learning-induced neuroplasticity. The authors report interim findings in this ongoing study. Method Fifty-five clinically stable schizophrenia subjects were randomly assigned to either 50 hours of computerized auditory training or a control condition using computer games. Those receiving auditory training engaged in daily computerized exercises that placed implicit, increasing demands on auditory perception through progressively more difficult auditory-verbal working memory and verbal learning tasks. Results Relative to the control group, subjects who received active training showed significant gains in global cognition, verbal working memory, and verbal learning and memory. They also showed reliable and significant improvement in auditory psychophysical performance; this improvement was significantly correlated with gains in verbal working memory and global cognition. Conclusions Intensive training in early auditory processes and auditory-verbal learning results in substantial gains in verbal cognitive processes relevant to psychosocial functioning in schizophrenia. These gains may be due to a training method that addresses the early perceptual impairments in the illness, that exploits intact mechanisms of repetitive practice in schizophrenia, and that uses an intensive, adaptive training approach. PMID:19448187

Age-related impairments in active learning and strategic visual exploration.

PubMed

Brandstatt, Kelly L; Voss, Joel L

2014-01-01

Old age could impair memory by disrupting learning strategies used by younger individuals. We tested this possibility by manipulating the ability to use visual-exploration strategies during learning. Subjects controlled visual exploration during active learning, thus permitting the use of strategies, whereas strategies were limited during passive learning via predetermined exploration patterns. Performance on tests of object recognition and object-location recall was matched for younger and older subjects for objects studied passively, when learning strategies were restricted. Active learning improved object recognition similarly for younger and older subjects. However, active learning improved object-location recall for younger subjects, but not older subjects. Exploration patterns were used to identify a learning strategy involving repeat viewing. Older subjects used this strategy less frequently and it provided less memory benefit compared to younger subjects. In previous experiments, we linked hippocampal-prefrontal co-activation to improvements in object-location recall from active learning and to the exploration strategy. Collectively, these findings suggest that age-related memory problems result partly from impaired strategies during learning, potentially due to reduced hippocampal-prefrontal co-engagement.

Perceptual Learning and Attention: Reduction of Object Attention Limitations with Practice

PubMed Central

Dosher, Barbara Anne; Han, Songmei; Lu, Zhong-Lin

2012-01-01

Perceptual learning has widely been claimed to be attention driven; attention assists in choosing the relevant sensory information and attention may be necessary in many cases for learning. In this paper, we focus on the interaction of perceptual learning and attention – that perceptual learning can reduce or eliminate the limitations of attention, or, correspondingly, that perceptual learning depends on the attention condition. Object attention is a robust limit on performance. Two attributes of a single attended object may be reported without loss, while the same two attributes of different objects can exhibit a substantial dual-report deficit due to the sharing of attention between objects. The current experiments document that this fundamental dual-object report deficit can be reduced, or eliminated, through perceptual learning that is partially specific to retinal location. This suggests that alternative routes established by practice may reduce the competition between objects for processing resources. PMID:19796653

Learning while Babbling: Prelinguistic Object-Directed Vocalizations Indicate a Readiness to Learn

ERIC Educational Resources Information Center

Goldstein, Michael H.; Schwade, Jennifer; Briesch, Jacquelyn; Syal, Supriya

2010-01-01

Two studies illustrate the functional significance of a new category of prelinguistic vocalizing--object-directed vocalizations (ODVs)--and show that these sounds are connected to learning about words and objects. Experiment 1 tested 12-month-old infants' perceptual learning of objects that elicited ODVs. Fourteen infants' vocalizations were…

Assessment of the core learning objectives curriculum for the urology clerkship.

PubMed

Rapp, David E; Gong, Edward M; Reynolds, W Stuart; Lucioni, Alvaro; Zagaja, Gregory P

2007-11-01

The traditional approach to the surgical clerkship has limitations, including variability of clinical exposure. To optimize student education we developed and introduced the core learning objectives curriculum, which is designed to allow students freedom to direct their learning and focus on core concepts. We performed a prospective, randomized, controlled study to compare the efficacy of core learning objectives vs traditional curricula through objective and subjective measures. Medical students were randomly assigned to the core learning objectives or traditional curricula during the 2-week urology clerkship. Faculty was blinded to student assignment. Upon rotation completion all students were given a 20-question multiple choice examination covering basic urology concepts. In addition, students completed a questionnaire addressing subjective clerkship satisfaction, comprising 15 questions. Between June 2005 and January 2007, 10 core learning objectives students and 10 traditional students completed the urology clerkship. The average +/- SEM multiple choice examination score was 12.1 +/- 0.87 and 9.8 +/- 0.59 for students assigned to the core learning objectives and traditional curricula, respectively (p <0.05). Subjective scores were higher in the core learning objectives cohort, although this result did not attain statistical significance (124.9 +/- 3.72 vs 114.3 +/- 4.96, p = 0.1). Core learning objectives students reported higher satisfaction in all 15 assessed subjective end points. Our experience suggests that the core learning objectives model may be an effective educational tool to help students achieve a broad and directed exposure to the core urological concepts.

Forecasting daily streamflow using online sequential extreme learning machines

NASA Astrophysics Data System (ADS)

Lima, Aranildo R.; Cannon, Alex J.; Hsieh, William W.

2016-06-01

While nonlinear machine methods have been widely used in environmental forecasting, in situations where new data arrive continually, the need to make frequent model updates can become cumbersome and computationally costly. To alleviate this problem, an online sequential learning algorithm for single hidden layer feedforward neural networks - the online sequential extreme learning machine (OSELM) - is automatically updated inexpensively as new data arrive (and the new data can then be discarded). OSELM was applied to forecast daily streamflow at two small watersheds in British Columbia, Canada, at lead times of 1-3 days. Predictors used were weather forecast data generated by the NOAA Global Ensemble Forecasting System (GEFS), and local hydro-meteorological observations. OSELM forecasts were tested with daily, monthly or yearly model updates. More frequent updating gave smaller forecast errors, including errors for data above the 90th percentile. Larger datasets used in the initial training of OSELM helped to find better parameters (number of hidden nodes) for the model, yielding better predictions. With the online sequential multiple linear regression (OSMLR) as benchmark, we concluded that OSELM is an attractive approach as it easily outperformed OSMLR in forecast accuracy.

Performance Evaluation of a Mobile Touchscreen Interface for Assistive Robotic Manipulators: A Pilot Study.

PubMed

Chung, Cheng-Shiu; Ka, Hyun W; Wang, Hongu; Ding, Dan; Kelleher, Annmarie; Cooper, Rory A

2017-01-01

Background: Assistive robotic manipulators (ARMs) have been developed to provide enhanced assistance and independence in performance of daily activities among people with spinal cord injury when a caregiver is not on site. However, the current commercial ARM user interfaces (UIs) may be difficult to learn and control. A touchscreen mobile UI was developed to overcome these challenges. Objective: The object of this study was to evaluate the performance between 2 ARM UIs, touchscreen and the original joystick, using an ARM evaluation tool (ARMET). Methods: This is a pilot study of people with upper extremity impairments ( N = 8). Participants were trained on 2 UIs, and then they chose one to use when performing 3 tasks on the ARMET: flipping a toggle switch, pushing down a door handle, and turning a knob. Task completion time, mean velocity, and open interviews were the main outcome measurements. Results: Among 8 novice participants, 7 chose the touchscreen UI and 1 chose the joystick UI. All participants could complete the ARMET tasks independently. Use of the touchscreen UI resulted in enhanced ARMET performance (higher mean moving speed and faster task completion). Conclusions: Mobile ARM UIs demonstrated easier learning experience, less physical effort, and better ARMET performance. The improved performance, the accessibility, and lower physical effort suggested that the touchscreen UI might be an efficient tool for the ARM users.

A Daily Oscillation in the Fundamental Frequency and Amplitude of Harmonic Syllables of Zebra Finch Song

PubMed Central

Wood, William E.; Osseward, Peter J.; Roseberry, Thomas K.; Perkel, David J.

2013-01-01

Complex motor skills are more difficult to perform at certain points in the day (for example, shortly after waking), but the daily trajectory of motor-skill error is more difficult to predict. By undertaking a quantitative analysis of the fundamental frequency (FF) and amplitude of hundreds of zebra finch syllables per animal per day, we find that zebra finch song follows a previously undescribed daily oscillation. The FF and amplitude of harmonic syllables rises across the morning, reaching a peak near mid-day, and then falls again in the late afternoon until sleep. This oscillation, although somewhat variable, is consistent across days and across animals and does not require serotonin, as animals with serotonergic lesions maintained daily oscillations. We hypothesize that this oscillation is driven by underlying physiological factors which could be shared with other taxa. Song production in zebra finches is a model system for studying complex learned behavior because of the ease of gathering comprehensive behavioral data and the tractability of the underlying neural circuitry. The daily oscillation that we describe promises to reveal new insights into how time of day affects the ability to accomplish a variety of complex learned motor skills. PMID:24312654

A Data Mining Approach to Improve Re-Accessibility and Delivery of Learning Knowledge Objects

ERIC Educational Resources Information Center

Sabitha, Sai; Mehrotra, Deepti; Bansal, Abhay

2014-01-01

Today Learning Management Systems (LMS) have become an integral part of learning mechanism of both learning institutes and industry. A Learning Object (LO) can be one of the atomic components of LMS. A large amount of research is conducted into identifying benchmarks for creating Learning Objects. Some of the major concerns associated with LO are…

A Randomized, Placebo-Controlled Study of Once-Daily Atomoxetine in the School Setting in Children with ADHD

ERIC Educational Resources Information Center

Weiss, Margaret; Tannock, Rosemary; Kratochvil, Christopher; Dunn, David; Velez-Borras, Jesus; Thomason, Christine; Tamura, Roy; Kelsey, Douglas; Stevens, Linda; Allen, Albert J.

2005-01-01

Objective: Five studies have demonstrated the effectiveness of atomoxetine compared with placebo in reducing symptoms of attention-deficit/hyperactivity disorder (ADHD) based on parent reports. The primary objective of this clinical trial was to assess the efficacy of once-daily atomoxetine compared with placebo using teacher reports. Method: One…

Perceived and objective entrance-related environmental barriers and daily out-of-home mobility in community-dwelling older people.

PubMed

Portegijs, Erja; Rantakokko, Merja; Viljanen, Anne; Rantanen, Taina; Iwarsson, Susanne

We studied whether entrance-related environmental barriers, perceived and objectively recorded, were associated with moving out-of-home daily in older people with and without limitations in lower extremity performance. Cross-sectional analyses of the "Life-space mobility in old age" cohort including 848 community-dwelling 75-90-year-old of central Finland. Participants reported their frequency of moving out-of-home (daily vs. 0-6 times/week) and perceived entrance-related environmental barriers (yes/no). Lower extremity performance was assessed (Short Physical Performance Battery) and categorized as poorer (score 0-9) or good (score 10-12). Environmental barriers at entrances and in exterior surroundings were objectively registered (Housing Enabler screening tool) and divided into tertiles. Logistic regression analyses were adjusted for age, sex, number of chronic diseases, cognitive function, month of assessment, type of neighborhood, and years lived in the current home. At home entrances a median of 6 and in the exterior surroundings 5 environmental barriers were objectively recorded, and 20% of the participants perceived entrance-related barriers. The odds for moving out-of-home less than daily increased when participants perceived entrance-related barrier(s) or when they lived in homes with higher numbers of objectively recorded environmental barriers at entrances. Participants with limitations in lower extremity performance were more susceptible to these environmental barriers. Objectively recorded environmental barriers in the exterior surroundings did not compromise out-of-home mobility. Entrance-related environmental barriers may hinder community-dwelling older people to move out-of-home daily especially when their functional capacity is compromised. Potentially, reducing entrance-related barriers may help to prevent confinement to the home. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Learned Non-Rigid Object Motion is a View-Invariant Cue to Recognizing Novel Objects

PubMed Central

Chuang, Lewis L.; Vuong, Quoc C.; Bülthoff, Heinrich H.

2012-01-01

There is evidence that observers use learned object motion to recognize objects. For instance, studies have shown that reversing the learned direction in which a rigid object rotated in depth impaired recognition accuracy. This motion reversal can be achieved by playing animation sequences of moving objects in reverse frame order. In the current study, we used this sequence-reversal manipulation to investigate whether observers encode the motion of dynamic objects in visual memory, and whether such dynamic representations are encoded in a way that is dependent on the viewing conditions. Participants first learned dynamic novel objects, presented as animation sequences. Following learning, they were then tested on their ability to recognize these learned objects when their animation sequence was shown in the same sequence order as during learning or in the reverse sequence order. In Experiment 1, we found that non-rigid motion contributed to recognition performance; that is, sequence-reversal decreased sensitivity across different tasks. In subsequent experiments, we tested the recognition of non-rigidly deforming (Experiment 2) and rigidly rotating (Experiment 3) objects across novel viewpoints. Recognition performance was affected by viewpoint changes for both experiments. Learned non-rigid motion continued to contribute to recognition performance and this benefit was the same across all viewpoint changes. By comparison, learned rigid motion did not contribute to recognition performance. These results suggest that non-rigid motion provides a source of information for recognizing dynamic objects, which is not affected by changes to viewpoint. PMID:22661939

TEMPORAL PATTERNS OF LIPOPEROXIDATION AND ANTIOXIDANT ENZYMES ARE MODIFIED IN THE HIPPOCAMPUS OF VITAMIN A-DEFICIENT RATS

PubMed Central

Navigatore Fonzo, Lorena S.; Golini, Rebeca S.; Delgado, Silvia M.; Ponce, Ivana T.; Bonomi, Myrta R.; Rezza, Irma G.; Gimenez, María S.; Anzulovich, Ana C.

2011-01-01

Animals can adapt their behavior to predictable temporal fluctuations in the environment through both, memory-and-learning processes and an endogenous time-keeping mechanism. Hippocampus plays a key role in memory and learning and is especially susceptible to oxidative stress. In compensation, antioxidant enzymes activity, such as Catalase (CAT) and Glutathione peroxidase (GPx), has been detected in this brain region. Daily rhythms of antioxidant enzymes activitiy, as well as of glutathione and lipid peroxides levels, have been described in brain. Here, we investigate day/night variations in lipoperoxidation, CAT and GPx expression and activity, as well as the temporal fluctuations of two key components of the endogenous clock, BMAL1 and PER1, in the rat hippocampus and evaluate to which extent vitamin A deficiency may affect their amplitude or phase. Holtzman male rats from control, vitamin A-deficient and vitamin A-refed groups were sacrificed throughout a 24-h period. Daily levels of clock proteins, lipoperoxidation, CAT and GPx mRNA, protein, and activity, were determined in the rat hippocampus obtained every 4 or 5 h. Gene expression of RARα and RXRβ was also quantified in the hippocampus of the three groups of rats. Our results show significant daily variations of BMAL1 and PER1 protein expression. Rhythmic lipoperoxidation, CAT, and GPx, expression and activity, were also observed in the rat hippocampus. Vitamin A deficiency reduced RXRβ mRNA level, as well as the amplitude of BMAL1 and PER1 daily oscillation, phase-shifted the daily peak of lipoperoxidation, and had a differential effect on the oscillating CAT and GPx mRNA, protein, and activity. Learning how vitamin A deficiency affects the circadian gene expression in the hippocampus may have an impact on the neurobiology, nutritional and chronobiology fields, emphasizing for the first time the importance of nutritional factors, such as dietary micronutrients, in the regulation of circadian parameters in this brain memory-and-learning-related region. PMID:19308957

Objectively Measured Daily Steps and Subsequent Long Term All-Cause Mortality: The Tasped Prospective Cohort Study.

PubMed

Dwyer, Terence; Pezic, Angela; Sun, Cong; Cochrane, Jenny; Venn, Alison; Srikanth, Velandai; Jones, Graeme; Shook, Robin P; Shook, Robin; Sui, Xuemei; Ortaglia, Andrew; Blair, Steven; Ponsonby, Anne-Louise

2015-01-01

Self-reported physical activity has been inversely associated with mortality but the effect of objectively measured step activity on mortality has never been evaluated. The objective is to determine the prospective association of daily step activity on mortality among free-living adults. Cohort study of free-living adults residing in Tasmania, Australia between 2000 and 2005 who participated in one of three cohort studies (n = 2 576 total participants). Daily step activity by pedometer at baseline at a mean of 58.8 years of age, and for a subset, repeated monitoring was available 3.7 (SD 1.3) years later (n = 1 679). All-cause mortality (n = 219 deaths) was ascertained by record-linkage to the Australian National Death Index; 90% of participants were followed-up over ten years, until June 2011. Higher daily step count at baseline was linearly associated with lower all-cause mortality (adjusted hazard ratio AHR, 0.94; 95% CI, 0.90 to 0.98 per 1 000 steps; P = 0.004). Risk was altered little by removing deaths occurring in the first two years. Increasing baseline daily steps from sedentary to 10 000 steps a day was associated with a 46% (95% CI, 18% to 65%; P = 0.004) lower risk of mortality in the decade of follow-up. In addition, those who increased their daily steps over the monitoring period had a substantial reduction in mortality risk, after adjusting for baseline daily step count (AHR, 0.39; 95% CI, 0.22 to 0.72; P = 0.002), or other factors (AHR, 0.38; 95% CI, 0.21-0.70; P = 0.002). Higher daily step count was linearly associated with subsequent long term mortality among free living adults. These data are the first to quantify mortality reductions using an objective measure of physical activity in a free living population. They strongly underscore the importance of physical inactivity as a major public health problem.

Teacher Trainees as Learning Object Designers: Problems and Issues in Learning Object Development Process

ERIC Educational Resources Information Center

Guler, Cetin; Altun, Arif

2010-01-01

Learning objects (LOs) can be defined as resources that are reusable, digital with the aim of fulfilling learning objectives (or expectations). Educators, both at the individual and institutional levels, are cautioned about the fact that LOs are to be processed through a proper development process. Who should be involved in the LO development…

Patterns of Learning Object Reuse in the Connexions Repository

ERIC Educational Resources Information Center

Duncan, S. M.

2009-01-01

Since the term "learning object" was first published, there has been either an explicit or implicit expectation of reuse. There has also been a lot of speculation about why learning objects are, or are not, reused. This study quantitatively examined the actual amount and type of learning object use, to include reuse, modification, and translation,…

Writing objectives and evaluating learning in the affective domain.

PubMed

Maier-Lorentz, M M

1999-01-01

Staff educators recognize the importance of affective competency for effective nursing practice. Inservice programs must include affective learning with objectives stated in measurable terms. Staff educators often express frustration in developing affective objectives and evaluating the learning outcome because attitudes and feelings are usually inferred from observations. This article presents affective learning objectives for a gerontological nursing inservice program and a rating scale that measures attitudes to evaluate the learning outcome.

Learning to learn causal models.

PubMed

Kemp, Charles; Goodman, Noah D; Tenenbaum, Joshua B

2010-09-01

Learning to understand a single causal system can be an achievement, but humans must learn about multiple causal systems over the course of a lifetime. We present a hierarchical Bayesian framework that helps to explain how learning about several causal systems can accelerate learning about systems that are subsequently encountered. Given experience with a set of objects, our framework learns a causal model for each object and a causal schema that captures commonalities among these causal models. The schema organizes the objects into categories and specifies the causal powers and characteristic features of these categories and the characteristic causal interactions between categories. A schema of this kind allows causal models for subsequent objects to be rapidly learned, and we explore this accelerated learning in four experiments. Our results confirm that humans learn rapidly about the causal powers of novel objects, and we show that our framework accounts better for our data than alternative models of causal learning. Copyright © 2010 Cognitive Science Society, Inc.

Remembering Math: The Design of Digital Learning Objects to Spark Professional Learning

ERIC Educational Resources Information Center

Halverson, Richard; Wolfenstein, Moses; Williams, Caroline C.; Rockman, Charles

2009-01-01

This article describes how the design of digital learning objects can spark professional learning. The challenge was to build learning objects that would help experienced special education teachers, who had been teaching in math classes, to demonstrate their proficiency in middle and secondary school mathematics on the PRAXIS examination. While…

Collaborative Production of Learning Objects on French Literary Works Using the LOC Software

ERIC Educational Resources Information Center

Penman, Christine

2015-01-01

This case study situates the collaborative design of learning objects (interactive online learning material) using the LOC (Learning Object Creator) software in the context of language activities external to the core learning activities of language students at a UK university. It describes the creative and pedagogical processes leading to the…

Learning Objects and Virtual Learning Environments Technical Evaluation Criteria

ERIC Educational Resources Information Center

Kurilovas, Eugenijus; Dagiene, Valentina

2009-01-01

The main scientific problems investigated in this article deal with technical evaluation of quality attributes of the main components of e-Learning systems (referred here as DLEs--Digital Libraries of Educational Resources and Services), i.e., Learning Objects (LOs) and Virtual Learning Environments (VLEs). The main research object of the work is…

A Case Study: Developing Learning Objects with an Explicit Learning Design

ERIC Educational Resources Information Center

Watson, Julie

2010-01-01

In learning object design an emphasis on visual attractiveness and high technological impact has seemed to persist while content frequently reflects a lack of clear pedagogical basis for the application of learning objects for online learning. Most apparent is the absence of supportive scaffolding for the student user; interactivity built on an…

Context Becomes Content: Sensor Data for Computer-Supported Reflective Learning

ERIC Educational Resources Information Center

Muller, Lars; Divitini, Monica; Mora, Simone; Rivera-Pelayo, Veronica; Stork, Wilhelm

2015-01-01

Wearable devices and ambient sensors can monitor a growing number of aspects of daily life and work. We propose to use this context data as content for learning applications in workplace settings to enable employees to reflect on experiences from their work. Learning by reflection is essential for today's dynamic work environments, as employees…

Open for Business: Learning Economics through Social Interaction in a Student-Operated Store

ERIC Educational Resources Information Center

Broome, John P.; Preston-Grimes, Patrice

2011-01-01

This study examines teaching and learning economics and entrepreneurship through a student-run Montessori middle school store. By designing and managing a school store, students created a "community of practice" to learn economics concepts in their daily environment. Questions guiding this study were: (a) How do students' social-interactions in a…

Fitting In versus Learning: A Challenge for Migrants Learning Languages Using Smartphones

ERIC Educational Resources Information Center

Gaved, Mark; Peasgood, Alice

2017-01-01

There is great interest in the potential of smartphones to enable language learning during daily activities. However, this overlooks the paradox faced by migrant learners that while they have the educational goal of seeking to improve their language skills, they also have the cultural goal of fitting into the host society. Inappropriate use of…

Cognitive Diffusion Model: Facilitating EFL Learning in an Authentic Environment

ERIC Educational Resources Information Center

Shadiev, Rustam; Hwang, Wu-Yuin; Huang, Yueh-Min; Liu, Tzu-Yu

2017-01-01

For this study, we designed learning activities in which students applied newly acquired knowledge to solve meaningful daily life problems in their local community--a real, familiar, and relevant environment for students. For example, students learned about signs and rules in class and then applied this new knowledge to create their own rules for…

Critical Thinking: Strategies for Improving Student Learning, Part II

ERIC Educational Resources Information Center

Paul, Richard; Elder, Linda

2008-01-01

In the last column we focused (as a primary goal of instruction) on the importance of teaching so that students learn to think their way into and through content. We stressed the need for well-designed daily structures and tactics for fostering deep learning, offering three strategies as examples. In this column, we provide four additional…

Language Learning 2.0--International Collaboration Made Easy

ERIC Educational Resources Information Center

Kotikoski, Tuula-Harriet; Doshi, Natasha

2014-01-01

The Internet has become part of our daily life and serves as a source of knowledge as well as a space for interaction. E-learning is thus a vital element in teaching, and digital media offer not only the possibility to support the individual learning processes of students, but also to foster multilingualism and to immerse into authentic learning…

Lifelong or School-Long Learning: A Daily Choice

ERIC Educational Resources Information Center

Helterbran, Valeri R.

2005-01-01

Many districts have a vision or mission statement that includes the importance of lifelong learning. The alternative, school-long learning, is exemplified by curricula and instruction that are generally only useful while the student is in school; it does little to stimulate or fulfill that element in those who find pleasure in the process and the…

The Whole World Guide to Language Learning.

ERIC Educational Resources Information Center

Marshall, Terry

An in situ or "on location" approach to language learning is presented for people going abroad for an extended period of time. The approach features two components: (1) the use of a mentor (native speaker who lives in the community and serves as a guide); and (2) the "daily learning cycle" of planning, practicing, communicating face-to-face, and…

Cumbersome yet Worthwhile: Service Learning in Postdisaster Rehabilitation and Recovery Efforts in the Philippines

ERIC Educational Resources Information Center

Adarlo, Genejane; Marquez, Norman Dennis

2017-01-01

Service learning holds the potential to educate for citizenship, preparing students as individuals who can respond not only to the daily challenges of an interconnected yet fragmented world but also to the emerging calls to rebuild disaster-stricken communities. Although seen by some as a cumbersome pedagogical approach, service learning can offer…

Embedding Diagnostic Mechanisms in a Digital Game for Learning Mathematics

ERIC Educational Resources Information Center

Huang, Yueh-Min; Huang, Shu-Hsien; Wu, Ting-Ting

2014-01-01

Mathematics is closely related to daily life, but it is also one of the lessons which often cause anxiety to primary school students. Digital game-based learning (DGBL) has been regarded as a sound learning strategy in raising learner willingness and interest in many disciplines. Thus, ways of designing a DGBL system to mitigate anxiety are well…

The Add-On Impact of Mobile Applications in Learning Strategies: A Review Study

ERIC Educational Resources Information Center

Jeng, Yu-Lin; Wu, Ting-Ting; Huang, Yueh-Min; Tan, Qing; Yang, Stephen J. H.

2010-01-01

Mobile devices are more powerful and portable nowadays with plenty of useful tools for assisting people to handle daily life. With the advance of mobile technology, the issue of mobile learning has been widely investigated in e-learning research. Many researches consider it is important to integrate pedagogical and technical strengths of mobile…

The Development and Publication of Elementary Mathematics Textbooks: Let the Buyer Beware!

ERIC Educational Resources Information Center

Reys, Barbara J.; Reys, Robert E.

2006-01-01

Mathematics textbooks are critical tools for student learning in American classrooms. Teachers use them daily to plan and deliver lessons, and students use them in class to explore and learn mathematics. Given textbooks' potential to support student learning, it is important to understand how they are developed. While pressure is growing on…

Fostering Collaborative Learning with Mobile Web 2.0 in Semi-Formal Settings

ERIC Educational Resources Information Center

Mwanza-Simwami, Daisy

2016-01-01

Mobile Web 2.0 technologies such as: mobile apps, social networking sites and video sharing sites have become essential drivers for shaping daily activities and meeting learning needs in various settings. However, very few studies link mobile Web 2.0 to supporting collaborative learning in real-life problem solving activities in semi-formal…

Predictive Movements and Human Reinforcement Learning of Sequential Action

ERIC Educational Resources Information Center

de Kleijn, Roy; Kachergis, George; Hommel, Bernhard

2018-01-01

Sequential action makes up the bulk of human daily activity, and yet much remains unknown about how people learn such actions. In one motor learning paradigm, the serial reaction time (SRT) task, people are taught a consistent sequence of button presses by cueing them with the next target response. However, the SRT task only records keypress…

Accounting Education in Crisis

ERIC Educational Resources Information Center

Turner, Karen F.; Reed, Ronald O.; Greiman, Janel

2011-01-01

Almost on a daily basis new accounting rules and laws are put into use, creating information that must be known and learned by the accounting faculty and then introduced to and understood by the accounting student. Even with the 150 hours of education now required for CPA licensure, it is impossible to teach and learn all there is to learn. Over…

Allosteric Learning Model in English Lesson: Teachers' Views, the Instructions of Curriculum and Course Book, a Sample of Daily Lesson Plan

ERIC Educational Resources Information Center

Berkant, Hasan Güner; Baysal, Seda

2017-01-01

The changes which occur during the learning process have been explained by many teaching-learning models and theories. One of these models is allosteric learning model (ALM) which was developed by André Giordan in 1989. This model was derived from a biological metaphor related to proteins. The interaction between individual and environment in a…

Scaling Up, "Writ Small": Using an Assessment for Learning Audit Instrument to Stimulate Site-Based Professional Development, One School at a Time

ERIC Educational Resources Information Center

Lysaght, Zita; O'Leary, Michael

2017-01-01

Exploiting the potential that Assessment for Learning (AfL) offers to optimise student learning is contingent on both teachers' knowledge and use of AfL and the fidelity with which this translates into their daily classroom practices. Quantitative data derived from the use of an Assessment for Learning Audit Instrument (AfLAI) with a large sample…

Language Comprehension in Language-Learning Impaired Children Improved with Acoustically Modified Speech

NASA Astrophysics Data System (ADS)

Tallal, Paula; Miller, Steve L.; Bedi, Gail; Byma, Gary; Wang, Xiaoqin; Nagarajan, Srikantan S.; Schreiner, Christoph; Jenkins, William M.; Merzenich, Michael M.

1996-01-01

A speech processing algorithm was developed to create more salient versions of the rapidly changing elements in the acoustic waveform of speech that have been shown to be deficiently processed by language-learning impaired (LLI) children. LLI children received extensive daily training, over a 4-week period, with listening exercises in which all speech was translated into this synthetic form. They also received daily training with computer "games" designed to adaptively drive improvements in temporal processing thresholds. Significant improvements in speech discrimination and language comprehension abilities were demonstrated in two independent groups of LLI children.

Implementation of formal learning objectives during a physical medicine and rehabilitation sports medicine rotation.

PubMed

Smith, Jay; Laskowski, Edward R; Newcomer-Aney, Karen L; Thompson, Jeffrey M; Schaefer, Michael P; Morfe, Erasmus G

2005-04-01

To develop and implement formal learning objectives during a physical medicine and rehabilitation sports medicine rotation and characterize resident experiences with the objectives over a 16-mo period. Prospective, including learning objective development, implementation, and postrotation survey. A total of 69 learning objectives were developed by physical medicine and rehabilitation staff physician consensus, including 39 core objectives. Eighteen residents completed 4-wk sports medicine rotations from January 2003 through April 2004. Residents completed an average of 31 total objectives (45%; range, 3-52), of which 24 (62%; range, 3-35) were core. Residents completed the highest percentage of knee (60%), shoulder (57%), and ankle-foot (57%) objectives and reported that objectives related to these areas were most effective to facilitate learning. In general, residents reported that objective content was good and that the objectives delineated important concepts to learn during the rotation. Seventeen of 18 residents indicated that the objectives should be permanently implemented into the sports rotation and that similar objectives should be developed for other rotations. Based on our experience and the recommendations of residents, the average resident should be able to complete approximately 30 objectives during a typical 4-wk rotation. Successful implementation of specific, consensus-derived learning objectives is possible within the context of a busy clinical practice. Our initial physician staff and resident experience with the objectives suggests that this model may be useful as a supplementary educational tool in physical medicine and rehabilitation residency programs.

Rhinal and Dorsolateral Prefrontal Cortex Lesions Produce Selective Impairments in Object and Spatial Learning and Memory in Canines

PubMed Central

Christie, Lori-Ann; Saunders, Richard C.; Kowalska, Danuta, M.; MacKay, William A.; Head, Elizabeth; Cotman, Carl W.; Milgram, Norton W.

2014-01-01

To examine the effects of rhinal and dorsolateral prefrontal cortex lesions on object and spatial recognition memory in canines, we used a protocol in which both an object (delayed non-matching to sample, or DNMS) and a spatial (delayed non-matching to position or DNMP) recognition task were administered daily. The tasks used similar procedures such that only the type of stimulus information to be remembered differed. Rhinal cortex (RC) lesions produced a selective deficit on the DNMS task, both in retention of the task rules at short delays and in object recognition memory. By contrast, performance on the DNMP task remained intact at both short and long delay intervals in RC animals. Subjects who received dorsolateral prefrontal cortex (dlPFC) lesions were impaired on a spatial task at a short, 5-sec delay, suggesting disrupted retention of the general task rules, however, this impairment was transient; long-term spatial memory performance was unaffected in dlPFC subjects. The present results provide support for the involvement of the RC in object, but not visuospatial, processing and recognition memory, whereas the dlPFC appears to mediate retention of a non-matching rule. These findings support theories of functional specialization within the medial temporal lobe and frontal cortex and suggest that rhinal and dorsolateral prefrontal cortices in canines are functionally similar to analogous regions in other mammals. PMID:18792072

Leader Development: The Importance of Communication, Trust, and Legacy

DTIC Science & Technology

2014-06-13

Toyota Way were the spirit of challenge, kaizen (constantly improve performance), genchi genbutsu (philosophy of how leaders make decisions...the results will follow. Take responsibility for helping people advance through self-developing learning cycle. 3. Support Daily Kaizen : learn how

Personalized Physical Activity Coaching: A Machine Learning Approach

PubMed Central

Dijkhuis, Talko B.; van Ittersum, Miriam W.; Velthuijsen, Hugo

2018-01-01

Living a sedentary lifestyle is one of the major causes of numerous health problems. To encourage employees to lead a less sedentary life, the Hanze University started a health promotion program. One of the interventions in the program was the use of an activity tracker to record participants' daily step count. The daily step count served as input for a fortnightly coaching session. In this paper, we investigate the possibility of automating part of the coaching procedure on physical activity by providing personalized feedback throughout the day on a participant’s progress in achieving a personal step goal. The gathered step count data was used to train eight different machine learning algorithms to make hourly estimations of the probability of achieving a personalized, daily steps threshold. In 80% of the individual cases, the Random Forest algorithm was the best performing algorithm (mean accuracy = 0.93, range = 0.88–0.99, and mean F1-score = 0.90, range = 0.87–0.94). To demonstrate the practical usefulness of these models, we developed a proof-of-concept Web application that provides personalized feedback about whether a participant is expected to reach his or her daily threshold. We argue that the use of machine learning could become an invaluable asset in the process of automated personalized coaching. The individualized algorithms allow for predicting physical activity during the day and provides the possibility to intervene in time. PMID:29463052

An Investigation into Digital Media: Characteristics of Learning Objects Which K-12 Teachers Determine Meet Their Instructional Needs

ERIC Educational Resources Information Center

Guthrie, Patricia Ann

2010-01-01

In recent years, learning objects have emerged as an instructional tool for teachers. Digital libraries and collections provide teachers with free or fee-base access to a variety of learning objects from photos and famous speeches to Flash animations and interactive Java Applets. Learning objects offer opportunities for students to interact with…

Inquiry-Based Learning Using Everyday Objects: Hands-On Instructional Strategies That Promote Active Learning in Grades 3-8.

ERIC Educational Resources Information Center

Alvarado, Amy Edmonds; Herr, Patricia R.

This book explores the concept of using everyday objects as a process initiated both by students and teachers, encouraging growth in student observation, inquisitiveness, and reflection in learning. After "Introduction: Welcome to Inquiry-Based Learning using Everyday Objects (Object-Based Inquiry), there are nine chapters in two parts. Part 1,…

Competition between multiple words for a referent in cross-situational word learning

PubMed Central

Benitez, Viridiana L.; Yurovsky, Daniel; Smith, Linda B.

2016-01-01

Three experiments investigated competition between word-object pairings in a cross-situational word-learning paradigm. Adults were presented with One-Word pairings, where a single word labeled a single object, and Two-Word pairings, where two words labeled a single object. In addition to measuring learning of these two pairing types, we measured competition between words that refer to the same object. When the word-object co-occurrences were presented intermixed in training (Experiment 1), we found evidence for direct competition between words that label the same referent. Separating the two words for an object in time eliminated any evidence for this competition (Experiment 2). Experiment 3 demonstrated that adding a linguistic cue to the second label for a referent led to different competition effects between adults who self-reported different language learning histories, suggesting both distinctiveness and language learning history affect competition. Finally, in all experiments, competition effects were unrelated to participants’ explicit judgments of learning, suggesting that competition reflects the operating characteristics of implicit learning processes. Together, these results demonstrate that the role of competition between overlapping associations in statistical word-referent learning depends on time, the distinctiveness of word-object pairings, and language learning history. PMID:27087742

Adverse Drug Event Discovery Using Biomedical Literature: A Big Data Neural Network Adventure

PubMed Central

Badger, Jonathan; LaRose, Eric; Shirzadi, Ehsan; Mahnke, Andrea; Mayer, John; Ye, Zhan; Page, David; Peissig, Peggy

2017-01-01

Background The study of adverse drug events (ADEs) is a tenured topic in medical literature. In recent years, increasing numbers of scientific articles and health-related social media posts have been generated and shared daily, albeit with very limited use for ADE study and with little known about the content with respect to ADEs. Objective The aim of this study was to develop a big data analytics strategy that mines the content of scientific articles and health-related Web-based social media to detect and identify ADEs. Methods We analyzed the following two data sources: (1) biomedical articles and (2) health-related social media blog posts. We developed an intelligent and scalable text mining solution on big data infrastructures composed of Apache Spark, natural language processing, and machine learning. This was combined with an Elasticsearch No-SQL distributed database to explore and visualize ADEs. Results The accuracy, precision, recall, and area under receiver operating characteristic of the system were 92.7%, 93.6%, 93.0%, and 0.905, respectively, and showed better results in comparison with traditional approaches in the literature. This work not only detected and classified ADE sentences from big data biomedical literature but also scientifically visualized ADE interactions. Conclusions To the best of our knowledge, this work is the first to investigate a big data machine learning strategy for ADE discovery on massive datasets downloaded from PubMed Central and social media. This contribution illustrates possible capacities in big data biomedical text analysis using advanced computational methods with real-time update from new data published on a daily basis. PMID:29222076

The Analysis of the Relationship between Primary Learning Styles and Learning Objects in an Online Environment

ERIC Educational Resources Information Center

Özdemir, Muzaffer

2016-01-01

This study investigates the relationships between the primary learning styles of students and different learning objects presented simultaneously in an online learning environment in the context of the usage levels of these objects. A total of 103 sophomores from a Turkish State University participated in the study. Felder-Solomon Index of…

Building Interoperable Learning Objects Using Reduced Learning Object Metadata

ERIC Educational Resources Information Center

Saleh, Mostafa S.

2005-01-01

The new e-learning generation depends on Semantic Web technology to produce learning objects. As the production of these components is very costly, they should be produced and registered once, and reused and adapted in the same context or in other contexts as often as possible. To produce those components, developers should use learning standards…

Implementing Infrastructures for Managing Learning Objects

ERIC Educational Resources Information Center

Klemke, Roland; Ternier, Stefaan; Kalz, Marco; Specht, Marcus

2010-01-01

Making learning objects available is critical to reuse learning resources. Making content transparently available and providing added value to different stakeholders is among the goals of the European Commission's eContentplus programme. This paper analyses standards and protocols relevant for making learning objects accessible in distributed data…

Credit assignment between body and object probed by an object transportation task.

PubMed

Kong, Gaiqing; Zhou, Zhihao; Wang, Qining; Kording, Konrad; Wei, Kunlin

2017-10-17

It has been proposed that learning from movement errors involves a credit assignment problem: did I misestimate properties of the object or those of my body? For example, an overestimate of arm strength and an underestimate of the weight of a coffee cup can both lead to coffee spills. Though previous studies have found signs of simultaneous learning of the object and of the body during object manipulation, there is little behavioral evidence about their quantitative relation. Here we employed a novel weight-transportation task, in which participants lift the first cup filled with liquid while assessing their learning from errors. Specifically, we examined their transfer of learning when switching to a contralateral hand, the second identical cup, or switching both hands and cups. By comparing these transfer behaviors, we found that 25% of the learning was attributed to the object (simply because of the use of the same cup) and 58% of the learning was attributed to the body (simply because of the use of the same hand). The nervous system thus seems to partition the learning of object manipulation between the object and the body.

Medical Challenges of the First Canadian Long-Duration Space Mission: Lessons Learned

NASA Technical Reports Server (NTRS)

Hamilton, Douglas R.; Thirsk, Robert; Gray, Gary; Lange, marv; Comtois, Jean Marc

2009-01-01

In 2008, Dr. Thirsk was assigned to the crew of Expedition 20/21. This Expedition represented a milestone for the Canadian Space Program since it was the first time that a Canadian would take part in a long-duration mission. Robert Thirsk had the privilege of expanding the boundaries of space exploration by living and working on board the International Space Station for six months. The launch took place on May 27, 2009 aboard a Soyuz rocket from the Cosmodrome in Baikonur, Kazakhstan. This abstract was written before Dr. Thirsk returned to Kazakhstan. Objective: To gather all medically relevant data needed to support the first Canadian long-duration mission in space, and process it to derive lessons learned for presentation and for public disclosure. Methods: Sources of data used for analysis for Expedition 20 on International Space Station included flight selection data, maintenance annual physicals, Flight Medicine Clinic visits, parabolic flight experiments, preflight exams and baseline data collections, daily in-flight exercise countermeasure and science payloads, weekly periodic fitness, nutrition, radiation and payload assessments, postflight medical exams, rehabilitation, and science activities.

Automated negotiation in environmental resource management: Review and assessment.

PubMed

Eshragh, Faezeh; Pooyandeh, Majeed; Marceau, Danielle J

2015-10-01

Negotiation is an integral part of our daily life and plays an important role in resolving conflicts and facilitating human interactions. Automated negotiation, which aims at capturing the human negotiation process using artificial intelligence and machine learning techniques, is well-established in e-commerce, but its application in environmental resource management remains limited. This is due to the inherent uncertainties and complexity of environmental issues, along with the diversity of stakeholders' perspectives when dealing with these issues. The objective of this paper is to describe the main components of automated negotiation, review and compare machine learning techniques in automated negotiation, and provide a guideline for the selection of suitable methods in the particular context of stakeholders' negotiation over environmental resource issues. We advocate that automated negotiation can facilitate the involvement of stakeholders in the exploration of a plurality of solutions in order to reach a mutually satisfying agreement and contribute to informed decisions in environmental management along with the need for further studies to consolidate the potential of this modeling approach. Copyright © 2015 Elsevier Ltd. All rights reserved.

“Hitting the wall”: Lived experiences of mental health crises

PubMed Central

Karlsson, Bengt; Lofthus, Ann-Mari; Davidson, Larry

2011-01-01

Background As Norway moves toward the provision of home-based crisis response, knowledge is needed about understandings of mental health crisis and effective ways of addressing crises within the home. Objective To elicit and learn from service users’ experiences about the subjective meanings of crisis and what kind of help will be most effective in resolving mental health crises. Theoretical A phenomenological-hermeneutic cooperative inquiry method was used to elicit and analyse focus group responses from mental health service users who had experienced crises. Results Findings clustered into three themes: (1) Crisis as multifaceted and varied experiences; (2) losing the skills and structure of everyday life; and (3) complexities involved in family support. Conclusion Several aspects of crises require an expansion of the biomedical model of acute intervention to include consideration of the personal and familial meaning of the crisis, attention to the home context, and activities of daily living that are disrupted by the crisis, and ways for the person and the family to share in and learn from resolution of the crisis. PMID:22140400

Predictable Locations Aid Early Object Name Learning

PubMed Central

Benitez, Viridiana L.; Smith, Linda B.

2012-01-01

Expectancy-based localized attention has been shown to promote the formation and retrieval of multisensory memories in adults. Three experiments show that these processes also characterize attention and learning in 16- to 18- month old infants and, moreover, that these processes may play a critical role in supporting early object name learning. The three experiments show that infants learn names for objects when those objects have predictable rather than varied locations, that infants who anticipate the location of named objects better learn those object names, and that infants integrate experiences that are separated in time but share a common location. Taken together, these results suggest that localized attention, cued attention, and spatial indexing are an inter-related set of processes in young children that aid in the early building of coherent object representations. The relevance of the experimental results and spatial attention for everyday word learning are discussed. PMID:22989872

Preceptors’ Self-Assessment of Their Ability to Perform the Learning Objectives of an Experiential Program

PubMed Central

2012-01-01

Objective. To evaluate preceptors’ perception of their ability to perform the Structured Practical Experiences in Pharmacy (SPEP) learning objectives through a self-assessment activity. Methods. A self-assessment instrument consisting of 28 learning objectives associated with clinic, community, and hospital pharmacy practice experiences were developed. Preceptors rated their performance ability for each of the learning objectives using a 3-point Likert scale. Results. Of the 116 preceptors, 89 (77%) completed the self-assessment survey instrument. The overall preceptor responses to the items on performance of the 28 SPEP learning objectives ranged from good to excellent. Years of experience, practice experience setting, and involvement as a SPEP or SPEP and PharmD preceptor had no influence on their self-reported capabilities. Conclusion. Most preceptors rated their ability to perform the learning objectives for the structured practical experiences in pharmacy as high. Competency areas requiring further preceptor development were identified. PMID:23193333

43 CFR 26.7 - Application format and instructions.

Code of Federal Regulations, 2011 CFR

2011-10-01

..., if residential project (types of facilities, age, condition, tents, cabins, dormitories, food service). (11) Project staff (number and position titles). (12) Work-learning program. (Describe major projects... environmental learning will be integrated into projects.) (13) Complete calculation for daily rate of enrollee...

Design of a Self-Management Program for Children Aged 6-12 Years with Type 1 Diabetes Mellitus at the Community Hospital Herdecke, Germany.

PubMed

Berger, Bettina; Sethe, Dominik; Hilgard, Dörte; Martin, David; Heusser, Peter

Children with type 1 diabetes mellitus (T1DM) must replace lacking endogenous insulin by daily insulin injections or insulin pumps. Standards of treatment include educational programs enabling self-management. The program 'Herdecker Kids with Diabetes' (HeKiDi) is based on an anthroposophic understanding of the human being and intends to provide an individualized, patient-oriented approach to developing diabetes-related and comprehensive human competencies. Analysis of the HeKiDi program for children (6-12 years) with T1DM as the first part of an evaluation of a complex intervention. Ethnographic approach, following the Consolidated Criteria for Reporting Qualitative Research (COREQ), including field observations and interviews with responsible persons, content analysis of materials for determining the structure and the curriculum, presented according to the Template for Intervention Description and Replication (TIDieR). The curriculum follows the standard but adds a learning circle between the child and the therapeutic team comprising 3 stages: (1) perception of the abilities and needs of the individual child supported by adult mentors themselves suffering from T1DM, (2) reflection within the therapeutic team, and (3) daily feedback to the child. Curricular Learning Objectives: Children feel recognized and supported in their individual developmental and diabetes-related competencies and develop motoric, artistic, communicative, and social skills to strengthen their self-efficacy and to understand T1DM as a lifelong awareness process. The curriculum including its associated learning goals and methods was presented. The program was explained and shown to be reproducible. Whether this program truly leads to better outcomes in regard to self-efficacy and hemoglobin A1c (HbA1c, glycated hemoglobin) and how parents and children perceive this will have to be assessed using a comparative interventional study. © 2017 S. Karger GmbH, Freiburg.

Participative Knowledge Production of Learning Objects for E-Books.

ERIC Educational Resources Information Center

Dodero, Juan Manuel; Aedo, Ignacio; Diaz, Paloma

2002-01-01

Defines a learning object as any digital resource that can be reused to support learning and thus considers electronic books as learning objects. Highlights include knowledge management; participative knowledge production, i.e. authoring electronic books by a distributed group of authors; participative knowledge production architecture; and…

Developing Fine-Grained Actigraphies for Rheumatoid Arthritis Patients from a Single Accelerometer Using Machine Learning

PubMed Central

Garcia-Gancedo, Luis; Van der Drift, Anniek; Powell, Adam; Hamy, Valentin; Keller, Thomas; Yang, Guang-Zhong

2017-01-01

In addition to routine clinical examination, unobtrusive and physical monitoring of Rheumatoid Arthritis (RA) patients provides an important source of information to enable understanding the impact of the disease on quality of life. Besides an increase in sedentary behaviour, pain in RA can negatively impact simple physical activities such as getting out of bed and standing up from a chair. The objective of this work is to develop a method that can generate fine-grained actigraphies to capture the impact of the disease on the daily activities of patients. A processing methodology is presented to automatically tag activity accelerometer data from a cohort of moderate-to-severe RA patients. A study of procesing methods based on machine learning and deep learning is provided. Thirty subjects, 10 RA patients and 20 healthy control subjects, were recruited in the study. A single tri-axial accelerometer was attached to the position of the fifth lumbar vertebra (L5) of each subject with a tag prediction granularity of 3 s. The proposed method is capable of handling unbalanced datasets from tagged data while accounting for long-duration activities such as sitting and lying, as well as short transitions such as sit-to-stand or lying-to-sit. The methodology also includes a novel mechanism for automatically applying a threshold to predictions by their confidence levels, in addition to a logical filter to correct for infeasible sequences of activities. Performance tests showed that the method was able to achieve around 95% accuracy and 81% F-score. The produced actigraphies can be helpful to generate objective RA disease-specific markers of patient mobility in-between clinical site visits. PMID:28906437

Developing Fine-Grained Actigraphies for Rheumatoid Arthritis Patients from a Single Accelerometer Using Machine Learning.

PubMed

Andreu-Perez, Javier; Garcia-Gancedo, Luis; McKinnell, Jonathan; Van der Drift, Anniek; Powell, Adam; Hamy, Valentin; Keller, Thomas; Yang, Guang-Zhong

2017-09-14

In addition to routine clinical examination, unobtrusive and physical monitoring of Rheumatoid Arthritis (RA) patients provides an important source of information to enable understanding the impact of the disease on quality of life. Besides an increase in sedentary behaviour, pain in RA can negatively impact simple physical activities such as getting out of bed and standing up from a chair. The objective of this work is to develop a method that can generate fine-grained actigraphies to capture the impact of the disease on the daily activities of patients. A processing methodology is presented to automatically tag activity accelerometer data from a cohort of moderate-to-severe RA patients. A study of procesing methods based on machine learning and deep learning is provided. Thirty subjects, 10 RA patients and 20 healthy control subjects, were recruited in the study. A single tri-axial accelerometer was attached to the position of the fifth lumbar vertebra (L5) of each subject with a tag prediction granularity of 3 s. The proposed method is capable of handling unbalanced datasets from tagged data while accounting for long-duration activities such as sitting and lying, as well as short transitions such as sit-to-stand or lying-to-sit. The methodology also includes a novel mechanism for automatically applying a threshold to predictions by their confidence levels, in addition to a logical filter to correct for infeasible sequences of activities. Performance tests showed that the method was able to achieve around 95% accuracy and 81% F-score. The produced actigraphies can be helpful to generate objective RA disease-specific markers of patient mobility in-between clinical site visits.

Personalized Learning Objects Recommendation Based on the Semantic-Aware Discovery and the Learner Preference Pattern

ERIC Educational Resources Information Center

Wang, Tzone I; Tsai, Kun Hua; Lee, Ming Che; Chiu, Ti Kai

2007-01-01

With vigorous development of the Internet, especially the web page interaction technology, distant E-learning has become more and more realistic and popular. Digital courses may consist of many learning units or learning objects and, currently, many learning objects are created according to SCORM standard. It can be seen that, in the near future,…

Learning Object Retrieval and Aggregation Based on Learning Styles

ERIC Educational Resources Information Center

Ramirez-Arellano, Aldo; Bory-Reyes, Juan; Hernández-Simón, Luis Manuel

2017-01-01

The main goal of this article is to develop a Management System for Merging Learning Objects (msMLO), which offers an approach that retrieves learning objects (LOs) based on students' learning styles and term-based queries, which produces a new outcome with a better score. The msMLO faces the task of retrieving LOs via two steps: The first step…

Effects of the glucagon-like polypeptide-1 analogue (Val8)GLP-1 on learning, progenitor cell proliferation and neurogenesis in the C57B/16 mouse brain.

PubMed

McGovern, Stephen F J; Hunter, Kerry; Hölscher, Christian

2012-09-14

Type 2 diabetes (T2DM) has been identified as a risk factor for Alzheimer's disease. Here, we tested the properties of the glucagon-like polypetide-1 (GLP-1) analogue (Val8)GLP-1, a drug originally developed as a treatment for T2DM at a range of doses (2.5 nmol; 25 nmol; 100 nmol; or 250 nmol/kg bw ip.) in an acute memory study in wild type C57B/l6 mice. We also tested (Val8)GLP-1 and the GLP-1 receptor antagonist exendin (9-39) in a chronic study (3 weeks at 25 nmol/kg bw ip. once-daily). We found that (Val8)GLP-1 crossed the blood brain barrier readily and that peripheral injection increased levels in the brain 30 min post-injection ip. but not 2h post-injection in rats. In the acute study, the low dose of 2.5 nmol/kg ip. enhanced motor activity in the open field task, while total distance travelled, exploratory behaviour and anxiety was not affected at any dose. Learning an object recognition task was not affected either. In the chronic study, no effect was observed in the open field assessment. The antagonist exendin (9-39) impaired object recognition learning and spatial learning in a water maze task, demonstrating the importance of GLP-1 signalling in memory formation. Locomotor activity was also affected in some cases. Blood sugar levels and insulin sensitivity was not affected in chronically treated mice. Neuronal stem cells and neurogenesis was enhanced by (Val8)GLP-1 in the dentate gyrus of wild type mice. The results demonstrate that (Val8)GLP-1 is safe in a range of doses, crosses the BBB and has potentially beneficial effects in the CNS by enhancing neurogenesis. Copyright © 2012 Elsevier B.V. All rights reserved.

A novel space-based observation strategy for GEO objects based on daily pointing adjustment of multi-sensors

NASA Astrophysics Data System (ADS)

Hu, Yun-peng; Li, Ke-bo; Xu, Wei; Chen, Lei; Huang, Jian-yu

2016-08-01

Space-based visible (SBV) program has been proved to be with a large advantage to observe geosynchronous earth orbit (GEO) objects. With the development of SBV observation started from 1996, many strategies have come out for the purpose of observing GEO objects more efficiently. However it is a big challenge to visit all the GEO objects in a relatively short time because of the distribution characteristics of GEO belt and limited field of view (FOV) of sensor. And it's also difficult to keep a high coverage of the GEO belt every day in a whole year. In this paper, a space-based observation strategy for GEO objects is designed based on the characteristics of the GEO belt. The mathematical formula of GEO belt is deduced and the evolvement of GEO objects is illustrated. There are basically two kinds of orientation strategies for most observation satellites, i.e., earth-oriented and inertia-directional. Influences of both strategies to their own observation regions are analyzed and compared with each other. A passive optical instrument with daily attitude-adjusting strategies is proposed to increase the daily coverage rate of GEO objects in a whole year. Furthermore, in order to observe more GEO objects in a relatively short time, the strategy of a satellite with multi-sensors is proposed. The installation parameters between different sensors are optimized, more than 98% of GEO satellites can be observed every day and almost all the GEO satellites can be observed every two days with 3 sensors (FOV: 6° × 6°) on the satellite under the strategy of daily pointing adjustment in a whole year.

Improving Student Learning through the Use of Classroom Quizzes: Three Years of Evidence from the Columbia Middle School Project

ERIC Educational Resources Information Center

Agarwal, Pooja K.; Roediger, Henry L., III; McDaniel, Mark A.; McDermott, Kathleen B.

2010-01-01

In this study, the authors examined whether a test-enhanced learning program, integrated with daily classroom practices, is effective in a middle school setting. Specifically, they implemented and experimentally evaluated a test-enhanced learning program in 6th-8th grade Social Studies, English, Science, and Spanish classes. Although laboratory…

Learning Lives of North Korean Young Defectors: A Preliminary Study of Reconstructing Identity in Career Development

ERIC Educational Resources Information Center

Park, Hyewon; Kim, Junghwan; Schied, Fred M.

2015-01-01

This study of eleven young North Korean Defectors (NKDs) examines how they engage in daily learning focusing on the process of identity reconstruction through their attempt to engage in career development activities. For the purposes of this paper one case was selected to illustrate how a reconstructed identity is learned. The main research…

Motor Sequence Learning Performance in Parkinson's Disease Patients Depends on the Stage of Disease

ERIC Educational Resources Information Center

Stephan, Marianne A.; Meier, Beat; Zaugg, Sabine Weber; Kaelin-Lang, Alain

2011-01-01

It is still unclear, whether patients with Parkinson's disease (PD) are impaired in the incidental learning of different motor sequences in short succession, although such a deficit might greatly impact their daily life. The aim of this study was thus to clarify the relation between disease parameters of PD and incidental motor learning of two…

Learning to Explain Astronomy across Moving Frames of Reference: Exploring the Role of Classroom and Planetarium-Based Instructional Contexts

ERIC Educational Resources Information Center

Plummer, Julia Diane; Kocareli, Alicia; Slagle, Cynthia

2014-01-01

Learning astronomy involves significant spatial reasoning, such as learning to describe Earth-based phenomena and understanding space-based explanations for those phenomena as well as using the relevant size and scale information to interpret these frames of reference. This study examines daily celestial motion (DCM) as one case of how children…

What Will Users Expect from Virtual Learning Methods? A Conceptual Model to Analyze Future Leaning Method Enhancements

ERIC Educational Resources Information Center

Perera, Indika

2010-01-01

ICT (information and communication technologies) add enormous approaches to utilize computing into users' daily lives. Every aspect of social needs has been touched by ICT, including learning. VL (virtual learning), with the life span of slightly above a decade, still looks for possible approaches to enhance its functions with significant pressure…

Mobile Devices: Toys or Learning Tools for the 21st Century Teenagers?

ERIC Educational Resources Information Center

Kee, Ch'ng Lay; Samsudin, Zarina

2014-01-01

Learning is interwoven in daily life and so it can be take place at anytime and anywhere by using mobile device. In the 21st century, mobile devices have become ubiquitous, affordable and accessible for the teenagers. The teenagers have the opportunity to perform the learning activities by using the mobile devices. However, what are they used…

Narratives of Learning: The Personal Portfolio in the Portfolio Approach to Teaching and Learning

ERIC Educational Resources Information Center

Leslie, Paul; Camargo-Borges, Celiane

2017-01-01

This paper will explore how a portfolio approach to teaching and learning can help the educator incorporate unique forms of reflective practice into his or her daily work. By being able to express ideas more clearly to himself, the educator can better promote the relational construction of knowledge in his educational communities. This paper, as…

Engaging older adults in burn prevention education: results of a community-based urban initiative.

PubMed

Leahy, Nicole E; Sessler, Kelly A; Baggott, Kaitlin; Laverde, Louisa; Rabbitts, Angela; Yurt, Roger W

2012-01-01

The objective of the study is to educate New York City seniors aged 60 years and older about fire safety and burn prevention through the use of a community-based, culturally sensitive delivery platform. The ultimate goal is to reduce burn injury morbidity and mortality among this at-risk population. Programming was developed and provided to older adults attending community-based senior centers. Topics included etiology of injury, factors contributing to burn injuries, methods of prevention, emergency preparedness, and home safety. Attendees completed a postpresentation survey. Of the 234 senior centers invited to participate in the program, 64 (27%) centers requested presentations, and all received the educational programming, reaching 2196 seniors. An additional 2590 seniors received education during community-based health fairs. A majority reported learning new information, found the presentation helpful, and intended to apply this knowledge to daily routines. Data confirm that many opportunities exist to deliver culturally sensitive burn prevention programming to the older adult population of this large metropolitan area in settings that are part of their daily lives. A majority of respondents welcomed the information, perceived it as helpful, and reported that they were likely to integrate the information into their lives.

Onwards and Upwards: Space, Placement, and Liminality in Adult ESOL Classes

ERIC Educational Resources Information Center

Baynham, Mike; Simpson, James

2010-01-01

The extensive literature on classroom-based second language learning makes little attempt to situate the classroom itself in social and multilingual sociolinguistic space, in the complex and iterative networks of encounters and interactions that make up daily life. Daily life is routinely evoked and "brought into" the classroom as a…

The Use of a Daily Quiz "TOPday" as Supportive Learning Method for Medical Students

ERIC Educational Resources Information Center

Maessen, Martijn F. H.; Fluit, Cornelia R. M. G.; Holla, Micha; Drost, Gea; Vorstenbosch, Marc A. T. M.; de Waal Malefijt, Maarten C.; Kooloos, Jan G. M.; Tanck, Esther

2016-01-01

Medical students consider anatomy, neurology, and traumatology as difficult study topics. A recent study showed that the daily quiz "Two Opportunities to Practice per day (TOPday)" positively supported biomedical students in analyzing and solving biomechanical problems. The main purpose of this study was to investigate the effect of…

Using Self-Recording, Evaluation, and Graphing to Increase Completion of Homework Assignments.

ERIC Educational Resources Information Center

Trammel, Diana Lynn; And Others

1994-01-01

Self-monitoring procedures were effective in increasing the number of daily homework assignments completed by eight secondary level students with learning disabilities. A daily listing of all assignments given by regular classroom teachers was used. Goal setting and self-graphing of data appeared to increase self-monitoring effectiveness. (DB)

Learning Objects--Instructional Metadata and Sequencing.

ERIC Educational Resources Information Center

Redeker, Giselher

The main focus of current discussions within the standardization process of learning technology is on economical opportunities and technical aspects of learning objects. There has been little discussion about the instructional or didactical issues. The purpose of this paper is to conceptualize a taxonomy of learning objects for the facilitation of…

The International Learning Object Metadata Survey

ERIC Educational Resources Information Center

Friesen, Norm

2004-01-01

A wide range of projects and organizations is currently making digital learning resources (learning objects) available to instructors, students, and designers via systematic, standards-based infrastructures. One standard that is central to many of these efforts and infrastructures is known as Learning Object Metadata (IEEE 1484.12.1-2002, or LOM).…

Learning the 3-D structure of objects from 2-D views depends on shape, not format

PubMed Central

Tian, Moqian; Yamins, Daniel; Grill-Spector, Kalanit

2016-01-01

Humans can learn to recognize new objects just from observing example views. However, it is unknown what structural information enables this learning. To address this question, we manipulated the amount of structural information given to subjects during unsupervised learning by varying the format of the trained views. We then tested how format affected participants' ability to discriminate similar objects across views that were rotated 90° apart. We found that, after training, participants' performance increased and generalized to new views in the same format. Surprisingly, the improvement was similar across line drawings, shape from shading, and shape from shading + stereo even though the latter two formats provide richer depth information compared to line drawings. In contrast, participants' improvement was significantly lower when training used silhouettes, suggesting that silhouettes do not have enough information to generate a robust 3-D structure. To test whether the learned object representations were format-specific or format-invariant, we examined if learning novel objects from example views transfers across formats. We found that learning objects from example line drawings transferred to shape from shading and vice versa. These results have important implications for theories of object recognition because they suggest that (a) learning the 3-D structure of objects does not require rich structural cues during training as long as shape information of internal and external features is provided and (b) learning generates shape-based object representations independent of the training format. PMID:27153196

Optimization of Large-Scale Daily Hydrothermal System Operations With Multiple Objectives

NASA Astrophysics Data System (ADS)

Wang, Jian; Cheng, Chuntian; Shen, Jianjian; Cao, Rui; Yeh, William W.-G.

2018-04-01

This paper proposes a practical procedure for optimizing the daily operation of a large-scale hydrothermal system. The overall procedure optimizes a monthly model over a period of 1 year and a daily model over a period of up to 1 month. The outputs from the monthly model are used as inputs and boundary conditions for the daily model. The models iterate and update when new information becomes available. The monthly hydrothermal model uses nonlinear programing (NLP) to minimize fuel costs, while maximizing hydropower production. The daily model consists of a hydro model, a thermal model, and a combined hydrothermal model. The hydro model and thermal model generate the initial feasible solutions for the hydrothermal model. The two competing objectives considered in the daily hydrothermal model are minimizing fuel costs and minimizing thermal emissions. We use the constraint method to develop the trade-off curve (Pareto front) between these two objectives. We apply the proposed methodology on the Yunnan hydrothermal system in China. The system consists of 163 individual hydropower plants with an installed capacity of 48,477 MW and 11 individual thermal plants with an installed capacity of 12,400 MW. We use historical operational records to verify the correctness of the model and to test the robustness of the methodology. The results demonstrate the practicability and validity of the proposed procedure.

Effect of tDCS on task relevant and irrelevant perceptual learning of complex objects.

PubMed

Van Meel, Chayenne; Daniels, Nicky; de Beeck, Hans Op; Baeck, Annelies

2016-01-01

During perceptual learning the visual representations in the brain are altered, but these changes' causal role has not yet been fully characterized. We used transcranial direct current stimulation (tDCS) to investigate the role of higher visual regions in lateral occipital cortex (LO) in perceptual learning with complex objects. We also investigated whether object learning is dependent on the relevance of the objects for the learning task. Participants were trained in two tasks: object recognition using a backward masking paradigm and an orientation judgment task. During both tasks, an object with a red line on top of it were presented in each trial. The crucial difference between both tasks was the relevance of the object: the object was relevant for the object recognition task, but not for the orientation judgment task. During training, half of the participants received anodal tDCS stimulation targeted at the lateral occipital cortex (LO). Afterwards, participants were tested on how well they recognized the trained objects, the irrelevant objects presented during the orientation judgment task and a set of completely new objects. Participants stimulated with tDCS during training showed larger improvements of performance compared to participants in the sham condition. No learning effect was found for the objects presented during the orientation judgment task. To conclude, this study suggests a causal role of LO in relevant object learning, but given the rather low spatial resolution of tDCS, more research on the specificity of this effect is needed. Further, mere exposure is not sufficient to train object recognition in our paradigm.

Exploring emerging learning needs: a UK-wide consultation on environmental sustainability learning objectives for medical education.

PubMed

Walpole, Sarah C; Mortimer, Frances; Inman, Alice; Braithwaite, Isobel; Thompson, Trevor

2015-12-24

This study aimed to engage wide-ranging stakeholders and develop consensus learning objectives for undergraduate and postgraduate medical education. A UK-wide consultation garnered opinions of healthcare students, healthcare educators and other key stakeholders about environmental sustainability in medical education. The policy Delphi approach informed this study. Draft learning objectives were revised iteratively during three rounds of consultation: online questionnaire or telephone interview, face-to-face seminar and email consultation. Twelve draft learning objectives were developed based on review of relevant literature. In round one, 64 participants' median ratings of the learning objectives were 3.5 for relevance and 3.0 for feasibility on a Likert scale of one to four. Revisions were proposed, e.g. to highlight relevance to public health and professionalism. Thirty three participants attended round two. Conflicting opinions were explored. Added content areas included health benefits of sustainable behaviours. To enhance usability, restructuring provided three overarching learning objectives, each with subsidiary points. All participants from rounds one and two were contacted in round three, and no further edits were required. This is the first attempt to define consensus learning objectives for medical students about environmental sustainability. Allowing a wide range of stakeholders to comment on multiple iterations of the document stimulated their engagement with the issues raised and ownership of the resulting learning objectives.

Repeated intermittent administration of psychomotor stimulant drugs alters the acquisition of Pavlovian approach behavior in rats: differential effects of cocaine, d-amphetamine and 3,4- methylenedioxymethamphetamine ("Ecstasy").

PubMed

Taylor, J R; Jentsch, J D

2001-07-15

Psychomotor stimulant drugs can produce long-lasting changes in neurochemistry and behavior after multiple doses. In particular, neuroadaptations within corticolimbic brain structures that mediate incentive learning and motivated behavior have been demonstrated after chronic exposure to cocaine, d-amphetamine, and 3,4-methylenedioxymethamphetamine (MDMA). As stimulus-reward learning is likely relevant to addictive behavior (i.e., augmented conditioned reward and stimulus control of behavior), we have investigated whether prior repeated administration of psychomotor stimulant drugs (of abuse, including cocaine, d-amphetamine, or MDMA, would affect the acquisition of Pavlovian approach behavior. Water-deprived rats were tested for the acquisition of Pavlovian approach behavior after 5 days treatment with cocaine (15-20 mg/kg once or twice daily), d-amphetamine (2.5 mg/kg once or twice daily), or MDMA (2.5 mg/kg twice daily) followed by a 7-day, drug-free period. Prior repeated treatment with cocaine or d-amphetamine produced a significant enhancement of acquisition of Pavlovian approach behavior, indicating accelerated stimulus-reward learning, whereas MDMA administration produced increased inappropriate responding, indicating impulsivity. Abnormal drug-induced approach behavior was found to persist throughout the testing period. These studies demonstrate that psychomotor stimulant-induced sensitization can produce long-term alterations in stimulus-reward learning and impulse control that may contribute to the compulsive drug taking that typifies addiction.

[Digital learning object for diagnostic reasoning in nursing applied to the integumentary system].

PubMed

da Costa, Cecília Passos Vaz; Luz, Maria Helena Barros Araújo

2015-12-01

To describe the creation of a digital learning object for diagnostic reasoning in nursing applied to the integumentary system at a public university of Piaui. A methodological study applied to technological production based on the pedagogical framework of problem-based learning. The methodology for creating the learning object observed the stages of analysis, design, development, implementation and evaluation recommended for contextualized instructional design. The revised taxonomy of Bloom was used to list the educational goals. The four modules of the developed learning object were inserted into the educational platform Moodle. The theoretical assumptions allowed the design of an important online resource that promotes effective learning in the scope of nursing education. This study should add value to nursing teaching practices through the use of digital learning objects for teaching diagnostic reasoning applied to skin and skin appendages.

Science Learning at Home: Involving Families

ERIC Educational Resources Information Center

Crawford, Elizabeth Outlaw; Heaton, Emily T.; Heslop, Karen; Kixmiller, Kassandra

2009-01-01

Families' involvement in their children's science learning at home has numerous benefits, especially when they support children's self-initiated investigations. In a position statement on parental involvement in science education, the National Science Teachers Association (NSTA 2009) stresses the role of parents in the daily reinforcement of…

Let's Really Talk about Data

ERIC Educational Resources Information Center

Champion, Robby

2017-01-01

While designs of professional learning have expanded exponentially beyond the required-attendance inservice day workshop model, infusing meaningful data into daily decisions and conversations has not gained as much traction. Leaders of professional learning are increasingly coming under pressure to demonstrate that evidence is not an anathema in…

Head of the Class: How Teachers Learn Technology Best.

ERIC Educational Resources Information Center

McKenzie, Jamie

2001-01-01

Educational technology is not about spread sheeting, word processing, or slick, "PowerPointless" student performances. Professional development should focus on curriculum-based teaching and learning strategies that enhance daily practice. Like gardening, fertilizer is needed via informal support systems, study groups, mentors, help…

Teacher Networks Companion Piece

ERIC Educational Resources Information Center

Hopkins, Ami Patel; Rulli, Carolyn; Schiff, Daniel; Fradera, Marina

2015-01-01

Network building vitally impacts career development, but in few professions does it impact daily practice more than in teaching. Teacher networks, known as professional learning communities, communities of practice, peer learning circles, virtual professional communities, as well as other names, play a unique and powerful role in education. In…

Research and application of a novel hybrid decomposition-ensemble learning paradigm with error correction for daily PM10 forecasting

NASA Astrophysics Data System (ADS)

Luo, Hongyuan; Wang, Deyun; Yue, Chenqiang; Liu, Yanling; Guo, Haixiang

2018-03-01

In this paper, a hybrid decomposition-ensemble learning paradigm combining error correction is proposed for improving the forecast accuracy of daily PM10 concentration. The proposed learning paradigm is consisted of the following two sub-models: (1) PM10 concentration forecasting model; (2) error correction model. In the proposed model, fast ensemble empirical mode decomposition (FEEMD) and variational mode decomposition (VMD) are applied to disassemble original PM10 concentration series and error sequence, respectively. The extreme learning machine (ELM) model optimized by cuckoo search (CS) algorithm is utilized to forecast the components generated by FEEMD and VMD. In order to prove the effectiveness and accuracy of the proposed model, two real-world PM10 concentration series respectively collected from Beijing and Harbin located in China are adopted to conduct the empirical study. The results show that the proposed model performs remarkably better than all other considered models without error correction, which indicates the superior performance of the proposed model.

“Back to Bedside”: Residents' and Fellows' Perspectives on Finding Meaning in Work

PubMed Central

Hipp, Dustin M.; Rialon, Kristy L.; Nevel, Kathryn; Kothari, Anai N.

2017-01-01

Background Physician burnout is common and associated with significant consequences for physicians and patients. One mechanism to combat burnout is to enhance meaning in work. Objective To provide a trainee perspective on how meaning in work can be enhanced in the clinical learning environment through individual, program, and institutional efforts. Methods “Back to Bedside” resulted from an appreciative inquiry exercise by 37 resident and fellow members of the ACGME's Council of Review Committee Residents (CRCR), which was guided by the memoir When Breath Becomes Air by Paul Kalanithi. The exercise was designed to (1) discover current best practices in existing learning environments; (2) dream of ideal ways to enhance meaning in work; (3) design solutions that move toward this optimal environment; and (4) support trainees in operationalizing innovative solutions. Results Back to Bedside consists of 5 themes for how the learning environment can enhance meaning in daily work: (1) more time at the bedside, engaged in direct patient care, dialogue with patients and families, and bedside clinical teaching; (2) a shared sense of teamwork and respect among multidisciplinary health professionals and trainees; (3) decreasing the time spent on nonclinical and administrative responsibilities; (4) a supportive, collegial work environment; and (5) a learning environment conducive to developing clinical mastery and progressive autonomy. Participants identified actions to achieve these goals. Conclusions A national, multispecialty group of trainees developed actionable recommendations for how clinical learning environments can be improved to combat physician burnout by fostering meaning in work. These improvements can be championed by trainees. PMID:28439376

Basic practical skills teaching and learning in undergraduate medical education – a review on methodological evidence

PubMed Central

Vogel, Daniela; Harendza, Sigrid

2016-01-01

Objective: Practical skills are an essential part of physicians’ daily routine. Nevertheless, medical graduates’ performance of basic skills is often below the expected level. This review aims to identify and summarize teaching approaches of basic practical skills in undergraduate medical education which provide evidence with respect to effective students’ learning of these skills. Methods: Basic practical skills were defined as basic physical examination skills, routine skills which get better with practice, and skills which are also performed by nurses. We searched PubMed with different terms describing these basic practical skills. In total, 3467 identified publications were screened and 205 articles were eventually reviewed for eligibility. Results: 43 studies that included at least one basic practical skill, a comparison of two groups of undergraduate medical students and effects on students’ performance were analyzed. Seven basic practical skills and 15 different teaching methods could be identified. The most consistent results with respect to effective teaching and acquisition of basic practical skills were found for structured skills training, feedback, and self-directed learning. Simulation was effective with specific teaching methods and in several studies no differences in teaching effects were detected between expert or peer instructors. Multimedia instruction, when used in the right setting, also showed beneficial effects for basic practical skills learning. Conclusion: A combination of voluntary or obligatory self-study with multimedia applications like video clips in combination with a structured program including the possibility for individual exercise with personal feedback by peers or teachers might provide a good learning opportunity for basic practical skills. PMID:27579364

What is the impact of a national postgraduate medical specialist education reform on the daily clinical training 3.5 years after implementation? A questionnaire survey.

PubMed

Mortensen, Lene; Malling, Bente; Ringsted, Charlotte; Rubak, Sune

2010-06-18

Many countries have recently reformed their postgraduate medical education (PGME). New pedagogic initiatives and blueprints have been introduced to improve quality and effectiveness of the education. Yet it is unknown whether these changes improved the daily clinical training. The purpose was to examine the impact of a national PGME reform on the daily clinical training practice. The Danish reform included change of content and format of specialist education in line with outcome-based education using the CanMEDS framework. We performed a questionnaire survey among all hospital doctors in the North Denmark Region. The questionnaire included items on educational appraisal meetings, individual learning plans, incorporating training issues into work routines, supervision and feedback, and interpersonal acquaintance. Data were collected before start and 31/2 years later. Mean score values were compared, and response variables were analysed by multiple regression to explore the relation between the ratings and seniority, type of hospital, type of specialty, and effect of attendance to courses in learning and teaching among respondents. Response rates were 2105/2817 (75%) and 1888/3284 (58%), respectively. We found limited impact on clinical training practice and learning environment. Variances in ratings were hardly affected by type of hospital, whereas belonging to the laboratory specialities compared to other specialties was related to higher ratings concerning all aspects. The impact on daily clinical training practice of a national PGME reform was limited after 31/2 years. Future initiatives must focus on changing the pedagogical competences of the doctors participating in daily clinical training and on implementation strategies for changing educational culture.

Developing Learning Objectives for Accounting Ethics Using Bloom's Taxonomy

ERIC Educational Resources Information Center

Kidwell, Linda A.; Fisher, Dann G.; Braun, Robert L.; Swanson, Diane L.

2013-01-01

The purpose of our article is to offer a set of core knowledge learning objectives for accounting ethics education. Using Bloom's taxonomy of educational objectives, we develop learning objectives in six content areas: codes of ethical conduct, corporate governance, the accounting profession, moral development, classical ethics theories, and…

Design, Development, and Validation of Learning Objects

ERIC Educational Resources Information Center

Nugent, Gwen; Soh, Leen-Kiat; Samal, Ashok

2006-01-01

A learning object is a small, stand-alone, mediated content resource that can be reused in multiple instructional contexts. In this article, we describe our approach to design, develop, and validate Shareable Content Object Reference Model (SCORM) compliant learning objects for undergraduate computer science education. We discuss the advantages of…

Deep Learning to Predict Falls in Older Adults Based on Daily-Life Trunk Accelerometry.

PubMed

Nait Aicha, Ahmed; Englebienne, Gwenn; van Schooten, Kimberley S; Pijnappels, Mirjam; Kröse, Ben

2018-05-22

Early detection of high fall risk is an essential component of fall prevention in older adults. Wearable sensors can provide valuable insight into daily-life activities; biomechanical features extracted from such inertial data have been shown to be of added value for the assessment of fall risk. Body-worn sensors such as accelerometers can provide valuable insight into fall risk. Currently, biomechanical features derived from accelerometer data are used for the assessment of fall risk. Here, we studied whether deep learning methods from machine learning are suited to automatically derive features from raw accelerometer data that assess fall risk. We used an existing dataset of 296 older adults. We compared the performance of three deep learning model architectures (convolutional neural network (CNN), long short-term memory (LSTM) and a combination of these two (ConvLSTM)) to each other and to a baseline model with biomechanical features on the same dataset. The results show that the deep learning models in a single-task learning mode are strong in recognition of identity of the subject, but that these models only slightly outperform the baseline method on fall risk assessment. When using multi-task learning, with gender and age as auxiliary tasks, deep learning models perform better. We also found that preprocessing of the data resulted in the best performance (AUC = 0.75). We conclude that deep learning models, and in particular multi-task learning, effectively assess fall risk on the basis of wearable sensor data.

Deep Learning to Predict Falls in Older Adults Based on Daily-Life Trunk Accelerometry

PubMed Central

Englebienne, Gwenn; Pijnappels, Mirjam

2018-01-01

Early detection of high fall risk is an essential component of fall prevention in older adults. Wearable sensors can provide valuable insight into daily-life activities; biomechanical features extracted from such inertial data have been shown to be of added value for the assessment of fall risk. Body-worn sensors such as accelerometers can provide valuable insight into fall risk. Currently, biomechanical features derived from accelerometer data are used for the assessment of fall risk. Here, we studied whether deep learning methods from machine learning are suited to automatically derive features from raw accelerometer data that assess fall risk. We used an existing dataset of 296 older adults. We compared the performance of three deep learning model architectures (convolutional neural network (CNN), long short-term memory (LSTM) and a combination of these two (ConvLSTM)) to each other and to a baseline model with biomechanical features on the same dataset. The results show that the deep learning models in a single-task learning mode are strong in recognition of identity of the subject, but that these models only slightly outperform the baseline method on fall risk assessment. When using multi-task learning, with gender and age as auxiliary tasks, deep learning models perform better. We also found that preprocessing of the data resulted in the best performance (AUC = 0.75). We conclude that deep learning models, and in particular multi-task learning, effectively assess fall risk on the basis of wearable sensor data. PMID:29786659

How learning might strengthen existing visual object representations in human object-selective cortex.

PubMed

Brants, Marijke; Bulthé, Jessica; Daniels, Nicky; Wagemans, Johan; Op de Beeck, Hans P

2016-02-15

Visual object perception is an important function in primates which can be fine-tuned by experience, even in adults. Which factors determine the regions and the neurons that are modified by learning is still unclear. Recently, it was proposed that the exact cortical focus and distribution of learning effects might depend upon the pre-learning mapping of relevant functional properties and how this mapping determines the informativeness of neural units for the stimuli and the task to be learned. From this hypothesis we would expect that visual experience would strengthen the pre-learning distributed functional map of the relevant distinctive object properties. Here we present a first test of this prediction in twelve human subjects who were trained in object categorization and differentiation, preceded and followed by a functional magnetic resonance imaging session. Specifically, training increased the distributed multi-voxel pattern information for trained object distinctions in object-selective cortex, resulting in a generalization from pre-training multi-voxel activity patterns to after-training activity patterns. Simulations show that the increased selectivity combined with the inter-session generalization is consistent with a training-induced strengthening of a pre-existing selectivity map. No training-related neural changes were detected in other regions. In sum, training to categorize or individuate objects strengthened pre-existing representations in human object-selective cortex, providing a first indication that the neuroanatomical distribution of learning effects depends upon the pre-learning mapping of visual object properties. Copyright © 2015 Elsevier Inc. All rights reserved.

Collaborative learning in pre-clinical dental hygiene education.

PubMed

Mueller-Joseph, Laura J; Nappo-Dattoma, Luisa

2013-04-01

Dental hygiene education continues to move beyond mastery of content material and skill development to learning concepts that promote critical-thinking and problem-solving skills. The purpose of this research was to evaluate the effectiveness of collaborative learning and determine the growth in intellectual development of 54 first-year dental hygiene students. The control group used traditional pre-clinical teaching and the experimental group used collaborative pedagogy for instrument introduction. All students were subjected to a post-test evaluating their ability to apply the principles of instrumentation. Intellectual development was determined using pre- and post-tests based on the Perry Scheme of Intellectual Development. Student attitudes were assessed using daily Classroom Assessment Activities and an end-of-semester departmental course evaluation. Findings indicated no significant difference between collaborative learning and traditional learning in achieving pre-clinical competence as evidenced by the students' ability to apply the principles of instrumentation. Advancement in intellectual development did not differ significantly between groups. Value added benefits of a collaborative learning environment as identified by the evaluation of student attitudes included decreased student reliance on authority, recognition of peers as legitimate sources of learning and increased self-confidence. A significant difference in student responses to daily classroom assessments was evident on the 5 days a collaborative learning environment was employed. Dental hygiene students involved in a pre-clinical collaborative learning environment are more responsible for their own learning and tend to have a more positive attitude toward the subject matter. Future studies evaluating collaborative learning in clinical dental hygiene education need to investigate the cost/benefit ratio of the value added outcomes of collaborative learning.

Learning Objects as Tools for Teaching Information Literacy Online: A Survey of Librarian Usage

ERIC Educational Resources Information Center

Mestre, Lori S.; Baures, Lisa; Niedbala, Mona; Bishop, Corinne; Cantrell, Sarah; Perez, Alice; Silfen, Kate

2011-01-01

Based on information gathered from two discussion sessions moderated by members of the Education and Behavioral Sciences Section's Online Learning Research Committee a survey was conducted to identify how librarians use course/learning management systems and learning objects to deliver instruction. Objectives of the study were to identify the…

Learning from Objects: A Future for 21st Century Urban Arts Education

ERIC Educational Resources Information Center

Lasky, Dorothea

2009-01-01

In this technological age, where mind and body are increasingly disconnected in the classroom, object-based learning--along with strong museum-school partnerships--provide many benefits for student learning. In this article, the author first outlines some of the special mind-body connections that object-based learning in museums affords learners…

Learning Grasp Context Distinctions that Generalize

NASA Technical Reports Server (NTRS)

Platt, Robert; Grupen, Roderic A.; Fagg, Andrew H.

2006-01-01

Control-based approaches to grasp synthesis create grasping behavior by sequencing and combining control primitives. In the absence of any other structure, these approaches must evaluate a large number of feasible control sequences as a function of object shape, object pose, and task. This work explores a new approach to grasp synthesis that limits consideration to variations on a generalized localize-reach-grasp control policy. A new learning algorithm, known as schema structured learning, is used to learn which instantiations of the generalized policy are most likely to lead to a successful grasp in different problem contexts. Two experiments are described where Dexter, a bimanual upper torso, learns to select an appropriate grasp strategy as a function of object eccentricity and orientation. In addition, it is shown that grasp skills learned in this way can generalize to new objects. Results are presented showing that after learning how to grasp a small, representative set of objects, the robot's performance quantitatively improves for similar objects that it has not experienced before.

Concord grape juice reverses the age-related impairment in latent learning in rats.

PubMed

Smith, Jessica M; Stouffer, Eric M

2014-02-01

Two experiments were conducted to determine if dietary supplementation with Concord grape juice could reverse the latent learning impairment normally observed in middle-aged male rats. Both experiments utilized the latent cue preference (LCP) task, in which water-replete rats sample water in one compartment of a three-compartment box, and are subsequently given a compartment preference test when water-deprived to determine if they remember the compartment cue previously associated with water. In the first experiment, 40 male Sprague-Dawley rats (9, 10, 11, or 12 months old) were used to determine the age of onset of the impairment. In the second experiment, 24 male Sprague-Dawley rats (11 months old) were given daily access (10 ml/day) to 50% Concord grape juice, 50% white grape juice, or a calorically-equivalent sugar solution daily for 5 weeks prior to training. The first experiment revealed that the latent learning impairment begins to manifest at 10 months of age in the male rats and is fully present at 11 months. The second experiment showed that rats that consumed the 50% Concord grape juice for 5 weeks beginning at 11 months of age showed intact latent learning in the LCP task, while rats that consumed the other two supplements showed the normal impairment on the LCP task. These results indicate that daily supplementation with Concord grape juice was able to reverse the latent learning impairment normally seen in middle-aged male rats. This reversal is most likely due to the presence of flavonoids in Concord grape juice.

Transforming clinical imaging and 3D data for virtual reality learning objects: HTML5 and mobile devices implementation.

PubMed

Trelease, Robert B; Nieder, Gary L

2013-01-01

Web deployable anatomical simulations or "virtual reality learning objects" can easily be produced with QuickTime VR software, but their use for online and mobile learning is being limited by the declining support for web browser plug-ins for personal computers and unavailability on popular mobile devices like Apple iPad and Android tablets. This article describes complementary methods for creating comparable, multiplatform VR learning objects in the new HTML5 standard format, circumventing platform-specific limitations imposed by the QuickTime VR multimedia file format. Multiple types or "dimensions" of anatomical information can be embedded in such learning objects, supporting different kinds of online learning applications, including interactive atlases, examination questions, and complex, multi-structure presentations. Such HTML5 VR learning objects are usable on new mobile devices that do not support QuickTime VR, as well as on personal computers. Furthermore, HTML5 VR learning objects can be embedded in "ebook" document files, supporting the development of new types of electronic textbooks on mobile devices that are increasingly popular and self-adopted for mobile learning. © 2012 American Association of Anatomists.

The company objects keep: Linking referents together during cross-situational word learning.

PubMed

Zettersten, Martin; Wojcik, Erica; Benitez, Viridiana L; Saffran, Jenny

2018-04-01

Learning the meanings of words involves not only linking individual words to referents but also building a network of connections among entities in the world, concepts, and words. Previous studies reveal that infants and adults track the statistical co-occurrence of labels and objects across multiple ambiguous training instances to learn words. However, it is less clear whether, given distributional or attentional cues, learners also encode associations amongst the novel objects. We investigated the consequences of two types of cues that highlighted object-object links in a cross-situational word learning task: distributional structure - how frequently the referents of novel words occurred together - and visual context - whether the referents were seen on matching backgrounds. Across three experiments, we found that in addition to learning novel words, adults formed connections between frequently co-occurring objects. These findings indicate that learners exploit statistical regularities to form multiple types of associations during word learning.

Cognitive Factors that Impact Learning in the Field: Observations from an REU Project on Precambrian Rocks of Yellowstone National Park

NASA Astrophysics Data System (ADS)

Henry, D.; Mogk, D. W.; Goodwin, C.

2011-12-01

Field work requires cognitive processing on many different levels, and constitutes a powerful and important learning environment. To be effective and meaningful, the context of field work must be fully understood in terms of key research questions, earlier published work, regional geology, geologic history, and geologic processes. Scale(s) of observation and sample selection methods and strategies must be defined. Logistical decisions must be made about equipment needed, points of access, and navigation in the field. Professional skills such as field note-taking, measuring structural data, and rock descriptions must be employed, including appropriate use of field tools. Interpretations of geologic features in the field must be interpreted through recall of concepts from the geologic knowledge base (e.g. crystallization history of igneous rocks interpreted through phase diagrams). Field workers need to be able to self-monitor and self-regulate their actions (metacognitively), and make adjustments to daily plans as needed. The results of field work must be accurately and effectively communicated to other geoscientists. Personal and professional ethics and values are brought to bear as decisions are made about whether or not the work has been satisfactorily completed at a field site. And, all of this must be done against a back drop of environmental factors that affect the ability to do this work (e.g. inclement weather, bears, impassable landscapes). The simultaneous relevance of all these factors creates a challenging, but rewarding environment for learning on many different scales. During our REU project to study the Precambrian rocks in the back country of Yellowstone National Park (YNP), we considered these cognitive factors in designing our project curriculum. To reduce the "novelty space" of the project a website was developed that described the project goals and expected outcomes, introduced primary literature, and alerted students about the physical demands of working in YNP.. Daily field activities were designed to scaffold accrued knowledge by placing specific new experiences in the path of students to sequentially build their own understanding of local geology. Students gained increasing responsibility and autonomy for developing daily research objectives and plans, and for decision-making while in the field. Instructors demonstrated specific field skills, and used "talk-through" approaches to explain what, why, and how we conduct our own investigations. We were particularly interested in helping students make the first inscriptions of their interpretations of nature in field notes, sketches, and maps, and in using embodiment (positioning oneself in space to correctly make observations and collect data) to foster learning. In the course of this study we videotaped students in the field to document the evolution of their field skills. Observations, interviews and surveys of students indicate that students' confidence in their abilities to conduct geologic research in the field increased by 20-40% (Likert scale) in this project. By explicitly addressing cognitive demands, students working in the field can achieve significant learning gains.

Authoring of Learning Objects in Context

ERIC Educational Resources Information Center

Specht, Marcus; Kravcik, Milos

2006-01-01

Learning objects and content interchange standards provide new possibilities for e-learning. Nevertheless the content often lacks context data to find appropriate use for adaptive learning on demand and personalized learning experiences. In the Remotely Accessible Field Trips (RAFT) project mobile authoring of learning content in context has shown…

Project MAPP. The Vocabulary Booklet # 1. Implementing the Instructional Program: A Competency-Based Adult Education Learning System.

ERIC Educational Resources Information Center

Maryland State Dept. of Education, Baltimore.

This booklet is intended to help adults master the basic and life skill vocabulary needed to meet the simple communication demands of daily life. It is designed to assist adult basic education (ABE) teachers in the implementation of a competency-based learning system that emphasizes the integration of basic and life skills learning. The booklet…

The Development of Route Learning in Down Syndrome, Williams Syndrome and Typical Development: Investigations with Virtual Environments

ERIC Educational Resources Information Center

Purser, Harry R. M.; Farran, Emily K.; Courbois, Yannick; Lemahieu, Axelle; Sockeel, Pascal; Mellier, Daniel; Blades, Mark

2015-01-01

The ability to navigate new environments has a significant impact on the daily life and independence of people with learning difficulties. The aims of this study were to investigate the development of route learning in Down syndrome (N = 50), Williams syndrome (N = 19), and typically developing children between 5 and 11 years old (N = 108); to…

A Comparative Laboratory Study of the Effects of Two Teaching Patterns on Certain Aspects of the Behavior of Students in Fifth Grade Science.

ERIC Educational Resources Information Center

Shymansky, James Andrew

Student behaviors associated with two sets of learning conditions in a fifth grade science program were investigated. The effects of student-structured learning of science (SSLS) and teacher-structured learning in science (TSLS) on classroom behaviors of the students were analyzed. Observational data of student behavior were collected daily by a…

Students' Perceptions of an Experiential Learning Activity Designed to Develop Knowledge of Food and Food Preparation Methods

ERIC Educational Resources Information Center

Leveritt, Michael; Ball, Lauren; Desbrow, Jane

2013-01-01

The aim of this study was to describe student learning after completing an experiential learning task that was designed to develop students' knowledge of food and food preparation methods. The task required students to follow a special diet and then complete a daily online journal entry about the experience for other students to read and review.…

Educational Knowledge Generation from Administrative Data

ERIC Educational Resources Information Center

Arevalillo-Herraez, Miguel; Moreno-Clari, Paloma; Cerveron-Lleo, Vicente

2011-01-01

Most universities use Information Systems (IS) to perform their daily administrative activities (student enrollment, data files, accountancy, etc.), and an integrated Learning Management System (LMS) to support teaching and learning. However, although a lot of effort has been put into deploying these computerized systems, the data that they…

A Step-by-Step Study of Formative Assessment

ERIC Educational Resources Information Center

Pietsch, Laura

2013-01-01

This article presents a guide to the development of formative assessments for school librarians participating in professional learning communities (PLC). It describes librarians' reading of assigned books, meeting with their PLCs, and incorporation of learned strategies in their daily instruction. Central library service readers' regular visits to…

Beyond Special Education: A New Vision of Academic Support

ERIC Educational Resources Information Center

Mowschenson, Julie Joyal; Weintraub, Robert J.

2009-01-01

This article describes Brookline High School's new Tutorial Program, an alternative to the more traditional special education learning center. The Tutorial serves students with learning disabilities, replacing conventional special education support with academic guidance from regular classroom teachers. Tutorial students meet daily with a team of…

Effectiveness of Vocabulary Intervention for Older Children with (Developmental) Language Disorder

ERIC Educational Resources Information Center

Wright, Lisa; Pring, Tim; Ebbels, Susan

2018-01-01

Background: Children with developmental language disorder (DLD) frequently have difficulties with word learning and understanding vocabulary. For these children, this can significantly impact on social interactions, daily activities and academic progress. Although there is literature providing a rationale for targeting word learning in such…

Movement and Learning in Elementary School

ERIC Educational Resources Information Center

Lindt, Suzanne F.; Miller, Stacia C.

2017-01-01

Incorporating movement into elementary school lessons in reading, math, and other subjects can boost students' interest and academic learning while also helping them meet recommendations for daily involvement in physical activity. In a recent study, researchers found that students in classrooms where movement was integrated into regular lessons,…

Head and neck trauma in Iraq and Afghanistan: different war, different surgery, lessons learned.

PubMed

Brennan, Joseph

2013-10-01

The objectives are to compare and contrast the head and neck trauma experience in Iraq and Afghanistan and to identify trauma lessons learned that are applicable to civilian practice. A retrospective review of one head and neck surgeon's operative experience in Iraq and Afghanistan was performed using operative logs and medical records. The surgeon's daily operative log book with patient demographic data and operative reports was reviewed. Also, patient medical records were examined to identify the preoperative and postoperative course of care. The head and neck trauma experiences in Iraq and Afghanistan were very different, with a higher percentage of emergent cases performed in Iraq. In Iraq, only 10% of patients were pretreated at a facility with surgical capabilities. In Afghanistan, 93% of patients were pretreated at such facilities. Emergent neck exploration for penetrating neck trauma and emergent airway surgery were more common in Iraq, which most likely accounted for the increased perioperative mortality also seen in Iraq (5.3% in Iraq vs. 1.3% in Afghanistan). Valuable lessons regarding soft tissue trauma repair, midface fracture repair, and mandible fracture repair were learned. The head and neck trauma experiences in Iraq and Afghanistan were very different, and the future training for mass casualty trauma events should reflect these differences. Furthermore, valuable head and neck trauma lessons learned in both war zones are applicable to the civilian practice of trauma. Level 4. Copyright © 2013 The American Laryngological, Rhinological and Otological Society, Inc.

A balancing act: a phenomenological exploration of medical students' experiences of using mobile devices in the clinical setting

PubMed Central

Rashid-Doubell, F; Mohamed, S; Elmusharaf, K; O'Neill, C S

2016-01-01

Objective The aims of this study were to describe the experiences of senior students using mobile devices in a clinical setting while learning and interacting with clinical teachers, patients and each other, and to identify challenges that facilitated or impeded the use of such devices in the hospital. Design Interpretative phenomenology was chosen to guide our enquiry. Semi-structured interviews were conducted to examine the experiences of five senior medical students using mobile devices in the clinical setting. Setting and participants Senior medical students at an international medical school in the Middle East. Results Three main themes emerged from the data analysis: learning; professional identity and transitioning from student to doctor. The findings showed that using mobile devices in the clinical area as a learning tool was not a formalised process. Rather, it was opportunistic learning at the bedside and on occasion a source of distraction from clinical teaching. Students needed to negotiate relationships between themselves, the clinical teacher and patients in order to ensure that they maintained an acceptable professional image. Participants experienced and negotiated the change from student to doctor making them mindful of using their devices at the bedside. Conclusions Mobile devices are part of daily life for a medical student and there is a need to adapt medical education in the clinical setting, to allow the students to use their devices in a sensitive manner. PMID:27142860

The learning of resources of the unified health system in the radiology residency program*

PubMed Central

de Oliveira, Aparecido Ferreira; Lederman, Henrique Manoel; Batista, Nildo Alves

2014-01-01

Objective To investigate the learning on the management of resources of the Unified Health System (Sistema Único de Saúde - SUS) and its interfaces with private institutions in the radiology residency program of Escola Paulista de Medicina - Universidade Federal de São Paulo, in order to improve radiologists' training. Materials and Methods Exploratory research with quantitative and qualitative approach to residents, faculty staff and preceptors of the program, utilizing Likert questionnaires (46), deepening interviews (18) and categorization based upon meaning units (thematic analysis). Results Sixty-three per cent of the respondents claim the non-existence of an opportunity for the residents to be acquainted with the management of SUS resources, and were even more categorical (76%) regarding the knowledge about resources from private institutions in the intersection with SUS. Conclusion The learning on the management of SUS resources represents a relevant challenge to be overcome by residency programs, considering the extensiveness and complexity of the Brazilian health system, that is not sufficiently approached during the program, even in its most basic aspects, with daily experiences involving an excessive number of patients and a busy agenda, besides the inadequate public health infrastructure. The present study indicates the need for a greater emphasis on the development of the learning on aspects related to the management of resources from the SUS, assimilating particularities and overcoming the frequent difficulties, thus improving the training of radiologists. PMID:25741072

Practice-based learning experience to develop residents as clinical faculty members.

PubMed

Slazak, Erin M; Zurick, Gina M

2009-07-01

A practice-based learning experience designed to expose postgraduate year 1 (PGY1) and 2 (PGY2) residents to and prepare them for a career as clinical faculty is described. A practice-based learning experience was designed to give PGY1 and PGY2 residents exposure to the responsibilities of a clinical faculty member, integrating clinical practice, preceptor duties, and other academia-related responsibilities. The learning experience is a four-week, elective rotation for PGY1 and PGY2 residents. The rotation is designed to correspond to a four-week advanced pharmacy practice experience (APPE) rotation, allowing the resident to work continuously with the same one or two APPE students for the entire rotation. The resident is required to design and implement a rotation for the students and provide clinical services while integrating students into daily tasks, facilitating topic and patient discussions, evaluating assignments, providing constructive feedback, and assigning a final rotation grade. The resident also attends all academic and committee meetings and teaching obligations with his or her residency director, if applicable. The resident is mentored by the residency director throughout all phases of the rotation and is evaluated using goals and objectives tailored to this experience. The development of a formal, structured rotation to give postgraduate residents experience as a preceptor provided an opportunity for residents to further explore their interests in academia and allowed them to serve as a primary preceptor while being guided and evaluated by a mentor.

How does the brain rapidly learn and reorganize view-invariant and position-invariant object representations in the inferotemporal cortex?

PubMed

Cao, Yongqiang; Grossberg, Stephen; Markowitz, Jeffrey

2011-12-01

All primates depend for their survival on being able to rapidly learn about and recognize objects. Objects may be visually detected at multiple positions, sizes, and viewpoints. How does the brain rapidly learn and recognize objects while scanning a scene with eye movements, without causing a combinatorial explosion in the number of cells that are needed? How does the brain avoid the problem of erroneously classifying parts of different objects together at the same or different positions in a visual scene? In monkeys and humans, a key area for such invariant object category learning and recognition is the inferotemporal cortex (IT). A neural model is proposed to explain how spatial and object attention coordinate the ability of IT to learn invariant category representations of objects that are seen at multiple positions, sizes, and viewpoints. The model clarifies how interactions within a hierarchy of processing stages in the visual brain accomplish this. These stages include the retina, lateral geniculate nucleus, and cortical areas V1, V2, V4, and IT in the brain's What cortical stream, as they interact with spatial attention processes within the parietal cortex of the Where cortical stream. The model builds upon the ARTSCAN model, which proposed how view-invariant object representations are generated. The positional ARTSCAN (pARTSCAN) model proposes how the following additional processes in the What cortical processing stream also enable position-invariant object representations to be learned: IT cells with persistent activity, and a combination of normalizing object category competition and a view-to-object learning law which together ensure that unambiguous views have a larger effect on object recognition than ambiguous views. The model explains how such invariant learning can be fooled when monkeys, or other primates, are presented with an object that is swapped with another object during eye movements to foveate the original object. The swapping procedure is predicted to prevent the reset of spatial attention, which would otherwise keep the representations of multiple objects from being combined by learning. Li and DiCarlo (2008) have presented neurophysiological data from monkeys showing how unsupervised natural experience in a target swapping experiment can rapidly alter object representations in IT. The model quantitatively simulates the swapping data by showing how the swapping procedure fools the spatial attention mechanism. More generally, the model provides a unifying framework, and testable predictions in both monkeys and humans, for understanding object learning data using neurophysiological methods in monkeys, and spatial attention, episodic learning, and memory retrieval data using functional imaging methods in humans. Copyright © 2011 Elsevier Ltd. All rights reserved.

View-Invariant Object Category Learning, Recognition, and Search: How Spatial and Object Attention are Coordinated Using Surface-Based Attentional Shrouds

ERIC Educational Resources Information Center

Fazl, Arash; Grossberg, Stephen; Mingolla, Ennio

2009-01-01

How does the brain learn to recognize an object from multiple viewpoints while scanning a scene with eye movements? How does the brain avoid the problem of erroneously classifying parts of different objects together? How are attention and eye movements intelligently coordinated to facilitate object learning? A neural model provides a unified…

Improving Your Daily Practice: A Guide for Effective School Leadership

ERIC Educational Resources Information Center

Berkey, Timothy B.

2009-01-01

This book will show principals how they can change daily practices to invest more time in the improvement of teaching and learning. It redirects leadership to effective practices in instructional leadership. Contents include an Introduction and the following chapters: (1) Why Change the Way I Lead?; (2) The Path to Effective School Leadership; (3)…

The Strategic Attitude: Integrating Strategic Planning into Daily University Worklife

ERIC Educational Resources Information Center

Dickmeyer, Nathan

2004-01-01

Chief financial officers in today's universities are so busy with the challenges of day-to-day management that strategic thinking often takes a back seat. Planning for strategic change can go a long way toward streamlining the very daily tasks that obscure the "big picture." Learning how to integrate strategic thinking into day-to-day management…

The Edge of Messy: Interplays of Daily Storytelling and Grand Narratives in Teacher Learning

ERIC Educational Resources Information Center

Selland, Makenzie K.

2017-01-01

This paper examines the interplay of daily storytelling and societal narratives of teaching in one student teacher's experience. Drawing on narrative and post-structural theories, I conducted a case study using narrative inquiry and ethnographic methods to examine the moment-to-moment storytelling of one student teacher across a range of teaching…

100 Minutes: Making Every Minute Count in the Literacy Block

ERIC Educational Resources Information Center

Donohue, Lisa

2012-01-01

It is possible to create a literacy block where teachers meet with students for guided reading and writing conferences, and provide daily explicit instruction in both reading and writing. A comprehensive look at literacy and learning, "100 Minutes" shows teachers how to fit balanced literacy into a daily 100-minute literacy block using a framework…

How Object, Situation and Personality Shape Human Attitude in Learning: An Activity Perspective and a Multilevel Modeling Approach

ERIC Educational Resources Information Center

Sun, Jun

2009-01-01

Based on Activity Theory, this article examines attitude formation in human learning as shaped by the experiences of individual learners with various learning objects in particular learning contexts. It hypothesizes that a learner's object-related perceptions, personality traits and situational perceptions may have different relationships with the…

Building Communities for the Exchange of Learning Objects: Theoretical Foundations and Requirements

ERIC Educational Resources Information Center

Koper, Rob; Pannekeet, Kees; Hendriks, Maaike; Hummel, Hans

2004-01-01

In order to reduce overall costs of developing high-quality digital courses (including both the content, and the learning and teaching activities), the exchange of learning objects has been recognized as a promising solution. This article makes an inventory of the issues involved in the exchange of learning objects within a community. It explores…

Prevalence of adherence to fluid restriction in kidney patients in haemodialysis: objective indicator and perceived compliance.

PubMed

Iborra-Moltó, Carmelo; López-Roig, Sofía; Pastor-Mira, M de Los Ángeles

2012-07-17

Studies of adherence to fluid restriction show high variability in prevalence data, as different methods of measuring IWG (interdialysis weight gain) and cut-off criteria are used. To describe the prevalence of adherence to fluid restriction using daily IWG (criterion: ≤1 Kg) and daily IWG adjusted for dry weight (DW) (cut-off point adjusted criterion: DW<70 kg, IWG=1 kg/day; DW>70 kg and ≤80 kg, IWG=1.1 kg/day; DW>80 kg and ≤90 kg, IWG=1.2 kg/day; DW>90 kg, IWG=1.3 kg/day) and to study the association between this objective indicator and adherence behaviour as reported by patient. Our study included a total of 146 patients with a mean age of 66 years (SD: 13.6 years; range: 25-88 years), 66% of which were male. Ours was a longitudinal study with one month of follow-up. We collected both sociodemographic and clinical variables and mean daily IWG. Patient-reported adherence behaviour was assessed through an interview by a trained staff member from outside the department who asked the following question: "In order to avoid complications between haemodialysis sessions: during the last month, how many days did you ingest less than 1 litre of fluid per day?" (0= no days; 10= every day). A score ≤5 led to categorisation of patients as compliant with treatment. Statistical analysis included descriptive analysis, correlation test, chi-square and Crosstabs, ROC curve and logistic regression procedures. Prevalence of "objective" adherence to fluid restriction was 61% (mean daily IWG≤1kg) and 73% (mean daily IWG adjusted for dry weight). Reported adherence (prevalence: 56.2%) was associated with IWG adjusted for weight (chi-square =31.34; P=.000). In patients with objective adherence adjusted for weight, the prevalence of reported adherence was 1.65 times that of non-adherence (PR=1.65; 95% CI: 1.29-2.11). The final model for estimating the association between reported adherence behaviour and daily adjusted IWG included: age (higher), dry weight (lower), potassium (lower), time on haemodialysis treatment (less) and its interaction with reported behaviour (F=50.70; P=.000; R2=44%). The sensitivity of reported adherence behaviour for detecting objective adherence adjusted for dry weight was 89%; specificity was 58%, and the overall classification power was 85% (AUC=.85; 95% CI: 0.78-0.92). The probability of objective adherence adjusted for weight in patients who claimed proper adherence was 9 times higher than in non-compliant patients in patients who had been on HD for 2.3 years (PORp25=9.16; 95% CI: 2.58-32.51); 6 times higher in patients on HD for 4.7 years (PORP50=6.16; 95% CI: 2.1217.92); and 3 times higher in those on HD for 8.2 years (PORp75=3.44; 95% CI: 1.32-8.96). Prevalence of adherence to fluid restriction was 73% and 16% depending on daily IWG adjusted/not adjusted for dry weight, respectively. Absolute daily IWG adjusted for weight seems a good indicator of adherence, as it allows for a personalised fluid restriction regimen. Significant association between this objective indicator and reported adherence behaviour supports a combination of patient approach and objective data, which can help with the adjustment of the individual cut-off for daily IWG. This also provides useful information for designing intervention strategies to maintain and increase adherence.

The Implementation of Medical Informatics in the National Competence Based Catalogue of Learning Objectives for Undergraduate Medical Education (NKLM).

PubMed

Behrends, Marianne; Steffens, Sandra; Marschollek, Michael

2017-01-01

The National Competence Based Catalogue of Learning Objectives for Undergraduate Medical Education (NKLM) describes medical skills and attitudes without being ordered by subjects or organs. Thus, the NKLM enables systematic curriculum mapping and supports curricular transparency. In this paper we describe where learning objectives related to Medical Informatics (MI) in Hannover coincide with other subjects and where they are taught exclusively in MI. An instance of the web-based MERLIN-database was used for the mapping process. In total 52 learning objectives overlapping with 38 other subjects could be allocated to MI. No overlap exists for six learning objectives describing explicitly topics of information technology or data management for scientific research. Most of the overlap was found for learning objectives relating to documentation and aspects of data privacy. The identification of numerous shared learning objectives with other subjects does not mean that other subjects teach the same content as MI. Identifying common learning objectives rather opens up the possibility for teaching cooperations which could lead to an important exchange and hopefully an improvement in medical education. Mapping of a whole medical curriculum offers the opportunity to identify common ground between MI and other medical subjects. Furthermore, in regard to MI, the interaction with other medical subjects can strengthen its role in medical education.

Starting learning in medical practice: an evaluation of a new Introductory Clerkship.

PubMed

Jacobs, J C G; Bolhuis, S; Bulte, J A; Laan, R; Holdrinet, R S G

2005-08-01

The transition from undergraduate medical education to learning in clinical clerkships can be difficult for students. Learning in clinical practice requires awareness of learning opportunities and goals, active elaboration and reflection. Staff should provide students with guidance to learn from their experiences. A new Introductory Clerkship was designed to facilitate the start of goal-oriented, active and reflective work-based learning. This four-week clerkship is a result of the cooperation of six major specialties in the university hospital. The innovations included explicitly formulated goals, a description of the student's activities in daily practice and of the staff's role, group meetings, a logbook, a halfway formative interview and a final summative interview. The aim of this study was to investigate to what extent the innovations of the new Introductory Clerkship were implemented and how students and residents valued them. Two questionnaires were constructed: one was administered to students (n = 54) and the other to residents (n = 27). Students considered participation in daily practice very instructive, although more observations of history taking and physical examination are wanted. The interviews and group meetings promote students' learning. Use of the logbook needs improvement. Residents perceived a shortage of time and would appreciate more participation of staff members, as well as a better preparation for supervising tasks. Overall, the study demonstrates that it is possible to introduce innovations in clinical clerkships to improve the learning environment of work-based learning.

Recognizing Academic Performance, Sleep Quality, Stress Level, and Mental Health using Personality Traits, Wearable Sensors and Mobile Phones

PubMed Central

Sano, Akane; Phillips, Andrew J.; Yu, Amy Z.; McHill, Andrew W.; Taylor, Sara; Jaques, Natasha; Czeisler, Charles A.; Klerman, Elizabeth B.; Picard, Rosalind W.

2017-01-01

What can wearable sensors and usage of smart phones tell us about academic performance, self-reported sleep quality, stress and mental health condition? To answer this question, we collected extensive subjective and objective data using mobile phones, surveys, and wearable sensors worn day and night from 66 participants, for 30 days each, totaling 1,980 days of data. We analyzed daily and monthly behavioral and physiological patterns and identified factors that affect academic performance (GPA), Pittsburg Sleep Quality Index (PSQI) score, perceived stress scale (PSS), and mental health composite score (MCS) from SF-12, using these month-long data. We also examined how accurately the collected data classified the participants into groups of high/low GPA, good/poor sleep quality, high/low self-reported stress, high/low MCS using feature selection and machine learning techniques. We found associations among PSQI, PSS, MCS, and GPA and personality types. Classification accuracies using the objective data from wearable sensors and mobile phones ranged from 67–92%. PMID:28516162

Learning & Memory: The Brain in Action.

ERIC Educational Resources Information Center

Sprenger, Marilee

Based on the assumption that the more teachers know about brain science, the better prepared they will be to make instructional decisions, this book presents information on current research regarding learning and memory, and applies the research to situations that educators face daily. Chapter 1 examines the structure of the brain and its…

Virtual Learning: Examination of ICT as Beneficial Learning Tool for Children's Social Development

ERIC Educational Resources Information Center

Theodotou, Evgenia; Kaitsa-Kulovana, Helena

2012-01-01

Nowadays, technology is advancing on daily basis and more resources are available for educational purposes. However, there are concerns regarding negative effects it can have on children's development. This research investigates the impact of technology, particularly computers on children's social behaviour. There is considerable amount of…

Reflection in Learning Processes through Simulation/Gaming.

ERIC Educational Resources Information Center

Rosenorn, Torben; Kofoed, Lise Busk

1998-01-01

Discusses problems associated with organizational or technological change. Presents the results of learning experiments in experimentaria, rooms for experiments removed from the daily activities of an organization. Concludes that experimentaria seem to create a higher level of self-respect and respect for others' skills and knowledge as well as a…

Understanding Student Learning: The Need for Education Data

ERIC Educational Resources Information Center

Slaven, Chip

2015-01-01

Schools have long collected information about students, from basic emergency contact details to daily attendance statistics. But only recently have schools used education technology to collect solid, reliable information (or data) about how students learn--as well as details about their strengths, challenges, and individual traits that impact…

Group Hypnotherapy With Learning Disabled Children.

ERIC Educational Resources Information Center

Johnson, Lynn S.; And Others

The impact of group hypnotic and self-hypnotic training on the academic performance and self-esteem of learning disabled children was explored. Three hypnotic training sessions and instructions for six weeks of daily self-hypnotic practice containing suggestions for imagery related to improvement in these areas were given to 15 children, their…

Design Principles Guide Educators in Choosing and Using Curriculum Materials. Research Review

ERIC Educational Resources Information Center

Foster, Elizabeth

2018-01-01

Engaging with materials can shape the teaching experience, teachers' practices and mindsets, and, ultimately, students' learning experiences. This issue of "Learning Professional" looks at an area of emerging interest: curriculum materials and the role they play in the daily work of educators and leaders. Educators, researchers, and…

The Relationship of Health and Nutrition to the Learning Process.

ERIC Educational Resources Information Center

Norwood, Glenda R.

In addition to identifying the causes and physical effects of various nutritional deficiencies, this discussion describes the effects of each deficiency on the learning process. The recommended daily food intake for children and teenagers is also noted. Eight types of nutritional deficiency are discussed in detail: (1) malnutrition (both…

Secrets of Successful Homeschooling

ERIC Educational Resources Information Center

Rivero, Lisa

2011-01-01

Parents who homeschool gifted children often find the daily practice of home education very different from what they had imagined. Gifted children are complex in both personality and learning styles. Parents who say that homeschooling works well for their gifted children have learned from others or discovered on their own several secrets that make…

Extended Mnemonic Instruction with Learning Disabled Students.

ERIC Educational Resources Information Center

Tolfa, Debra; And Others

Sixty-four learning disabled sixth, seventh, and eighth grade students were assigned to 24 small instructional groups which were in turn assigned at random to mnemonic and control conditions. Instructional groups were then given three daily lessons on dinosaurs in counterbalanced order. The lessons involved dinosaur vocabulary, attributes of…

Minimizing Security Vulnerabilities in High-Tech Classrooms

ERIC Educational Resources Information Center

Ozkan, Betul C.; Gunay, Vedat

2004-01-01

Emerging technologies are quickly becoming part of daily learning and teaching endeavors in academia. Due to the access to certain high-tech tools educators must learn how to integrate these tools in educational settings. However, many also encounter problems and weaknesses in the same high-tech environment that uses and delivers information…

Computer-Assisted Language Learning: Current Programs and Projects. ERIC Digest.

ERIC Educational Resources Information Center

Higgins, Chris

For many years, foreign language teachers have used the computer to provide supplemental exercises in the instruction of foreign languages. In recent years, advances in computer technology have motivated teachers to reassess the computer and consider it a valuable part of daily foreign language learning. Innovative software programs, authoring…

School Restructuring: What Works When? A Guide for Education Leaders

ERIC Educational Resources Information Center

Hassel, Emily Ayscue; Hassel, Bryan C.; Arkin, Matthew D.; Kowal, Julie M.; Steiner, Lucy M.

2009-01-01

Studies of high-performing schools, where all students learn more than similar students in other schools, show common design elements. These elements are comprehensive, affecting the whole school, and include: (1) Clear mission guiding daily activities; (2) High, unyielding expectations that all students will learn; (3) Frequent monitoring of…

Tips from Teachers: Ideas that Work.

ERIC Educational Resources Information Center

Henick, Louise; And Others

1994-01-01

Five articles describe effective ideas and techniques suggested by correctional educators. In "Warming Up: Mental Exercises for Successful Learning" (Louise Henick), warm-up exercises to help students get ready to learn are discussed, such as daily journals, word of the day, and quote of the day. "Keeping Students Posted" (Richard Johnson) shows…

Teaching from Objects and Stories: Learning about the Bering Sea Eskimo People. Smithsonian in Your Classroom.

ERIC Educational Resources Information Center

Smigielski, Alan

The three lesson plans in this issue feature the Eskimos of the Bering Sea and their culture. The lesson plans are: (1) "Learning about a Culture from Its Objects"; (2) "Learning about a Culture from a Story"; and (3) "Everyday Objects." Each lesson cites student objectives; lists materials needed; gives subjects…

The role of rewarding and novel events in facilitating memory persistence in a separate spatial memory task.

PubMed

Salvetti, Beatrice; Morris, Richard G M; Wang, Szu-Han

2014-01-15

Many insignificant events in our daily life are forgotten quickly but can be remembered for longer when other memory-modulating events occur before or after them. This phenomenon has been investigated in animal models in a protocol in which weak memories persist longer if exploration in a novel context is introduced around the time of memory encoding. This study aims to understand whether other types of rewarding or novel tasks, such as rewarded learning in a T-maze and novel object recognition, can also be effective memory-modulating events. Rats were trained in a delayed matching-to-place task to encode and retrieve food locations in an event arena. Weak encoding with only one food pellet at the sample location induced memory encoding but forgetting over 24 h. When this same weak encoding was followed by a rewarded task in a T-maze, the memory persisted for 24 h. Moreover, the same persistence of memory over 24 h could be achieved by exploration in a novel box or by a rewarded T-maze task after a "non-rewarded" weak encoding. When the one-pellet weak encoding was followed by novel object exploration, the memory did not persist at 24 h. Together, the results confirm that place encoding is possible without explicit reward, and that rewarded learning in a separate task lacking novelty can be an effective memory-modulating event. The behavioral and neurobiological implications are discussed.

System light-loading technology for mHealth: Manifold-learning-based medical data cleansing and clinical trials in WE-CARE Project.

PubMed

Huang, Anpeng; Xu, Wenyao; Li, Zhinan; Xie, Linzhen; Sarrafzadeh, Majid; Li, Xiaoming; Cong, Jason

2014-09-01

Cardiovascular disease (CVD) is a major issue to public health. It contributes 41% to the Chinese death rate each year. This huge loss encouraged us to develop a Wearable Efficient teleCARdiology systEm (WE-CARE) for early warning and prevention of CVD risks in real time. WE-CARE is expected to work 24/7 online for mobile health (mHealth) applications. Unfortunately, this purpose is often disrupted in system experiments and clinical trials, even if related enabling technologies work properly. This phenomenon is rooted in the overload issue of complex Electrocardiogram (ECG) data in terms of system integration. In this study, our main objective is to get a system light-loading technology to enable mHealth with a benchmarked ECG anomaly recognition rate. To achieve this objective, we propose an approach to purify clinical features from ECG raw data based on manifold learning, called the Manifold-based ECG-feature Purification algorithm. Our clinical trials verify that our proposal can detect anomalies with a recognition rate of up to 94% which is highly valuable in daily public health-risk alert applications based on clinical criteria. Most importantly, the experiment results demonstrate that the WE-CARE system enabled by our proposal can enhance system reliability by at least two times and reduce false negative rates to 0.76%, and extend the battery life by 40.54%, in the system integration level.

MODeLeR: A Virtual Constructivist Learning Environment and Methodology for Object-Oriented Design

ERIC Educational Resources Information Center

Coffey, John W.; Koonce, Robert

2008-01-01

This article contains a description of the organization and method of use of an active learning environment named MODeLeR, (Multimedia Object Design Learning Resource), a tool designed to facilitate the learning of concepts pertaining to object modeling with the Unified Modeling Language (UML). MODeLeR was created to provide an authentic,…

Design Guide for Earth System Science Education: Common Student Learning Objectives and Special Pedagogical Approaches

NASA Astrophysics Data System (ADS)

Baker, D.

2006-12-01

As part of the NASA-supported undergraduate Earth System Science Education (ESSE) program, fifty-seven institutions have developed and implemented a wide range of Earth system science (ESS) courses, pedagogies, and evaluation tools. The Teaching, Learning, and Evaluation section of USRA's online ESSE Design Guide showcases these ESS learning environments. This Design Guide section also provides resources for faculty who wish to develop ESS courses. It addresses important course design issues including prior student knowledge and interests, student learning objectives, learning resources, pedagogical approaches, and assessments tied to student learning objectives. The ESSE Design Guide provides links to over 130 ESS course syllabi at introductory, senior, and graduate levels. ESS courses over the past 15 years exhibit common student learning objectives and unique pedagogical approaches. From analysis of ESS course syllabi, seven common student learning objectives emerged: 1) demonstrate systems thinking, 2) develop an ESS knowledge base, 3) apply ESS to the human dimension, 4) expand and apply analytical skills, 5) improve critical thinking skills, 6) build professional/career skills, and 7) acquire an enjoyment and appreciation for science. To meet these objectives, ESSE often requires different ways of teaching than in traditional scientific disciplines. This presentation will highlight some especially successful pedagogical approaches for creating positive and engaging ESS learning environments.

Abstract numerical discrimination learning in rats.

PubMed

Taniuchi, Tohru; Sugihara, Junko; Wakashima, Mariko; Kamijo, Makiko

2016-06-01

In this study, we examined rats' discrimination learning of the numerical ordering positions of objects. In Experiments 1 and 2, five out of seven rats successfully learned to respond to the third of six identical objects in a row and showed reliable transfer of this discrimination to novel stimuli after being trained with three different training stimuli. In Experiment 3, the three rats from Experiment 2 continued to be trained to respond to the third object in an object array, which included an odd object that needed to be excluded when identifying the target third object. All three rats acquired this selective-counting task of specific stimuli, and two rats showed reliable transfer of this selective-counting performance to test sets of novel stimuli. In Experiment 4, the three rats from Experiment 3 quickly learned to respond to the third stimulus in object rows consisting of either six identical or six different objects. These results offer strong evidence for abstract numerical discrimination learning in rats.

Impact of feature saliency on visual category learning.

PubMed

Hammer, Rubi

2015-01-01

People have to sort numerous objects into a large number of meaningful categories while operating in varying contexts. This requires identifying the visual features that best predict the 'essence' of objects (e.g., edibility), rather than categorizing objects based on the most salient features in a given context. To gain this capacity, visual category learning (VCL) relies on multiple cognitive processes. These may include unsupervised statistical learning, that requires observing multiple objects for learning the statistics of their features. Other learning processes enable incorporating different sources of supervisory information, alongside the visual features of the categorized objects, from which the categorical relations between few objects can be deduced. These deductions enable inferring that objects from the same category may differ from one another in some high-saliency feature dimensions, whereas lower-saliency feature dimensions can best differentiate objects from distinct categories. Here I illustrate how feature saliency affects VCL, by also discussing kinds of supervisory information enabling reflective categorization. Arguably, principles debated here are often being ignored in categorization studies.

Impact of feature saliency on visual category learning

PubMed Central

Hammer, Rubi

2015-01-01

People have to sort numerous objects into a large number of meaningful categories while operating in varying contexts. This requires identifying the visual features that best predict the ‘essence’ of objects (e.g., edibility), rather than categorizing objects based on the most salient features in a given context. To gain this capacity, visual category learning (VCL) relies on multiple cognitive processes. These may include unsupervised statistical learning, that requires observing multiple objects for learning the statistics of their features. Other learning processes enable incorporating different sources of supervisory information, alongside the visual features of the categorized objects, from which the categorical relations between few objects can be deduced. These deductions enable inferring that objects from the same category may differ from one another in some high-saliency feature dimensions, whereas lower-saliency feature dimensions can best differentiate objects from distinct categories. Here I illustrate how feature saliency affects VCL, by also discussing kinds of supervisory information enabling reflective categorization. Arguably, principles debated here are often being ignored in categorization studies. PMID:25954220

Exploiting Attribute Correlations: A Novel Trace Lasso-Based Weakly Supervised Dictionary Learning Method.

PubMed

Wu, Lin; Wang, Yang; Pan, Shirui

2017-12-01

It is now well established that sparse representation models are working effectively for many visual recognition tasks, and have pushed forward the success of dictionary learning therein. Recent studies over dictionary learning focus on learning discriminative atoms instead of purely reconstructive ones. However, the existence of intraclass diversities (i.e., data objects within the same category but exhibit large visual dissimilarities), and interclass similarities (i.e., data objects from distinct classes but share much visual similarities), makes it challenging to learn effective recognition models. To this end, a large number of labeled data objects are required to learn models which can effectively characterize these subtle differences. However, labeled data objects are always limited to access, committing it difficult to learn a monolithic dictionary that can be discriminative enough. To address the above limitations, in this paper, we propose a weakly-supervised dictionary learning method to automatically learn a discriminative dictionary by fully exploiting visual attribute correlations rather than label priors. In particular, the intrinsic attribute correlations are deployed as a critical cue to guide the process of object categorization, and then a set of subdictionaries are jointly learned with respect to each category. The resulting dictionary is highly discriminative and leads to intraclass diversity aware sparse representations. Extensive experiments on image classification and object recognition are conducted to show the effectiveness of our approach.

Prediction and early detection of delirium in the intensive care unit by using heart rate variability and machine learning.

PubMed

Oh, Jooyoung; Cho, Dongrae; Park, Jaesub; Na, Se Hee; Kim, Jongin; Heo, Jaeseok; Shin, Cheung Soo; Kim, Jae-Jin; Park, Jin Young; Lee, Boreom

2018-03-27

Delirium is an important syndrome found in patients in the intensive care unit (ICU), however, it is usually under-recognized during treatment. This study was performed to investigate whether delirious patients can be successfully distinguished from non-delirious patients by using heart rate variability (HRV) and machine learning. Electrocardiography data of 140 patients was acquired during daily ICU care, and HRV data were analyzed. Delirium, including its type, severity, and etiologies, was evaluated daily by trained psychiatrists. HRV data and various machine learning algorithms including linear support vector machine (SVM), SVM with radial basis function (RBF) kernels, linear extreme learning machine (ELM), ELM with RBF kernels, linear discriminant analysis, and quadratic discriminant analysis were utilized to distinguish delirium patients from non-delirium patients. HRV data of 4797 ECGs were included, and 39 patients had delirium at least once during their ICU stay. The maximum classification accuracy was acquired using SVM with RBF kernels. Our prediction method based on HRV with machine learning was comparable to previous delirium prediction models using massive amounts of clinical information. Our results show that autonomic alterations could be a significant feature of patients with delirium in the ICU, suggesting the potential for the automatic prediction and early detection of delirium based on HRV with machine learning.

Assessing the Effectiveness of Inquiry-based Learning Techniques Implemented in Large Classroom Settings

NASA Astrophysics Data System (ADS)

Steer, D. N.; McConnell, D. A.; Owens, K.

2001-12-01

Geoscience and education faculty at The University of Akron jointly developed a series of inquiry-based learning modules aimed at both non-major and major student populations enrolled in introductory geology courses. These courses typically serve 2500 students per year in four to six classes of 40-160 students each per section. Twelve modules were developed that contained common topics and assessments appropriate to Earth Science, Environmental Geology and Physical Geology classes. All modules were designed to meet four primary learning objectives agreed upon by Department of Geology faculty. These major objectives include: 1) Improvement of student understanding of the scientific method; 2) Incorporation of problem solving strategies involving analysis, synthesis, and interpretation; 3) Development of the ability to distinguish between inferences, data and observations; and 4) Obtaining an understanding of basic processes that operate on Earth. Additional objectives that may be addressed by selected modules include: 1) The societal relevance of science; 2) Use and interpretation of quantitative data to better understand the Earth; 3) Development of the students' ability to communicate scientific results; 4) Distinguishing differences between science, religion and pseudo-science; 5) Evaluation of scientific information found in the mass media; and 6) Building interpersonal relationships through in-class group work. Student pre- and post-instruction progress was evaluated by administering a test of logical thinking, an attitude toward science survey, and formative evaluations. Scores from the logical thinking instrument were used to form balanced four-person working groups based on the students' incoming cognitive level. Groups were required to complete a series of activities and/or exercises that targeted different cognitive domains based upon Bloom's taxonomy (knowledge, comprehension, application, analysis, synthesis and evaluation of information). Daily assessments of knowledge-level learning included evaluations of student responses to pre- and post-instruction conceptual test questions, short group exercises and content-oriented exam questions. Higher level thinking skills were assessed when students completed exercises that required the completion of Venn diagrams, concept maps and/or evaluation rubrics both during class periods and on exams. Initial results indicate that these techniques improved student attendance significantly and improved overall retention in the course by 8-14% over traditional lecture formats. Student scores on multiple choice exam questions were slightly higher (1-3%) for students taught in the active learning environment and short answer questions showed larger gains (7%) over students' scores in a more traditional class structure.

Learning Object Names at Different Hierarchical Levels Using Cross-Situational Statistics.

PubMed

Chen, Chi-Hsin; Zhang, Yayun; Yu, Chen

2018-05-01

Objects in the world usually have names at different hierarchical levels (e.g., beagle, dog, animal). This research investigates adults' ability to use cross-situational statistics to simultaneously learn object labels at individual and category levels. The results revealed that adults were able to use co-occurrence information to learn hierarchical labels in contexts where the labels for individual objects and labels for categories were presented in completely separated blocks, in interleaved blocks, or mixed in the same trial. Temporal presentation schedules significantly affected the learning of individual object labels, but not the learning of category labels. Learners' subsequent generalization of category labels indicated sensitivity to the structure of statistical input. Copyright © 2017 Cognitive Science Society, Inc.

An Object Oriented Approach to Improve the Precision of Learning Object Retrieval in a Self Learning Environment

ERIC Educational Resources Information Center

Raghuveer, V. R.; Tripathy, B. K.

2012-01-01

With the advancements in the WWW and ICT, the e-learning domain has developed very fast. Even many educational institutions these days have shifted their focus towards the e-learning and mobile learning environments. However, from the quality of learning point of view, which is measured in terms of "active learning" taking place, the…

[Cognitive enrichment in farm animals--the impact of social rank and social environment on learning behaviour of dwarf goats].

PubMed

Baymann, Ulrike; Langbein, Jan; Siebert, Katrin; Nürnberg, Gerd; Manteuffel, Gerhard; Mohr, Elmar

2007-01-01

The influence of social rank and social environment on visual discrimination learning of small groups of Nigerian dwarf goats (Capra hircus, n = 79) was studied using a computer-controlled learning device integrated in the animals' home pen. The experiment was divided into three sections (LE1, LE1 u, LE2; each 14d). In LE1 the goats learned a discrimination task in a socially stable environment. In LE1u animals were mixed and relocated to another pen and given the same task as in LE1. In LE2 the animals were mixed and relocated again and given a new discrimination task. We used drinking water as a primary reinforcer. The rank category of the goats were analysed as alpha, omega or middle ranking for each section of the experiment. The rank category had an influence on daily learning success (percentage of successful trials per day) only in LE1 u. Daily learning success decreased after mixing and relocation of the animals in LE1 u and LE2 compared to LE1. That resulted in an undersupply of drinking water on the first day of both these tasks. We discuss social stress induced by agonistic interactions after mixing as a reason for that decline. The absolute learning performance (trials to reach the learning criterion) of the omega animals was lower in LE2 compared to the other rank categories. Furthermore, their absolute learning performance was lower in LE2 compared to LE1. For future application of similar automated learning devices in animal husbandry, we recommend against the combination of management routines like mixing and relocation with changes in the learning task because of the negative effects on learning performance, particularly of the omega animals.

The Development of the Virtual Learning Media of the Sacred Object Artwork

ERIC Educational Resources Information Center

Nuanmeesri, Sumitra; Jamornmongkolpilai, Saran

2018-01-01

This research aimed to develop the virtual learning media of the sacred object artwork by applying the concept of the virtual technology in order to publicize knowledge on the cultural wisdom of the sacred object artwork. It was done by designing and developing the virtual learning media of the sacred object artwork for the virtual presentation.…

Proposal of a Framework for Internet Based Licensing of Learning Objects

ERIC Educational Resources Information Center

Santos, Osvaldo A.; Ramos, Fernando M. S.

2004-01-01

This paper presents a proposal of a framework whose main objective is to manage the delivery and rendering of learning objects in a digital rights controlled environment. The framework is based on a digital licensing scheme that requires each learning object to have the proper license in order to be rendered by a trusted player. A conceptual model…

An Observational Case Study of Near-peer Teaching in Medical and Pharmacy Experiential Training.

PubMed

Sharif-Chan, Bayan; Tankala, Dipti; Leong, Christine; Austin, Zubin; Battistella, Marisa

2016-09-25

Objective. To compare peer teaching in a medical and a pharmacy clinical teaching unit and to provide suggestions for future research in pharmacy near-peer teaching. Methods. This exploratory observational study used principles of ethnographic methodology for data collection and analysis. Observations were collected in a large downtown teaching hospital. An average of 4-6 hours per day were spent observing a team of medical trainees from the Faculty (School) of Medicine in the general internal medicine (unit for two weeks, followed by a team of pharmacy trainees in an ambulatory hemodialysis (HD) unit for two weeks. Data was collected through field notes and informal interviews that were audiotaped and subsequently transcribed. Data was interpreted by the observer and reviewed weekly by two impartial pharmacists. Results. Five major themes emerged: (1) influence of peer teaching hierarchy; (2) educational distance between peer learners and teachers; (3) effect of the clinical teaching unit size on peer learning; (4) trainees' perception of their teaching role in the clinical teaching unit; and (5) influence of daily schedule and workload on peer teaching. As opposed to pharmacy, a hierarchy and pyramidal structure of peer teaching was observed in medical experiential training. There appeared to be no effect of educational distance on near peer teaching; however, perception of teaching role and influence of daily schedule affected near-peer teaching. Conclusion. Through initial comparisons of medical and pharmacy clinical teaching units, this study provides a reflection of elements that may be necessary to successfully implement near-peer teaching in pharmacy experiential training. Future studies in this area should assess learning outcomes and participant satisfaction, preceptor workload, and impact on patient care.

An Observational Case Study of Near-peer Teaching in Medical and Pharmacy Experiential Training

PubMed Central

Sharif-Chan, Bayan; Tankala, Dipti; Leong, Christine; Austin, Zubin

2016-01-01

Objective. To compare peer teaching in a medical and a pharmacy clinical teaching unit and to provide suggestions for future research in pharmacy near-peer teaching. Methods. This exploratory observational study used principles of ethnographic methodology for data collection and analysis. Observations were collected in a large downtown teaching hospital. An average of 4-6 hours per day were spent observing a team of medical trainees from the Faculty (School) of Medicine in the general internal medicine (unit for two weeks, followed by a team of pharmacy trainees in an ambulatory hemodialysis (HD) unit for two weeks. Data was collected through field notes and informal interviews that were audiotaped and subsequently transcribed. Data was interpreted by the observer and reviewed weekly by two impartial pharmacists. Results. Five major themes emerged: (1) influence of peer teaching hierarchy; (2) educational distance between peer learners and teachers; (3) effect of the clinical teaching unit size on peer learning; (4) trainees’ perception of their teaching role in the clinical teaching unit; and (5) influence of daily schedule and workload on peer teaching. As opposed to pharmacy, a hierarchy and pyramidal structure of peer teaching was observed in medical experiential training. There appeared to be no effect of educational distance on near peer teaching; however, perception of teaching role and influence of daily schedule affected near-peer teaching. Conclusion. Through initial comparisons of medical and pharmacy clinical teaching units, this study provides a reflection of elements that may be necessary to successfully implement near-peer teaching in pharmacy experiential training. Future studies in this area should assess learning outcomes and participant satisfaction, preceptor workload, and impact on patient care. PMID:27756922

A Model for Persistent Improvement of Medical Education as Illustrated by the Surgical Reform Curriculum HeiCuMed.

PubMed

Kadmon, Guni; Schmidt, Jan; De Cono, Nicola; Kadmon, Martina

2011-01-01

Heidelberg Medical School underwent a major curricular change with the implementation of the reform curriculum HeiCuMed (Heidelberg Curriculum Medicinale) in October 2001. It is based on rotational modules with daily cycles of interactive, case-based small-group seminars, PBL tutorials and training of sensomotor and communication skills. For surgical undergraduate training an organisational structure was developed that ensures continuity of medical teachers for student groups and enables their unimpaired engagement for defined periods of time while accounting for the daily clinical routine in a large surgery department of a university hospital. It includes obligatory didactic training, standardising teaching material on the basis of learning objectives and releasing teaching doctors from clinical duties for the duration of a module. To compare the effectiveness of the undergraduate surgical reform curriculum with that of the preceding traditional one as reflected by students' evaluations. The present work analyses student evaluations of the undergraduate surgical training between 1999 and 2008 including three cohorts (~360 students each) in the traditional curriculum and 13 cohorts (~150 students each) in the reform curriculum. The evaluation of the courses, their organisation, the teaching quality, and the subjective learning was significantly better in HeiCuMed than in the preceding traditional curriculum over the whole study period. A medical curriculum based on the implementation of interactive didactical methods is more important to successful teaching and the subjective gain of knowledge than knowledge transfer by traditional classroom teaching. The organisational strategy adopted in the surgical training of HeiCuMed has been successful in enabling the maintenance of a complex modern curriculum on a continuously high level within the framework of a busy surgical environment.

Relearning of Writing Skills in Parkinson's Disease After Intensive Amplitude Training.

PubMed

Nackaerts, Evelien; Heremans, Elke; Vervoort, Griet; Smits-Engelsman, Bouwien C M; Swinnen, Stephan P; Vandenberghe, Wim; Bergmans, Bruno; Nieuwboer, Alice

2016-08-01

Micrographia occurs in approximately 60% of people with Parkinson's disease (PD). Although handwriting is an important task in daily life, it is not clear whether relearning and consolidation (ie the solid storage in motor memory) of this skill is possible in PD. The objective was to conduct for the first time a controlled study into the effects of intensive motor learning to improve micrographia in PD. In this placebo-controlled study, 38 right-handed people with PD were randomized into 2 groups, receiving 1 of 2 equally time-intensive training programs (30 min/day, 5 days/week for 6 weeks). The experimental group (n = 18) performed amplitude training focused at improving writing size. The placebo group (n = 20) received stretch and relaxation exercises. Participants' writing skills were assessed using a touch-sensitive writing tablet and a pen-and-paper test, pre- and posttraining, and after a 6-week retention period. The primary outcome was change in amplitude during several tests of consolidation: (1) transfer, using trained and untrained sequences performed with and without target zones; and (2) automatization, using single- and dual-task sequences. The group receiving amplitude training significantly improved in amplitude and variability of amplitude on the transfer and automatization task. Effect sizes varied between 7% and 17%, and these benefits were maintained after the 6-week retention period. Moreover, there was transfer to daily life writing. These results show automatization, transfer, and retention of increased writing size (diminished micrographia) after intensive amplitude training, indicating that consolidation of motor learning is possible in PD. © 2016 International Parkinson and Movement Disorder Society. © 2016 International Parkinson and Movement Disorder Society.

Challenges in Developing XML-Based Learning Repositories

NASA Astrophysics Data System (ADS)

Auksztol, Jerzy; Przechlewski, Tomasz

There is no doubt that modular design has many advantages, including the most important ones: reusability and cost-effectiveness. In an e-leaming community parlance the modules are determined as Learning Objects (LOs) [11]. An increasing amount of learning objects have been created and published online, several standards has been established and multiple repositories developed for them. For example Cisco Systems, Inc., "recognizes a need to move from creating and delivering large inflexible training courses, to database-driven objects that can be reused, searched, and modified independent of their delivery media" [6]. The learning object paradigm of education resources authoring is promoted mainly to reduce the cost of the content development and to increase its quality. A frequently used metaphor of Learning Objects paradigm compares them to Lego Logs or objects in Object-Oriented program design [25]. However a metaphor is only an abstract idea, which should be turned to something more concrete to be usable. The problem is that many papers on LOs end up solely in metaphors. In our opinion Lego or OO metaphors are gross oversimplificatation of the problem as there is much easier to develop Lego set or design objects in OO program than develop truly interoperable, context-free learning content1.

The Delphi Technique in Identifying Learning Objectives for the Development of Science, Technology and Society Modules for Palestinian Ninth Grade Science Curriculum

NASA Astrophysics Data System (ADS)

Abualrob, Marwan M. A.; Gnanamalar Sarojini Daniel, Esther

2013-10-01

This article outlines how learning objectives based upon science, technology and society (STS) elements for Palestinian ninth grade science textbooks were identified, which was part of a bigger study to establish an STS foundation in the ninth grade science curriculum in Palestine. First, an initial list of STS elements was determined. Second, using this list, ninth grade science textbooks and curriculum document contents were analyzed. Third, based on this content analysis, a possible list of 71 learning objectives for the integration of STS elements was prepared. This list of learning objectives was refined by using a two-round Delphi technique. The Delphi study was used to rate and to determine the consensus regarding which items (i.e. learning objectives for STS in the ninth grade science textbooks in Palestine) are to be accepted for inclusion. The results revealed that of the initial 71 objectives in round one, 59 objectives within round two had a mean score of 5.683 or higher, which indicated that the learning objectives could be included in the development of STS modules for ninth grade science in Palestine.

[Levonorgestrel contraceptive implants. Facts and controversies of a current contraceptive method].

PubMed

Vasconcelos-Allende, M; Unda-Ugalde, J M

1996-11-01

Research in the world of birth control technology advance daily. In México we now count with one of the best and most advanced contraceptive methods levonorgestrel implants. Even though it is far from being the ideal anticonceptive. It is in advantage over those known today in this country, because it does not content estrogens, it lasts up to 5 years, its reversible and it can be easily installed in a doctor's office. Some mexican doctors do not recognize yet this product or have been the victims of bad taste advertising. Learning about the method, its indications, contraindications, side effects, correct application and removal technics you can easily end the wrong ideas of it as a problematic device. The objective of the present work is to inform to the medical field of an excellent birth control alternative.

NAESA Augmentation Pilot Project

NASA Technical Reports Server (NTRS)

Hoover, John J.

1998-01-01

This project was one project within the Native American Earth and Space Academy (NAESA). NAESA is a national initiative comprised of several organizations that support programs which focus on 1) enhancing the technological, scientific and pedagogical skills of K-14 teachers who instruct Native Americans, 2) enhancing the understanding and applications of science, technology, and engineering of college-bound Native Americans and teaching them general college "survival skills" (e.g., test taking, time management, study habits), 3) enhancing the scientific and pedagogical skills of the faculty of tribally-controllcd colleges and community colleges with large Native American enrollments, and 4) strengthening the critical relationships between students, their parents, tribal elders, and their communities. This Augmentation Pilot Project focused on the areas of community-school alliances and intemet technology use in teaching and learning and daily living addressing five major objectives.

Analysis of students’ mathematical reasoning

NASA Astrophysics Data System (ADS)

Sukirwan; Darhim; Herman, T.

2018-01-01

The reasoning is one of the mathematical abilities that have very complex implications. This complexity causes reasoning including abilities that are not easily attainable by students. Similarly, studies dealing with reason are quite diverse, primarily concerned with the quality of mathematical reasoning. The objective of this study was to determine the quality of mathematical reasoning based perspective Lithner. Lithner looked at how the environment affects the mathematical reasoning. In this regard, Lithner made two perspectives, namely imitative reasoning and creative reasoning. Imitative reasoning can be memorized and algorithmic reasoning. The Result study shows that although the students generally still have problems in reasoning. Students tend to be on imitative reasoning which means that students tend to use a routine procedure when dealing with reasoning. It is also shown that the traditional approach still dominates on the situation of students’ daily learning.

Donepezil

MedlinePlus

... ability to think, learn, communicate and handle daily activities). Donepezil is in a class of medications called cholinesterase inhibitors. It improves mental function (such as memory, attention, ...

Using Your Daily Newspaper to Turn On the Resistant Reader.

ERIC Educational Resources Information Center

Hawaii Newspaper Agency, Inc., Honolulu.

One of a series prepared by the Hawaii Newspaper Agency, this teaching guide offers suggestions on using the daily newspaper to "turn on" the resistant reader. Sample materials describe how to use the 5 w's (who, what, where, when, why) and a H (how) to answer questions, read without words, play beginner's bridge, use comics for learning, watch…

Deeper Learning, Reduced Stress: A Daily Schedule that Makes a Difference

ERIC Educational Resources Information Center

Flocco, David C.

2012-01-01

In the middle of the author's doctoral coursework in the spring of 2002, he had a discussion with the head of the upper school at Montclair Kimberley Academy (MKA) (New Jersey) about a potential dissertation topic that would benefit their community. In no time at all, the conversation turned to the daily schedule. In August 2004, the author…

The Trouble with the Short-Term Therapist-Client Relationship and What Can Be Done about It

ERIC Educational Resources Information Center

Vandenberghe, Luc; Martins da Silveira, Jocelaine

2012-01-01

When problems from the client's daily life show up in the therapist-client relationship, crucial learning opportunities may become available. Occurrence of the client's problems during the therapy hour turns the relationship into a psychological space where they can be worked on in-vivo. But sometimes the client's daily life problems are specific…

Pilot of a System for Collecting Daily Classroom Data on Learning by Using Microcomputers.

ERIC Educational Resources Information Center

Mayer, Victor J.; Raudebaugh, William

This report describes a microcomputer system which collects data from students in classrooms on a daily basis and is then used to evaluate concept achievement and attitude changes through a time series analysis. Two pilot studies in two junior high schools in Ohio are detailed, where eighth grade students' progress in an earth science study unit…

Light Exposure and Eye Growth in Childhood.

PubMed

Read, Scott A; Collins, Michael J; Vincent, Stephen J

2015-10-01

The purpose of this study was to examine the relationship between objectively measured ambient light exposure and longitudinal changes in axial eye growth in childhood. A total of 101 children (41 myopes and 60 nonmyopes), 10 to 15 years of age participated in this prospective longitudinal observational study. Axial eye growth was determined from measurements of ocular optical biometry collected at four study visits over an 18-month period. Each child's mean daily light exposure was derived from two periods (each 14 days long) of objective light exposure measurements from a wrist-worn light sensor. Over the 18-month study period, a modest but statistically significant association between greater average daily light exposure and slower axial eye growth was observed (P = 0.047). Other significant predictors of axial eye growth in this population included children's refractive error group (P < 0.001), sex (P < 0.01), and age (P < 0.001). Categorized according to their objectively measured average daily light exposure and adjusting for potential confounders (age, sex, baseline axial length, parental myopia, nearwork, and physical activity), children experiencing low average daily light exposure (mean daily light exposure: 459 ± 117 lux, annual eye growth: 0.13 mm/y) exhibited significantly greater eye growth than children experiencing moderate (842 ± 109 lux, 0.060 mm/y), and high (1455 ± 317 lux, 0.065 mm/y) average daily light exposure levels (P = 0.01). In this population of children, greater daily light exposure was associated with less axial eye growth over an 18-month period. These findings support the role of light exposure in the documented association between time spent outdoors and childhood myopia.

Design of Learning Objects for Concept Learning: Effects of Multimedia Learning Principles and an Instructional Approach

ERIC Educational Resources Information Center

Chiu, Thomas K. F.; Churchill, Daniel

2016-01-01

Literature suggests using multimedia learning principles in the design of instructional material. However, these principles may not be sufficient for the design of learning objects for concept learning in mathematics. This paper reports on an experimental study that investigated the effects of an instructional approach, which includes two teaching…

Effects of Selected Object Characteristics on Object Permanence Test Performance.

ERIC Educational Resources Information Center

Lingle, Kathleen M.; Lingle, John H.

A study was conducted to investigate the degree to which both object familiarity and motivational factors influence infants' search behavior in an object permanence test. Infants' search behavior for an unfamiliar test object was compared with search behavior for (a) an experientially familiar object that each infant had played with daily for a…

[Effect of object consistency in a spatial contextual cueing paradigm].

PubMed

Takeda, Yuji

2008-04-01

Previous studies demonstrated that attention can be quickly guided to a target location in a visual search task when the spatial configurations of search items and/or the object identities were repeated in the previous trials. This phenomenon is termed contextual cueing. Recently, it was reported that spatial configuration learning and object identity learning occurred independently, when novel contours were used as search items. The present study examined whether this learning occurred independently even when the search items were meaningful. The results showed that the contextual cueing effect was observed even if the relationships between the spatial locations and object identities were jumbled (Experiment 1). However, it disappeared when the search items were changed into geometric patterns (Experiment 2). These results suggest that the spatial configuration can be learned independent of the object identities; however, the use of the learned configuration is restricted by the learning situations.

Mobile Authoring of Open Educational Resources as Reusable Learning Objects

ERIC Educational Resources Information Center

Kinshuk; Jesse, Ryan

2013-01-01

E-learning technologies have allowed authoring and playback of standardized reusable learning objects (RLO) for several years. Effective mobile learning requires similar functionality at both design time and runtime. Mobile devices can play RLO using applications like SMILE, mobile access to a learning management system (LMS), or other systems…

An Intelligent Semantic E-Learning Framework Using Context-Aware Semantic Web Technologies

ERIC Educational Resources Information Center

Huang, Weihong; Webster, David; Wood, Dawn; Ishaya, Tanko

2006-01-01

Recent developments of e-learning specifications such as Learning Object Metadata (LOM), Sharable Content Object Reference Model (SCORM), Learning Design and other pedagogy research in semantic e-learning have shown a trend of applying innovative computational techniques, especially Semantic Web technologies, to promote existing content-focused…

Grading for Understanding--Standards-Based Grading

ERIC Educational Resources Information Center

Zimmerman, Todd

2017-01-01

Standards-based grading (SBG), sometimes called learning objectives-based assessment (LOBA), is an assessment model that relies on students demonstrating mastery of learning objectives (sometimes referred to as standards). The goal of this grading system is to focus students on mastering learning objectives rather than on accumulating points. I…

Digital learning objects in nursing consultation: technology assessment by undergraduate students.

PubMed

Silveira, DeniseTolfo; Catalan, Vanessa Menezes; Neutzling, Agnes Ludwig; Martinato, Luísa Helena Machado

2010-01-01

This study followed the teaching-learning process about the nursing consultation, based on digital learning objects developed through the active Problem Based Learning method. The goals were to evaluate the digital learning objects about nursing consultation, develop cognitive skills on the subject using problem based learning and identify the students' opinions on the use of technology. This is an exploratory and descriptive study with a quantitative approach. The sample consisted of 71 students in the sixth period of the nursing program at the Federal University of Rio Grande do Sul. The data was collected through a questionnaire to evaluate the learning objects. The results showed positive agreement (58%) on the content, usability and didactics of the proposed computer-mediated activity regarding the nursing consultation. The application of materials to the students is considered positive.

Learning Specific Content in Technology Education: Learning Study as a Collaborative Method in Swedish Preschool Class Using Hands-On Material

ERIC Educational Resources Information Center

Kilbrink, Nina; Bjurulf, Veronica; Blomberg, Ingela; Heidkamp, Anja; Hollsten, Ann-Christin

2014-01-01

This article describes the process of a learning study conducted in technology education in a Swedish preschool class. The learning study method used in this study is a collaborative method, where researchers and teachers work together as a team concerning teaching and learning about a specific learning object. The object of learning in this study…

Activity Settings and Daily Routines in Preschool Classrooms: Diverse Experiences in Early Learning Settings for Low-Income Children.

PubMed

Fuligni, Allison Sidle; Howes, Carollee; Huang, Yiching; Hong, Sandra Soliday; Lara-Cinisomo, Sandraluz

2012-06-01

This paper examines activity settings and daily classroom routines experienced by 3- and 4-year-old low-income children in public center-based preschool programs, private center-based programs, and family child care homes. Two daily routine profiles were identified using a time-sampling coding procedure: a High Free-Choice pattern in which children spent a majority of their day engaged in child-directed free-choice activity settings combined with relatively low amounts of teacher-directed activity, and a Structured-Balanced pattern in which children spent relatively equal proportions of their day engaged in child-directed free-choice activity settings and teacher-directed small- and whole-group activities. Daily routine profiles were associated with program type and curriculum use but not with measures of process quality. Children in Structured-Balanced classrooms had more opportunities to engage in language and literacy and math activities, whereas children in High Free-Choice classrooms had more opportunities for gross motor and fantasy play. Being in a Structured-Balanced classroom was associated with children's language scores but profiles were not associated with measures of children's math reasoning or socio-emotional behavior. Consideration of teachers' structuring of daily routines represents a valuable way to understand nuances in the provision of learning experiences for young children in the context of current views about developmentally appropriate practice and school readiness.

Activity Settings and Daily Routines in Preschool Classrooms: Diverse Experiences in Early Learning Settings for Low-Income Children

PubMed Central

Fuligni, Allison Sidle; Howes, Carollee; Huang, Yiching; Hong, Sandra Soliday; Lara-Cinisomo, Sandraluz

2011-01-01

This paper examines activity settings and daily classroom routines experienced by 3- and 4-year-old low-income children in public center-based preschool programs, private center-based programs, and family child care homes. Two daily routine profiles were identified using a time-sampling coding procedure: a High Free-Choice pattern in which children spent a majority of their day engaged in child-directed free-choice activity settings combined with relatively low amounts of teacher-directed activity, and a Structured-Balanced pattern in which children spent relatively equal proportions of their day engaged in child-directed free-choice activity settings and teacher-directed small- and whole-group activities. Daily routine profiles were associated with program type and curriculum use but not with measures of process quality. Children in Structured-Balanced classrooms had more opportunities to engage in language and literacy and math activities, whereas children in High Free-Choice classrooms had more opportunities for gross motor and fantasy play. Being in a Structured-Balanced classroom was associated with children’s language scores but profiles were not associated with measures of children’s math reasoning or socio-emotional behavior. Consideration of teachers’ structuring of daily routines represents a valuable way to understand nuances in the provision of learning experiences for young children in the context of current views about developmentally appropriate practice and school readiness. PMID:22665945

Predictability and Robustness in the Manipulation of Dynamically Complex Objects

PubMed Central

Hasson, Christopher J.

2017-01-01

Manipulation of complex objects and tools is a hallmark of many activities of daily living, but how the human neuromotor control system interacts with such objects is not well understood. Even the seemingly simple task of transporting a cup of coffee without spilling creates complex interaction forces that humans need to compensate for. Predicting the behavior of an underactuated object with nonlinear fluid dynamics based on an internal model appears daunting. Hence, this research tests the hypothesis that humans learn strategies that make interactions predictable and robust to inaccuracies in neural representations of object dynamics. The task of moving a cup of coffee is modeled with a cart-and-pendulum system that is rendered in a virtual environment, where subjects interact with a virtual cup with a rolling ball inside using a robotic manipulandum. To gain insight into human control strategies, we operationalize predictability and robustness to permit quantitative theory-based assessment. Predictability is quantified by the mutual information between the applied force and the object dynamics; robustness is quantified by the energy margin away from failure. Three studies are reviewed that show how with practice subjects develop movement strategies that are predictable and robust. Alternative criteria, common for free movement, such as maximization of smoothness and minimization of force, do not account for the observed data. As manual dexterity is compromised in many individuals with neurological disorders, the experimental paradigm and its analyses are a promising platform to gain insights into neurological diseases, such as dystonia and multiple sclerosis, as well as healthy aging. PMID:28035560

Tracking-Learning-Detection.

PubMed

Kalal, Zdenek; Mikolajczyk, Krystian; Matas, Jiri

2012-07-01

This paper investigates long-term tracking of unknown objects in a video stream. The object is defined by its location and extent in a single frame. In every frame that follows, the task is to determine the object's location and extent or indicate that the object is not present. We propose a novel tracking framework (TLD) that explicitly decomposes the long-term tracking task into tracking, learning, and detection. The tracker follows the object from frame to frame. The detector localizes all appearances that have been observed so far and corrects the tracker if necessary. The learning estimates the detector's errors and updates it to avoid these errors in the future. We study how to identify the detector's errors and learn from them. We develop a novel learning method (P-N learning) which estimates the errors by a pair of "experts": (1) P-expert estimates missed detections, and (2) N-expert estimates false alarms. The learning process is modeled as a discrete dynamical system and the conditions under which the learning guarantees improvement are found. We describe our real-time implementation of the TLD framework and the P-N learning. We carry out an extensive quantitative evaluation which shows a significant improvement over state-of-the-art approaches.

Memory and Obstructive Sleep Apnea: A Meta-Analysis

PubMed Central

Wallace, Anna; Bucks, Romola S.

2013-01-01

Study Objectives: To examine episodic memory performance in individuals with obstructive sleep apnea (OSA). Design Meta-analysis was used to synthesize results from individual studies examining the impact of OSA on episodic memory performance. The performance of individuals with OSA was compared to healthy controls or normative data. Participants Forty-two studies were included, comprising 2,294 adults with untreated OSA and 1,364 healthy controls. Studies that recorded information about participants at baseline prior to treatment interventions were included in the analysis. Measurements Participants were assessed with tasks that included a measure of episodic memory: immediate recall, delayed recall, learning, and/or recognition memory. Results: The results of the meta-analyses provide evidence that individuals with OSA are significantly impaired when compared to healthy controls on verbal episodic memory (immediate recall, delayed recall, learning, and recognition) and visuo-spatial episodic memory (immediate and delayed recall), but not visual immediate recall or visuo-spatial learning. When patients were compared to norms, negative effects of OSA were found only in verbal immediate and delayed recall. Conclusions: This meta-analysis contributes to understanding of the nature of episodic memory deficits in individuals with OSA. Impairments to episodic memory are likely to affect the daily functioning of individuals with OSA. Citation Wallace A; Bucks RS. Memory and obstructive sleep apnea: a meta-analysis. SLEEP 2013;36(2):203-220. PMID:23372268

Critical Practitioner Inquiries: Re-Framing Marginalized Spaces for Black Students

ERIC Educational Resources Information Center

West-Burns, Nicole; Murray, Karen

2016-01-01

In classroom spaces on a daily basis, students are encouraged to express who they are as learners and demonstrate their own understanding of their learning. Students' ability to contribute to their own learning is an essential characteristic of an engaging classroom space and supports high academic achievement. The authors' work highlights one…

Developing Internal Controls through Activities

ERIC Educational Resources Information Center

Barnes, F. Herbert

2009-01-01

Life events can include the Tuesday afternoon cooking class with the group worker or the Saturday afternoon football game, but in the sense that Fritz Redl thought of them, these activities are only threads in a fabric of living that includes all the elements of daily life: playing, working, school-based learning, learning through activities,…

Building an Expanded Learning Time and Opportunities School: Principals' Perspectives

ERIC Educational Resources Information Center

Malone, Helen Janc

2011-01-01

Expanded learning time and opportunities (ELTO) requires a committed school leader who is willing to partner with community-based organizations in order to provide strong academic and enrichment daily experiences for his or her students. This article examines four such leaders and the diverse approaches they took to implement ELTO in their…

Case Studies Add Value to a Diverse Teaching Portfolio in Science Courses

ERIC Educational Resources Information Center

Camill, Philip

2006-01-01

Together with lectures and labs, case studies assist students in acquiring content knowledge, process skills, and an understanding of the context and application of science to their daily lives. Cases make the process of scientific learning more genuine and rigorous, bringing alive classroom learning and helping students apply concepts to…

Counter-Mapping the Neighborhood on Bicycles: Mobilizing Youth to Reimagine the City

ERIC Educational Resources Information Center

Taylor, Katie Headrick; Hall, Rogers

2013-01-01

Personal mobility is a mundane characteristic of daily life. However, mobility is rarely considered an opportunity for learning in the learning sciences, and is almost never leveraged as relevant, experiential material for teaching. This article describes a social design experiment for spatial justice that focused on changes in the personal…

Poverty Alleviation and Integrated Service Delivery: Literacy, Early Child Development and Health

ERIC Educational Resources Information Center

Nordtveit, Bjorn Harald

2008-01-01

This paper argues that many internationally financed literacy programs do not sufficiently take into consideration important daily life issues of the learners, including nutritional deficiencies that may hinder learning, or of children-parent-society interactions that may improve learning. As a result, many programs have become synonymous with…

Effects of Physical Models and Simulations to Understand Daily Life Applications of Electromagnetic Induction

ERIC Educational Resources Information Center

Tural, Güner; Tarakçi, Demet

2017-01-01

Background: One of the topics students have difficulties in understanding is electromagnetic induction. Active learning methods instead of traditional learning method may be able to help facilitate students' understanding such topics more effectively. Purpose: The study investigated the effectiveness of physical models and simulations on students'…

Using Puppets as Story Props for Read-Alouds: Addressing Reading/Learning Styles

ERIC Educational Resources Information Center

Harris, Paulette; Smith, Linda

2017-01-01

This article describes the Mother Phonics program as implemented at the Augusta University Literacy Center. A description of the program as well as the Center's facility is offered. The daily schedule and instructional techniques are highlighted. The instructional design embraces the unique learning styles and preferences of struggling readers.…

Mobile Devices for Learning: What You Need to Know

ERIC Educational Resources Information Center

Robledo, S. Jhoanna

2012-01-01

The Common Core State Standards call for students to develop digital media and technology skills. One way to help them reach that goal: incorporate gadgets they're already familiar with--cell phones, tablets, and smartphones--into their learning environment. Mobile devices are becoming essential to students' daily lives. According to a 2011 Pew…

The Potential of Crossword Puzzles in Aiding English Language Learners

ERIC Educational Resources Information Center

Merkel, Warren

2016-01-01

In an academic environment, teachers utilize crossword puzzles to help students learn or remember terminology. Outside the classroom, typically in daily newspapers, crosswords aid in vocabulary development, used as a learning tool, a leisure activity, or both. However, both the content and the grid structure of the crosswords in these two…

Teachers Little Helper: Multi-Math-Coach

ERIC Educational Resources Information Center

Ebner, Martin; Schön, Martin; Taraghi, Behnam; Steyre, Michael

2013-01-01

Individual learning is out of sync with the elements of a curricula and the daily program of a teacher. At a time when multidigit multiplication methods are taught, many children are not perfectly performing the basic multiplication table. Teachers organize settings for learning and they usually have no time to give an individual feedback to every…

Integrated and Independent Learning of Hand-Related Constituent Sequences

ERIC Educational Resources Information Center

Berner, Michael P.; Hoffmann, Joachim

2009-01-01

In almost all daily activities fingers of both hands are used in coordinated succession. The present experiments explored whether learning in such tasks pertains not only to the overall sequence spanning both hands but also to the constituent sequences of each hand. In a serial reaction time task, 2 repeating hand-related sequences were…

Internationalization of Higher Education: A Case Study on College Music Teachers' Intercultural Expertise

ERIC Educational Resources Information Center

Lasonen, Johanna

2010-01-01

School and work organizations are operating in an increasingly global world. Meeting different people and groups is part of daily learning situations. The diversity of student and work communities can change from putting up with difference into conscious learning from dissimilarity in interaction. Intercultural education emphasizes the personal…

Young Children's Engagement and Learning Opportunities in a Cooking Activity with Parents and Older Siblings

ERIC Educational Resources Information Center

Finn, Lauren; Vandermaas-Peeler, Maureen

2013-01-01

Parents teach their children through informal social interactions in a process known as guided participation (Rogoff, 1990). Although most research focuses on parent-child dyads, young children also learn from older siblings and parents through shared participation in daily activities. Utilizing a structured observational design, the authors…

Transforming American Education: Learning Powered by Technology. National Education Technology Plan, 2010

ERIC Educational Resources Information Center

US Department of Education, 2010

2010-01-01

This report presents the Administration's National Education Technology Plan. This plan calls for applying the advanced technologies used in everyone's daily personal and professional lives to the entire education system to improve student learning, accelerate and scale up the adoption of effective practices, and use data and information for…

The Union Learning Fund: A Genuine Success Story

ERIC Educational Resources Information Center

Wilson, Tom

2010-01-01

The "Daily Telegraph" recently carried an attack on the Union Learning Fund (ULF) as part of its ongoing criticism of unions following the industrial action by cabin crew at British Airways. This included a quote from Conservative MP Francis Maude suggesting that the fund was a form of "money laundering." The article, which was…

Adults' Learning about Science in Free-Choice Settings

ERIC Educational Resources Information Center

Rennie, Leonie J.; Williams, Gina F.

2006-01-01

This paper synthesizes findings from three studies to answer a general question: What do casual, adult visitors learn about science from their science-related experiences in free-choice settings? Specifically we asked whether there are changes in how people think about science in their daily lives, the nature and use of scientific knowledge, and…

Students' Pressure, Time Management and Effective Learning

ERIC Educational Resources Information Center

Sun, Hechuan; Yang, Xiaolin

2009-01-01

Purpose: This paper aims to survey the status quo of the student pressure and the relationship between their daily time management and their learning outcomes in three different types of higher secondary schools at Shenyang, the capital city of Liaoning Province in mainland China. Design/methodology/approach: An investigation was carried out in 14…

Show & Tell: A Video Column/Setting Clear Learning Purposes for ELLs

ERIC Educational Resources Information Center

Fisher, Doug; Frey, Nancy

2016-01-01

The language of school is demanding; much of the content is decontextualized and abstract, and it concerns matters that are far removed from the daily life. Students are expected to learn about rain forests and prime numbers, literary motifs, and historical events that occurred centuries ago. Consider the additional cognitive demands confronting…

The Effect of Active-Participant Experiments upon the Skills of Nursery Class Students to Recognize Measuring Instruments

ERIC Educational Resources Information Center

Sapsaglam, Ozkan; Bozdogan, Aykut Emre

2017-01-01

Preschool children learn through their senses. Children learn language, daily life skills, concepts and many other things through their senses. Thus, preschool educational environments and preschool educational activities should stimulate children's senses. In this context, preschool science activities and experiments have positive effects upon…

Modelling daily water temperature from air temperature for the Missouri River.

PubMed

Zhu, Senlin; Nyarko, Emmanuel Karlo; Hadzima-Nyarko, Marijana

2018-01-01

The bio-chemical and physical characteristics of a river are directly affected by water temperature, which thereby affects the overall health of aquatic ecosystems. It is a complex problem to accurately estimate water temperature. Modelling of river water temperature is usually based on a suitable mathematical model and field measurements of various atmospheric factors. In this article, the air-water temperature relationship of the Missouri River is investigated by developing three different machine learning models (Artificial Neural Network (ANN), Gaussian Process Regression (GPR), and Bootstrap Aggregated Decision Trees (BA-DT)). Standard models (linear regression, non-linear regression, and stochastic models) are also developed and compared to machine learning models. Analyzing the three standard models, the stochastic model clearly outperforms the standard linear model and nonlinear model. All the three machine learning models have comparable results and outperform the stochastic model, with GPR having slightly better results for stations No. 2 and 3, while BA-DT has slightly better results for station No. 1. The machine learning models are very effective tools which can be used for the prediction of daily river temperature.

Automotive Mechanics. Student Learning Guides.

ERIC Educational Resources Information Center

Ridge Vocational-Technical Center, Winter Haven, FL.

These 33 learning guides are self-instructional packets for 33 tasks identified as essential for performance on an entry-level job in automotive mechanics. Each guide is based on a terminal performance objective (task) and 1-9 enabling objectives. For each enabliing objective, some or all of these materials may be presented: learning steps…

Learning and Forgetting New Names and Objects in MCI and AD

ERIC Educational Resources Information Center

Gronholm-Nyman, Petra; Rinne, Juha O.; Laine, Matti

2010-01-01

We studied how subjects with mild cognitive impairment (MCI), early Alzheimer's disease (AD) and age-matched controls learned and maintained the names of unfamiliar objects that were trained with or without semantic support (object definitions). Naming performance, phonological cueing, incidental learning of the definitions and recognition of the…

Information Retrieval in Virtual Universities

ERIC Educational Resources Information Center

Puustjärvi, Juha; Pöyry, Päivi

2006-01-01

Information retrieval in the context of virtual universities deals with the representation, organization, and access to learning objects. The representation and organization of learning objects should provide the learner with an easy access to the learning objects. In this article, we give an overview of the ONES system, and analyze the relevance…

Learning Objects for Educational Applications via PDA Technology

ERIC Educational Resources Information Center

Churchill, Daniel

2008-01-01

This article discusses an ongoing study into issues relevant to the design of learning objects for educational applications via portable digital assistant (PDA) technology. The specific areas of inquiry in this study are: the kinds of learning objects that are effective for PDA delivery; contexts for their effective educational applications; and…

Mechanical Drafting. Student Learning Guides.

ERIC Educational Resources Information Center

Ridge Vocational-Technical Center, Winter Haven, FL.

These four learning guides are self-instructional packets for four tasks identified as essential for performance on an entry-level job in mechanical drafting. Each guide is based on a terminal performance objective (task) and 2-4 enabling objectives. For each enabling objective, some or all of these materials may be presented: learning steps…

Livestock. Student Learning Guides.

ERIC Educational Resources Information Center

Ridge Vocational-Technical Center, Winter Haven, FL.

These 25 learning guides are self-instructional packets for 25 tasks identified as essential for performance on an entry-level job in livestock production. Each guide is based on a terminal performance objective (task) and 1-4 enabling objectives. For each enabling objective, some or all of these materials may be presented: learning steps (outline…

FILILAB: Creation and Use of a Learning Object Repository for EFL

ERIC Educational Resources Information Center

Litzler, Mary Frances; Garcia Laborda, Jesus; Halbach, Ana

2012-01-01

Background: Students at the Universidad de Alcala need batteries of learning objects and exercises. Although student textbooks tend to include a wide range of additional exercises, students in advanced linguistics and language courses require learning objects to obtain additional practice. Online repositories offer excellent opportunities for…

APA's Learning Objectives for Research Methods and Statistics in Practice: A Multimethod Analysis

ERIC Educational Resources Information Center

Tomcho, Thomas J.; Rice, Diana; Foels, Rob; Folmsbee, Leah; Vladescu, Jason; Lissman, Rachel; Matulewicz, Ryan; Bopp, Kara

2009-01-01

Research methods and statistics courses constitute a core undergraduate psychology requirement. We analyzed course syllabi and faculty self-reported coverage of both research methods and statistics course learning objectives to assess the concordance with APA's learning objectives (American Psychological Association, 2007). We obtained a sample of…

Learning Objects Update: Review and Critical Approach to Content Aggregation

ERIC Educational Resources Information Center

Balatsoukas, Panos; Morris, Anne; O'Brien, Ann

2008-01-01

The structure and composite nature of a learning object is still open to interpretation. Although several theoretical studies advocate integrated approaches to the structure and aggregation level of learning objects, in practice, many content specifications, such as SCORM, IMS Content Packaging, and course authoring tools, do not explicitly state…

Statistical Learning Is Constrained to Less Abstract Patterns in Complex Sensory Input (but not the Least)

PubMed Central

Emberson, Lauren L.; Rubinstein, Dani

2016-01-01

The influence of statistical information on behavior (either through learning or adaptation) is quickly becoming foundational to many domains of cognitive psychology and cognitive neuroscience, from language comprehension to visual development. We investigate a central problem impacting these diverse fields: when encountering input with rich statistical information, are there any constraints on learning? This paper examines learning outcomes when adult learners are given statistical information across multiple levels of abstraction simultaneously: from abstract, semantic categories of everyday objects to individual viewpoints on these objects. After revealing statistical learning of abstract, semantic categories with scrambled individual exemplars (Exp. 1), participants viewed pictures where the categories as well as the individual objects predicted picture order (e.g., bird1—dog1, bird2—dog2). Our findings suggest that participants preferentially encode the relationships between the individual objects, even in the presence of statistical regularities linking semantic categories (Exps. 2 and 3). In a final experiment we investigate whether learners are biased towards learning object-level regularities or simply construct the most detailed model given the data (and therefore best able to predict the specifics of the upcoming stimulus) by investigating whether participants preferentially learn from the statistical regularities linking individual snapshots of objects or the relationship between the objects themselves (e.g., bird_picture1— dog_picture1, bird_picture2—dog_picture2). We find that participants fail to learn the relationships between individual snapshots, suggesting a bias towards object-level statistical regularities as opposed to merely constructing the most complete model of the input. This work moves beyond the previous existence proofs that statistical learning is possible at both very high and very low levels of abstraction (categories vs. individual objects) and suggests that, at least with the current categories and type of learner, there are biases to pick up on statistical regularities between individual objects even when robust statistical information is present at other levels of abstraction. These findings speak directly to emerging theories about how systems supporting statistical learning and prediction operate in our structure-rich environments. Moreover, the theoretical implications of the current work across multiple domains of study is already clear: statistical learning cannot be assumed to be unconstrained even if statistical learning has previously been established at a given level of abstraction when that information is presented in isolation. PMID:27139779

Effects of interactive instructional techniques in a web-based peripheral nervous system component for human anatomy.

PubMed

Allen, Edwin B; Walls, Richard T; Reilly, Frank D

2008-02-01

This study investigated the effects of interactive instructional techniques in a web-based peripheral nervous system (PNS) component of a first year medical school human anatomy course. Existing data from 9 years of instruction involving 856 students were used to determine (1) the effect of web-based interactive instructional techniques on written exam item performance and (2) differences between student opinions of the benefit level of five different types of interactive learning objects used. The interactive learning objects included Patient Case studies, review Games, Simulated Interactive Patients (SIP), Flashcards, and unit Quizzes. Exam item analysis scores were found to be significantly higher (p < 0.05) for students receiving the instructional treatment incorporating the web-based interactive learning objects than for students not receiving this treatment. Questionnaires using a five-point Likert scale were analysed to determine student opinion ratings of the interactive learning objects. Students reported favorably on the benefit level of all learning objects. Students rated the benefit level of the Simulated Interactive Patients (SIP) highest, and this rating was significantly higher (p < 0.05) than all other learning objects. This study suggests that web-based interactive instructional techniques improve student exam performance. Students indicated a strong acceptance of Simulated Interactive Patient learning objects.

Daily sea level prediction at Chiayi coast, Taiwan using extreme learning machine and relevance vector machine

NASA Astrophysics Data System (ADS)

Imani, Moslem; Kao, Huan-Chin; Lan, Wen-Hau; Kuo, Chung-Yen

2018-02-01

The analysis and the prediction of sea level fluctuations are core requirements of marine meteorology and operational oceanography. Estimates of sea level with hours-to-days warning times are especially important for low-lying regions and coastal zone management. The primary purpose of this study is to examine the applicability and capability of extreme learning machine (ELM) and relevance vector machine (RVM) models for predicting sea level variations and compare their performances with powerful machine learning methods, namely, support vector machine (SVM) and radial basis function (RBF) models. The input dataset from the period of January 2004 to May 2011 used in the study was obtained from the Dongshi tide gauge station in Chiayi, Taiwan. Results showed that the ELM and RVM models outperformed the other methods. The performance of the RVM approach was superior in predicting the daily sea level time series given the minimum root mean square error of 34.73 mm and the maximum determination coefficient of 0.93 (R2) during the testing periods. Furthermore, the obtained results were in close agreement with the original tide-gauge data, which indicates that RVM approach is a promising alternative method for time series prediction and could be successfully used for daily sea level forecasts.

Retrospective forecast of ETAS model with daily parameters estimate

NASA Astrophysics Data System (ADS)

Falcone, Giuseppe; Murru, Maura; Console, Rodolfo; Marzocchi, Warner; Zhuang, Jiancang

2016-04-01

We present a retrospective ETAS (Epidemic Type of Aftershock Sequence) model based on the daily updating of free parameters during the background, the learning and the test phase of a seismic sequence. The idea was born after the 2011 Tohoku-Oki earthquake. The CSEP (Collaboratory for the Study of Earthquake Predictability) Center in Japan provided an appropriate testing benchmark for the five 1-day submitted models. Of all the models, only one was able to successfully predict the number of events that really happened. This result was verified using both the real time and the revised catalogs. The main cause of the failure was in the underestimation of the forecasted events, due to model parameters maintained fixed during the test. Moreover, the absence in the learning catalog of an event similar to the magnitude of the mainshock (M9.0), which drastically changed the seismicity in the area, made the learning parameters not suitable to describe the real seismicity. As an example of this methodological development we show the evolution of the model parameters during the last two strong seismic sequences in Italy: the 2009 L'Aquila and the 2012 Reggio Emilia episodes. The achievement of the model with daily updated parameters is compared with that of same model where the parameters remain fixed during the test time.

Automated Cognitive Health Assessment From Smart Home-Based Behavior Data.

PubMed

Dawadi, Prafulla Nath; Cook, Diane Joyce; Schmitter-Edgecombe, Maureen

2016-07-01

Smart home technologies offer potential benefits for assisting clinicians by automating health monitoring and well-being assessment. In this paper, we examine the actual benefits of smart home-based analysis by monitoring daily behavior in the home and predicting clinical scores of the residents. To accomplish this goal, we propose a clinical assessment using activity behavior (CAAB) approach to model a smart home resident's daily behavior and predict the corresponding clinical scores. CAAB uses statistical features that describe characteristics of a resident's daily activity performance to train machine learning algorithms that predict the clinical scores. We evaluate the performance of CAAB utilizing smart home sensor data collected from 18 smart homes over two years. We obtain a statistically significant correlation ( r=0.72) between CAAB-predicted and clinician-provided cognitive scores and a statistically significant correlation ( r=0.45) between CAAB-predicted and clinician-provided mobility scores. These prediction results suggest that it is feasible to predict clinical scores using smart home sensor data and learning-based data analysis.

Hand-held digital books in radiology: convenient access to information.

PubMed

D'Alessandro, M P; Galvin, J R; Santer, D M; Erkonen, W E

1995-02-01

Radiologists need constant, convenient access to current information throughout the course of their daily work. Today most learning in radiology is obtained from the printed word in books, journals, and teaching files, supplemented by the spoken word in lectures and conferences. Although learning from printed material and lectures has been proved efficacious over time, these media share the disadvantage of not being conveniently available for reference during the course of daily work at the alternator or in the examination room when accurate and up-to-date information is needed the most. As a result, many important questions about patient care go unanswered. We have developed a technique--hand-held digital books--to lower this barrier to searching and retrieval. When radiologists have a digital library that can be carried with them, they will be able to incorporate current radiology information into their daily decision making. We describe a technique for creating hand-held digital books and their future use in radiology.

Near or far: The effect of spatial distance and vocabulary knowledge on word learning.

PubMed

Axelsson, Emma L; Perry, Lynn K; Scott, Emilly J; Horst, Jessica S

2016-01-01

The current study investigated the role of spatial distance in word learning. Two-year-old children saw three novel objects named while the objects were either in close proximity to each other or spatially separated. Children were then tested on their retention for the name-object associations. Keeping the objects spatially separated from each other during naming was associated with increased retention for children with larger vocabularies. Children with a lower vocabulary size demonstrated better retention if they saw objects in close proximity to each other during naming. This demonstrates that keeping a clear view of objects during naming improves word learning for children who have already learned many words, but keeping objects within close proximal range is better for children at earlier stages of vocabulary acquisition. The effect of distance is therefore not equal across varying vocabulary sizes. The influences of visual crowding, cognitive load, and vocabulary size on word learning are discussed. Copyright © 2015 The Authors. Published by Elsevier B.V. All rights reserved.

Usage of Sit-Stand Workstations and Associations Between Work and Nonwork Sitting Time: An Observational Study.

PubMed

Mazzotta, Michael A; Ferrar, Katia; Fraysse, Francois; Lewis, Lucy K; McEvoy, Maureen

2018-05-01

No studies have objectively measured habitual usage of sit-stand workstations. Eighteen full-time office workers participated (47.9 ± 9.2 years, 61% female). Sitting time was objectively measured (activPAL, 24 h/7 days), and time at desk, desk position, and perceptions of desk use were self-reported. Participants sat for 39% of their daily workstation time, and changed workstation position twice daily. The most common reasons for standing included back pain (44%) and tiredness (22%). The majority of participants received no workstation occupational health (72%) or educational (61%) information. Workstation standing time had a significant moderate correlation with total daily standing time (P = 0.02). Office workers with sit-stand workstations rarely change desk position, and there is no relationship between the time spent sitting at the workstation, and total daily sitting time. Education about the workstations was limited.

Changes in Visual Object Recognition Precede the Shape Bias in Early Noun Learning

PubMed Central

Yee, Meagan; Jones, Susan S.; Smith, Linda B.

2012-01-01

Two of the most formidable skills that characterize human beings are language and our prowess in visual object recognition. They may also be developmentally intertwined. Two experiments, a large sample cross-sectional study and a smaller sample 6-month longitudinal study of 18- to 24-month-olds, tested a hypothesized developmental link between changes in visual object representation and noun learning. Previous findings in visual object recognition indicate that children’s ability to recognize common basic level categories from sparse structural shape representations of object shape emerges between the ages of 18 and 24 months, is related to noun vocabulary size, and is lacking in children with language delay. Other research shows in artificial noun learning tasks that during this same developmental period, young children systematically generalize object names by shape, that this shape bias predicts future noun learning, and is lacking in children with language delay. The two experiments examine the developmental relation between visual object recognition and the shape bias for the first time. The results show that developmental changes in visual object recognition systematically precede the emergence of the shape bias. The results suggest a developmental pathway in which early changes in visual object recognition that are themselves linked to category learning enable the discovery of higher-order regularities in category structure and thus the shape bias in novel noun learning tasks. The proposed developmental pathway has implications for understanding the role of specific experience in the development of both visual object recognition and the shape bias in early noun learning. PMID:23227015

Bloom's taxonomy of cognitive learning objectives.

PubMed

Adams, Nancy E

2015-07-01

Information professionals who train or instruct others can use Bloom's taxonomy to write learning objectives that describe the skills and abilities that they desire their learners to master and demonstrate. Bloom's taxonomy differentiates between cognitive skill levels and calls attention to learning objectives that require higher levels of cognitive skills and, therefore, lead to deeper learning and transfer of knowledge and skills to a greater variety of tasks and contexts.

The Subject-Object Approach as a Direction of the Learning Theory in the Context of Modern Linguistic Education Paradigms

ERIC Educational Resources Information Center

Salkhanova, Zhanat H.; Lee, Valentine S.; Tumanova, Ainakul B.; Zhusanbaeva, Aida T.

2016-01-01

The research object is the activity-based learning theory. The purpose of the study is to prove the assumption that the subject-object approach as a direction of the learning theory is the most effective one in the context of development of modern paradigms of linguistic education. The authors believe that the main content of the learning activity…

Use of individualized learning plans among fourth-year sub-interns in pediatrics and internal medicine.

PubMed

Shepard, Michelle E; Sastre, Elizabeth A; Davidson, Mario A; Fleming, Amy E

2012-01-01

Individualized Learning Plans (ILPs) are an effective tool for promoting self-directed learning among residents. However, no literature details ILP use among medical students. Fifty fourth-year sub-interns in pediatrics and internal medicine created ILPs, including a self-assessment of strengths and weaknesses based on ACGME core competencies and the setting of learning objectives. During weekly follow-up meetings with faculty mentors and peers, students discussed challenges and revised goals. Upon completion of the rotation, students completed a survey of Likert-scale questions addressing satisfaction with and perceived utility of ILP components. Students most often self-identified strengths in the areas of Professionalism and Interpersonal and Communication Skills and weaknesses in Patient Care and Systems-Based Practice. Eighty-two percent set at least one learning objective in an identified area of weakness. Students expressed high confidence in their abilities to create achievable learning objectives and to generate strategies to meet those objectives. Students agreed that discussions during group meetings were meaningful, and they identified the setting learning objectives and weekly meetings as the most important elements of the exercise. Fourth-year sub-interns reported that ILPs helped them to accomplish rotation goals, with the setting of learning objectives and weekly discussions being the most useful elements.

Use of and Interest in Smoking Cessation Strategies among Daily and Nondaily College Student Smokers

ERIC Educational Resources Information Center

Berg, Carla J.; Sutfin, Erin L.; Mendel, Jennifer; Ahluwalia, Jasjit S.

2012-01-01

Objective: To examine use of and interest in cessation strategies among nondaily and daily college student smokers. Participants: 800 undergraduate student smokers aged 18 to 25. Methods: The authors examined nondaily versus daily smoking in relation to use of and interest in cessation strategies using an online survey. Results: Nondaily (65.8%)…

Weather impacts on leisure activities in Halifax, Nova Scotia

NASA Astrophysics Data System (ADS)

Spinney, Jamie E. L.; Millward, Hugh

2011-03-01

The aim of this study was to investigate the impact of daily atmospheric weather conditions on daily leisure activity engagement, with a focus on physically active leisure. The methods capitalize on time diary data that were collected in Halifax, Nova Scotia to calculate objective measures of leisure activity engagement. Daily meteorological data from Environment Canada and daily sunrise and sunset times from the National Research Council of Canada are used to develop objective measures of the natural atmospheric environment. The time diary data were merged with the meteorological data in order to quantify the statistical association between daily weather conditions and the type, participation rate, frequency, and duration of leisure activity engagement. The results indicate that inclement and uncomfortable weather conditions, especially relating to thermal comfort and mechanical comfort, pose barriers to physically active leisure engagement, while promoting sedentary and home-based leisure activities. Overall, daily weather conditions exhibit modest, but significant, effects on leisure activity engagement; the strongest associations being for outdoor active sports and outdoor active leisure time budgets. In conclusion, weather conditions influence the type, participation rate, frequency, and duration of leisure activity engagement, which is an important consideration for health-promotion programming.

A comparison of daily and occasional smokers' implicit affective responses to smoking cues.

PubMed

Haight, John; Dickter, Cheryl L; Forestell, Catherine A

2012-03-01

Previous research has not compared implicit affective responses to smoking-related stimuli in occasional (i.e., those who smoke less than one cigarette per day) and daily smokers (i.e., those who smoke at least once per day). In addition to assessing their motivations for smoking, implicit affective responses were measured using the Affect Misattribution Procedure (AMP) in occasional (n=19) and daily smokers (n=34) to smoking-related and neutral cues. Half of the cues depicted a human interacting with an object (i.e., active), whereas the remaining cues depicted objects alone (i.e., inactive). Results indicated that for the active cues, daily smokers responded more positively to smoking-related than to neutral cues, whereas occasional smokers showed no difference in their implicit responses. In addition to smoking frequency, relative differences in implicit responses to active cues were related to cognitive enhancement motivation. For inactive cues, implicit responses were related to cognitive enhancement as well as reinforcement. Because daily smokers have more positive implicit responses to active smoking-related cues than occasional smokers, these cues may play an important role in maintaining smoking behavior in daily smokers. Copyright © 2011 Elsevier Ltd. All rights reserved.

Multimedia Presentations on the Human Genome: Implementation and Assessment of a Teaching Program for the Introduction to Genome Science Using a Poster and Animations

ERIC Educational Resources Information Center

Kano, Kei; Yahata, Saiko; Muroi, Kaori; Kawakami, Masahiro; Tomoda, Mari; Miyaki, Koichi; Nakayama, Takeo; Kosugi, Shinji; Kato, Kazuto

2008-01-01

Genome science, including topics such as gene recombination, cloning, genetic tests, and gene therapy, is now an established part of our daily lives; thus we need to learn genome science to better equip ourselves for the present day. Learning from topics directly related to the human has been suggested to be more effective than learning from…

How Transformational Learning Promotes Caring, Consultation and Creativity, and Ultimately Contributes to Sustainable Development: Lessons from the Partnership for Education and Research about Responsible Living (PERL) Network

ERIC Educational Resources Information Center

Thoresen, Victoria Wyszynski

2017-01-01

Oases of learning which are transformative and lead to significant behavioural change can be found around the globe. Transformational learning has helped learners not only to understand what they have been taught but also to re-conceptualise and re-apply this understanding to their daily lives. Unfortunately, as many global reports indicate,…

Home Team: Over 60 Home Learning Tips from the American Federation of Teachers [and] El Equipo del Hogar: La American Federation of Teachers Presenta Mas de 60 Consejos para el Aprendizaje.

ERIC Educational Resources Information Center

Whitman, Ruth

Suggestions directed to parents and family members for turning everyday home activities into opportunities for learning are based on three principles: reading and researching; reinforcement and reward; and review and reapplication. It is proposed that establishing a good home learning environment includes setting regular, daily times to work with…

[Linking learning theory with practice].

PubMed

Ávalos-Carranza, María Teresa; Amador-Olvera, Eric; Zerón-Gutiérrez, Lydia

2016-01-01

It is often said that it is easier to learn what is observed and practiced on a daily basis; to the need to effectively link theory with practice considered in the process of teaching and learning, many strategies have been developed to allow this process to be carried out in a more efficiently maner. It is, therefore, very important to recognize that an appropriate teacher/student relationship is essential for students to acquire the skills and abilities required.

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

ERIC Educational Resources Information Center

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

2010-01-01

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

Ontologies for Effective Use of Context in E-Learning Settings

ERIC Educational Resources Information Center

Jovanovic, Jelena; Gasevic, Dragan; Knight, Colin; Richards, Griff

2007-01-01

This paper presents an ontology-based framework aimed at explicit representation of context-specific metadata derived from the actual usage of learning objects and learning designs. The core part of the proposed framework is a learning object context ontology, that leverages a range of other kinds of learning ontologies (e.g., user modeling…

Throw out Learning Objectives! In Support of a New Taxonomy

ERIC Educational Resources Information Center

Gander, Sharon L.

2006-01-01

In the right hands, learning objectives are great tools for clarifying thinking, breaking down learning into component parts, creating a logical order to learning, and demonstrating that a learning intervention is successful. Mostly, however, they have become cliches. With the industry's tendency to use them as pro forma media bites, they tend to…

Learning from Online Modules in Diverse Instructional Contexts

ERIC Educational Resources Information Center

Nugent, Gwen; Kohmetscher, Amy; Namuth-Covert, Deana; Guretzky, John; Murphy, Patrick; Lee, DoKyoung

2016-01-01

Learning objects originally developed for use in online learning environments can also be used to enhance face-to-face instruction. This study examined the learning impacts of online learning objects packaged into modules and used in different contexts for undergraduate education offered on campus at three institutions. A multi-case study approach…

Mechanisms of object recognition: what we have learned from pigeons

PubMed Central

Soto, Fabian A.; Wasserman, Edward A.

2014-01-01

Behavioral studies of object recognition in pigeons have been conducted for 50 years, yielding a large body of data. Recent work has been directed toward synthesizing this evidence and understanding the visual, associative, and cognitive mechanisms that are involved. The outcome is that pigeons are likely to be the non-primate species for which the computational mechanisms of object recognition are best understood. Here, we review this research and suggest that a core set of mechanisms for object recognition might be present in all vertebrates, including pigeons and people, making pigeons an excellent candidate model to study the neural mechanisms of object recognition. Behavioral and computational evidence suggests that error-driven learning participates in object category learning by pigeons and people, and recent neuroscientific research suggests that the basal ganglia, which are homologous in these species, may implement error-driven learning of stimulus-response associations. Furthermore, learning of abstract category representations can be observed in pigeons and other vertebrates. Finally, there is evidence that feedforward visual processing, a central mechanism in models of object recognition in the primate ventral stream, plays a role in object recognition by pigeons. We also highlight differences between pigeons and people in object recognition abilities, and propose candidate adaptive specializations which may explain them, such as holistic face processing and rule-based category learning in primates. From a modern comparative perspective, such specializations are to be expected regardless of the model species under study. The fact that we have a good idea of which aspects of object recognition differ in people and pigeons should be seen as an advantage over other animal models. From this perspective, we suggest that there is much to learn about human object recognition from studying the “simple” brains of pigeons. PMID:25352784

Antidepressant suppression of non-REM sleep spindles and REM sleep impairs hippocampus-dependent learning while augmenting striatum-dependent learning.

PubMed

Watts, Alain; Gritton, Howard J; Sweigart, Jamie; Poe, Gina R

2012-09-26

Rapid eye movement (REM) sleep enhances hippocampus-dependent associative memory, but REM deprivation has little impact on striatum-dependent procedural learning. Antidepressant medications are known to inhibit REM sleep, but it is not well understood if antidepressant treatments impact learning and memory. We explored antidepressant REM suppression effects on learning by training animals daily on a spatial task under familiar and novel conditions, followed by training on a procedural memory task. Daily treatment with the antidepressant and norepinephrine reuptake inhibitor desipramine (DMI) strongly suppressed REM sleep in rats for several hours, as has been described in humans. We also found that DMI treatment reduced the spindle-rich transition-to-REM sleep state (TR), which has not been previously reported. DMI REM suppression gradually weakened performance on a once familiar hippocampus-dependent maze (reconsolidation error). DMI also impaired learning of the novel maze (consolidation error). Unexpectedly, learning of novel reward positions and memory of familiar positions were equally and oppositely correlated with amounts of TR sleep. Conversely, DMI treatment enhanced performance on a separate striatum-dependent, procedural T-maze task that was positively correlated with the amounts of slow-wave sleep (SWS). Our results suggest that learning strategy switches in patients taking REM sleep-suppressing antidepressants might serve to offset sleep-dependent hippocampal impairments to partially preserve performance. State-performance correlations support a model wherein reconsolidation of hippocampus-dependent familiar memories occurs during REM sleep, novel information is incorporated and consolidated during TR, and dorsal striatum-dependent procedural learning is augmented during SWS.

Antidepressant Suppression of Non-REM Sleep Spindles and REM Sleep Impairs Hippocampus-Dependent Learning While Augmenting Striatum-Dependent Learning

PubMed Central

Watts, Alain; Gritton, Howard J.; Sweigart, Jamie

2012-01-01

Rapid eye movement (REM) sleep enhances hippocampus-dependent associative memory, but REM deprivation has little impact on striatum-dependent procedural learning. Antidepressant medications are known to inhibit REM sleep, but it is not well understood if antidepressant treatments impact learning and memory. We explored antidepressant REM suppression effects on learning by training animals daily on a spatial task under familiar and novel conditions, followed by training on a procedural memory task. Daily treatment with the antidepressant and norepinephrine reuptake inhibitor desipramine (DMI) strongly suppressed REM sleep in rats for several hours, as has been described in humans. We also found that DMI treatment reduced the spindle-rich transition-to-REM sleep state (TR), which has not been previously reported. DMI REM suppression gradually weakened performance on a once familiar hippocampus-dependent maze (reconsolidation error). DMI also impaired learning of the novel maze (consolidation error). Unexpectedly, learning of novel reward positions and memory of familiar positions were equally and oppositely correlated with amounts of TR sleep. Conversely, DMI treatment enhanced performance on a separate striatum-dependent, procedural T-maze task that was positively correlated with the amounts of slow-wave sleep (SWS). Our results suggest that learning strategy switches in patients taking REM sleep-suppressing antidepressants might serve to offset sleep-dependent hippocampal impairments to partially preserve performance. State–performance correlations support a model wherein reconsolidation of hippocampus-dependent familiar memories occurs during REM sleep, novel information is incorporated and consolidated during TR, and dorsal striatum-dependent procedural learning is augmented during SWS. PMID:23015432

Awake, long-term intranasal insulin treatment does not affect object memory, odor discrimination, or reversal learning in mice

PubMed Central

Bell, Genevieve A.; Fadool, Debra Ann

2017-01-01

Intranasal insulin delivery is currently being used in clinical trials to test for improvement in human memory and cognition, and in particular, for lessening memory loss attributed to neurodegenerative diseases. Studies have reported the effects of short-term intranasal insulin treatment on various behaviors, but less have examined long-term effects. The olfactory bulb contains the highest density of insulin receptors in conjunction with the highest level of insulin transport within the brain. Previous research from our laboratory has demonstrated that acute insulin intranasal delivery (IND) enhanced both short- and long-term memory as well as increased two-odor discrimination in a two-choice paradigm. Herein, we investigated the behavioral and physiological effects of chronic insulin IND. Adult, male C57BL6/J mice were intranasally treated with 5 μg/μl of insulin twice daily for 30 and 60 days. Metabolic assessment indicated no change in body weight, caloric intake, or energy expenditure following chronic insulin IND, but an increase in the frequency of meal bouts selectively in the dark cycle. Unlike acute insulin IND, which has been shown to cause enhanced performance in odor habituation/dishabituation and two-odor discrimination tasks in mice, chronic insulin IND did not enhance olfactometry-based odorant discrimination or olfactory reversal learning. In an object memory recognition task, insulin IND-treated mice performed no different from controls regardless of task duration. Biochemical analyses of the olfactory bulb revealed a modest 1.3X increase in IR kinase phosphorylation but no significant increase in Kv1.3 phosphorylation. Substrate phosphorylation of IR Kinase downstream effectors (MAPK/ERK and Akt signaling) proved to be highly variable. These data indicate that chronic administration of insulin IND in mice fails to enhance olfactory ability, object memory recognition, or a majority of systems physiology metabolic factors – as reported to elicit a modulatory effect with acute administration. This leads to two alternative interpretations regarding long-term insulin IND in mice: 1) It causes an initial stage of insulin resistance to dampen the behaviors that would normally be modulated under acute insulin IND, but ability to clear a glucose challenge is still retained, or 2) There is a lack of behavioral modulation at high concentration of insulin attributed to the twice daily intervals of hyperinsulinemia caused by insulin IND administration without any insulin resistance, per se. PMID:28259806

Awake, long-term intranasal insulin treatment does not affect object memory, odor discrimination, or reversal learning in mice.

PubMed

Bell, Genevieve A; Fadool, Debra Ann

2017-05-15

Intranasal insulin delivery is currently being used in clinical trials to test for improvement in human memory and cognition, and in particular, for lessening memory loss attributed to neurodegenerative diseases. Studies have reported the effects of short-term intranasal insulin treatment on various behaviors, but less have examined long-term effects. The olfactory bulb contains the highest density of insulin receptors in conjunction with the highest level of insulin transport within the brain. Previous research from our laboratory has demonstrated that acute insulin intranasal delivery (IND) enhanced both short- and long-term memory as well as increased two-odor discrimination in a two-choice paradigm. Herein, we investigated the behavioral and physiological effects of chronic insulin IND. Adult, male C57BL6/J mice were intranasally treated with 5μg/μl of insulin twice daily for 30 and 60days. Metabolic assessment indicated no change in body weight, caloric intake, or energy expenditure following chronic insulin IND, but an increase in the frequency of meal bouts selectively in the dark cycle. Unlike acute insulin IND, which has been shown to cause enhanced performance in odor habituation/dishabituation and two-odor discrimination tasks in mice, chronic insulin IND did not enhance olfactometry-based odorant discrimination or olfactory reversal learning. In an object memory recognition task, insulin IND-treated mice did not perform differently than controls, regardless of task duration. Biochemical analyses of the olfactory bulb revealed a modest 1.3 fold increase in IR kinase phosphorylation but no significant increase in Kv1.3 phosphorylation. Substrate phosphorylation of IR kinase downstream effectors (MAPK/ERK and Akt signaling) proved to be highly variable. These data indicate that chronic administration of insulin IND in mice fails to enhance olfactory ability, object memory recognition, or a majority of systems physiology metabolic factors - as reported to elicit a modulatory effect with acute administration. This leads to two alternative interpretations regarding long-term insulin IND in mice: 1) It causes an initial stage of insulin resistance to dampen the behaviors that would normally be modulated under acute insulin IND, but ability to clear a glucose challenge is still retained, or 2) There is a lack of behavioral modulation at high concentration of insulin attributed to the twice daily intervals of hyperinsulinemia caused by insulin IND administration without any insulin resistance, per se. Copyright © 2017 Elsevier Inc. All rights reserved.

Rapid effects of dorsal hippocampal G-protein coupled estrogen receptor on learning in female mice.

PubMed

Lymer, Jennifer; Robinson, Alana; Winters, Boyer D; Choleris, Elena

2017-03-01

Through rapid mechanisms of action, estrogens affect learning and memory processes. It has been shown that 17β-estradiol and an Estrogen Receptor (ER) α agonist enhances performance in social recognition, object recognition, and object placement tasks when administered systemically or infused in the dorsal hippocampus. In contrast, systemic and dorsal hippocampal ERβ activation only promote spatial learning. In addition, 17β-estradiol, the ERα and the G-protein coupled estrogen receptor (GPER) agonists increase dendritic spine density in the CA1 hippocampus. Recently, we have shown that selective systemic activation of the GPER also rapidly facilitated social recognition, object recognition, and object placement learning in female mice. Whether activation the GPER specifically in the dorsal hippocampus can also rapidly improve learning and memory prior to acquisition is unknown. Here, we investigated the rapid effects of infusion of the GPER agonist, G-1 (dose: 50nM, 100nM, 200nM), in the dorsal hippocampus on social recognition, object recognition, and object placement learning tasks in home cage. These paradigms were completed within 40min, which is within the range of rapid estrogenic effects. Dorsal hippocampal administration of G-1 improved social (doses: 50nM, 200nM G-1) and object (dose: 200nM G-1) recognition with no effect on object placement. Additionally, when spatial cues were minimized by testing in a Y-apparatus, G-1 administration promoted social (doses: 100nM, 200nM G-1) and object (doses: 50nM, 100nM, 200nM G-1) recognition. Therefore, like ERα, the GPER in the hippocampus appears to be sufficient for the rapid facilitation of social and object recognition in female mice, but not for the rapid facilitation of object placement learning. Thus, the GPER in the dorsal hippocampus is involved in estrogenic mediation of learning and memory and these effects likely occur through rapid signalling mechanisms. Copyright © 2016 Elsevier Ltd. All rights reserved.

Effects of daily maladaptive coping on nightly sleep in mothers.

PubMed

Felder, Jennifer N; Epel, Elissa S; Coccia, Michael; Puterman, Eli; Prather, Aric A

2018-01-01

We examined effects of daily rumination and suppression in response to stressors on objective and subjective sleep among mothers. Participants were 183 mothers, including chronically stressed mothers of children with an autism spectrum disorder (M-ASD; n = 92) and age-matched mothers of neurotypical children (M-NT; n = 91). In an intensive longitudinal design, participants provided reports of daily rumination and suppression, nightly objective actigraphy-defined sleep and nightly subjective sleep quality for seven consecutive days at baseline, 9 months and 18 months. Total sleep time, sleep fragmentation, sleep onset latency, and subjective sleep quality. Among M-NT with above average depressive symptoms, higher daily rumination was associated with shorter total sleep time. Rumination was associated with more sleep fragmentation among M-NT at the trend level. Rumination was not associated with sleep onset latency among M-NT, or with any sleep outcomes among M-ASD. Suppression was not associated with any sleep outcomes. We provide novel evidence of the effect of rumination on objectively measured sleep duration among M-NT. Coping was not related to sleep among M-ASD. Given the prevalence of poor sleep among mothers, future work should examine modifiable factors perpetuating sleep disturbance.

1, 2, 3, 4: infusing quantitative literacy into introductory biology.

PubMed

Speth, Elena Bray; Momsen, Jennifer L; Moyerbrailean, Gregory A; Ebert-May, Diane; Long, Tammy M; Wyse, Sara; Linton, Debra

2010-01-01

Biology of the twenty-first century is an increasingly quantitative science. Undergraduate biology education therefore needs to provide opportunities for students to develop fluency in the tools and language of quantitative disciplines. Quantitative literacy (QL) is important for future scientists as well as for citizens, who need to interpret numeric information and data-based claims regarding nearly every aspect of daily life. To address the need for QL in biology education, we incorporated quantitative concepts throughout a semester-long introductory biology course at a large research university. Early in the course, we assessed the quantitative skills that students bring to the introductory biology classroom and found that students had difficulties in performing simple calculations, representing data graphically, and articulating data-driven arguments. In response to students' learning needs, we infused the course with quantitative concepts aligned with the existing course content and learning objectives. The effectiveness of this approach is demonstrated by significant improvement in the quality of students' graphical representations of biological data. Infusing QL in introductory biology presents challenges. Our study, however, supports the conclusion that it is feasible in the context of an existing course, consistent with the goals of college biology education, and promotes students' development of important quantitative skills.

Longitudinal Development of Manual Motor Ability in Autism Spectrum Disorder from Childhood to Mid-Adulthood Relates to Adaptive Daily Living Skills

ERIC Educational Resources Information Center

Travers, Brittany G.; Bigler, Erin D.; Duffield, Tyler C.; Prigge, Molly D. B.; Froehlich, Alyson L.; Lange, Nicholas; Alexander, Andrew L.; Lainhart, Janet E.

2017-01-01

Many individuals with autism spectrum disorder (ASD) exhibit motor difficulties, but it is unknown whether manual motor skills improve, plateau, or decline in ASD in the transition from childhood into adulthood. Atypical development of manual motor skills could impact the ability to learn and perform daily activities across the life span. This…

Ego-Motion and Tracking for Continuous Object Learning: A Brief Survey

DTIC Science & Technology

2017-09-01

ARL-TR-8167• SEP 2017 US Army Research Laboratory Ego-motion and Tracking for ContinuousObject Learning: A Brief Survey by Jason Owens and Philip...SEP 2017 US Army Research Laboratory Ego-motion and Tracking for ContinuousObject Learning: A Brief Survey by Jason Owens and Philip OsteenVehicle...

Parts Marketing. A Student Learning Guide.

ERIC Educational Resources Information Center

Ridge Vocational-Technical Center, Winter Haven, FL.

This learning guide is a self-instructional packet for one task identified as essential for performance on an entry-level job in parts marketing. The guide is based on a terminal performance objective (task) and two enabling objectives. For each enabling objective, some or all of these materials may be presented: learning steps (outline of student…

Transformative Sustainability Learning: Cultivating a Tree-Planting Ethos in Western Kenya

ERIC Educational Resources Information Center

Bull, Marijoan

2013-01-01

Given the fundamental objective of ESD--perspective change--it is increasingly being aligned with the theoretical foundation of Mezirow's Transformative Learning. In 2008, Sipos et al. built upon this connection by proposing a matrix of learning objectives to assess ESD in formal settings. These objectives, grouped under the title of…

Semantic Overlays in Educational Content Networks--The hylOs Approach

ERIC Educational Resources Information Center

Engelhardt, Michael; Hildebrand, Arne; Lange, Dagmar; Schmidt, Thomas C.

2006-01-01

Purpose: The paper aims to introduce an educational content management system, Hypermedia Learning Objects System (hylOs), which is fully compliant to the IEEE LOM eLearning object metadata standard. Enabled through an advanced authoring toolset, hylOs allows the definition of instructional overlays of a given eLearning object mesh.…

Small Schools Student Learning Objectives, K-3: Reading, Language Arts, Mathematics, Science, Social Studies.

ERIC Educational Resources Information Center

Hartl, David, Ed.; And Others

Developed by primary teachers and elementary principals from small districts in Snohomish and Island counties in Washington, this handbook contains sequenced student learning objectives for grades K-3 in the curriculum areas of reading, language arts, mathematics, science, and social studies. Each student learning objective is correlated to the…

Welding. Student Learning Guides.

ERIC Educational Resources Information Center

Ridge Vocational-Technical Center, Winter Haven, FL.

These 23 learning guides are self-instructional packets for 23 tasks identified as essential for performance on an entry-level job in welding. Each guide is based on a terminal performance objective (task) and 1-4 enabling objectives. For each enabling objective, some or all of these materials may be presented: learning steps (outline of student…

An Assistant for Loading Learning Object Metadata: An Ontology Based Approach

ERIC Educational Resources Information Center

Casali, Ana; Deco, Claudia; Romano, Agustín; Tomé, Guillermo

2013-01-01

In the last years, the development of different Repositories of Learning Objects has been increased. Users can retrieve these resources for reuse and personalization through searches in web repositories. The importance of high quality metadata is key for a successful retrieval. Learning Objects are described with metadata usually in the standard…

History, Context, and Policies of a Learning Object Repository

ERIC Educational Resources Information Center

Simpson, Steven Marshall

2016-01-01

Learning object repositories, a form of digital libraries, are robust systems that provide educators new ways to search for educational resources, collaborate with peers, and provide instruction to students in unique and varied ways. This study examines a learning object repository created by a large suburban school district to increase teaching…

The Effects of Using Learning Objects in Two Different Settings

ERIC Educational Resources Information Center

Cakiroglu, Unal; Baki, Adnan; Akkan, Yasar

2012-01-01

The study compared the effects of Learning Objects (LOs) within different applications; in classroom and in extracurricular activities. So in this study, firstly a Learning Object Repository (LOR) has been designed in parallel with 9th grade school mathematics curriculum. One of the two treatment groups was named as "classroom group" (n…

Plumbing and Pipefitting. Student Learning Guides.

ERIC Educational Resources Information Center

Ridge Vocational-Technical Center, Winter Haven, FL.

These 32 learning guides are self-instructional packets for 32 tasks identified as essential for performance on an entry-level job in plumbing and pipefitting. Each guide is based on a terminal performance objective (task) and 1-4 enabling objectives. For each enabling objective, some or all of these materials may be presented: learning steps…

Clothing Production. Student Learning Guides.

ERIC Educational Resources Information Center

Ridge Vocational-Technical Center, Winter Haven, FL.

These 59 learning guides are self-instructional packets for 59 tasks identified as essential for performance on an entry-level job in clothing production. Each guide is based on a terminal performance objective (task) and 2-5 enabling objectives. For each enabling objective, some or all of these materials may be presented: learning steps (outline…

The Sloan-C Pillars and Boundary Objects As a Framework for Evaluating Blended Learning

ERIC Educational Resources Information Center

Laumakis, Mark; Graham, Charles; Dziuban, Chuck

2009-01-01

The authors contend that blended learning represents a boundary object; a construct that brings together constituencies from a variety of backgrounds with each of these cohorts defining the object somewhat differently. The Sloan-C Pillars (learning effectiveness, access, cost effectiveness, student satisfaction, and faculty satisfaction) provide…

Quantification of Daily Physical Activity

NASA Technical Reports Server (NTRS)

Whalen, Robert; Breit, Greg; Quintana, Jason

1994-01-01

The influence of physical activity on the maintenance and adaptation of musculoskeletal tissue is difficult to assess. Cumulative musculoskeletal loading is hard to quantify and the attributes of the daily tissue loading history affecting bone metabolism have not been completely identified. By monitoring the vertical component of the daily ground reaction force (GRFz), we have an indirect measure of cumulative daily lower limb musculoskeletal loading to correlate with bone density and structure. The objective of this research is to develop instrumentation and methods of analysis to quantify activity level in terms of the daily history of ground reaction forces.

A life skills approach to mathematics instruction: preparing students with learning disabilities for the real-life math demands of adulthood.

PubMed

Patton, J R; Cronin, M E; Bassett, D S; Koppel, A E

1997-01-01

Current mathematics instruction does not address the day-to-day needs of many students with learning disabilities. Although the vast majority of students with learning disabilities are not college bound, much of mathematics instruction provides college preparation. Too often, classes in mathematics ignore the skills needed in home and community and on the job. The present article examines the ways in which general mathematics instruction, focused on daily living skills, can easily be integrated into the classrooms of students with learning disabilities.

Pericarditis

MedlinePlus

... Daily Conferences Fellowships and Residencies School of Perfusion Technology Education Resources Library & Learning Resource Center CME Resources THI Journal THI Cardiac Society Save the Date: International Symposium on Cardiovascular Regenerative ...

Cardiomyopathy

MedlinePlus

... Daily Conferences Fellowships and Residencies School of Perfusion Technology Education Resources Library & Learning Resource Center CME Resources THI Journal THI Cardiac Society Save the Date: International Symposium on Cardiovascular Regenerative ...

Cyanosis

MedlinePlus

... Daily Conferences Fellowships and Residencies School of Perfusion Technology Education Resources Library & Learning Resource Center CME Resources THI Journal THI Cardiac Society Save the Date: International Symposium on Cardiovascular Regenerative ...

Prediction of oxygen uptake dynamics by machine learning analysis of wearable sensors during activities of daily living

PubMed Central

Beltrame, T.; Amelard, R.; Wong, A.; Hughson, R. L.

2017-01-01

Currently, oxygen uptake () is the most precise means of investigating aerobic fitness and level of physical activity; however, can only be directly measured in supervised conditions. With the advancement of new wearable sensor technologies and data processing approaches, it is possible to accurately infer work rate and predict during activities of daily living (ADL). The main objective of this study was to develop and verify the methods required to predict and investigate the dynamics during ADL. The variables derived from the wearable sensors were used to create a predictor based on a random forest method. The temporal dynamics were assessed by the mean normalized gain amplitude (MNG) obtained from frequency domain analysis. The MNG provides a means to assess aerobic fitness. The predicted during ADL was strongly correlated (r = 0.87, P < 0.001) with the measured and the prediction bias was 0.2 ml·min−1·kg−1. The MNG calculated based on predicted was strongly correlated (r = 0.71, P < 0.001) with MNG calculated based on measured data. This new technology provides an important advance in ambulatory and continuous assessment of aerobic fitness with potential for future applications such as the early detection of deterioration of physical health. PMID:28378815

Prediction of oxygen uptake dynamics by machine learning analysis of wearable sensors during activities of daily living.

PubMed

Beltrame, T; Amelard, R; Wong, A; Hughson, R L

2017-04-05

Currently, oxygen uptake () is the most precise means of investigating aerobic fitness and level of physical activity; however, can only be directly measured in supervised conditions. With the advancement of new wearable sensor technologies and data processing approaches, it is possible to accurately infer work rate and predict during activities of daily living (ADL). The main objective of this study was to develop and verify the methods required to predict and investigate the dynamics during ADL. The variables derived from the wearable sensors were used to create a predictor based on a random forest method. The temporal dynamics were assessed by the mean normalized gain amplitude (MNG) obtained from frequency domain analysis. The MNG provides a means to assess aerobic fitness. The predicted during ADL was strongly correlated (r = 0.87, P < 0.001) with the measured and the prediction bias was 0.2 ml·min -1 ·kg -1 . The MNG calculated based on predicted was strongly correlated (r = 0.71, P < 0.001) with MNG calculated based on measured data. This new technology provides an important advance in ambulatory and continuous assessment of aerobic fitness with potential for future applications such as the early detection of deterioration of physical health.

Human Factors Engineering. Student Supplement,

DTIC Science & Technology

1981-08-01

a job TASK TAXONOMY A classification scheme for the different levels of activities in a system, i.e., job - task - sub-task, etc. TASK-AN~ALYSIS...with the classification of learning objectives by learning category so as to identify learningPhas III guidelines necessary for optimum learning to...correct. .4... .the sequencing of all dependent tasks. .1.. .the classification of learning objectives by learning category and the Identification of

Learning to recognize objects on the fly: a neurally based dynamic field approach.

PubMed

Faubel, Christian; Schöner, Gregor

2008-05-01

Autonomous robots interacting with human users need to build and continuously update scene representations. This entails the problem of rapidly learning to recognize new objects under user guidance. Based on analogies with human visual working memory, we propose a dynamical field architecture, in which localized peaks of activation represent objects over a small number of simple feature dimensions. Learning consists of laying down memory traces of such peaks. We implement the dynamical field model on a service robot and demonstrate how it learns 30 objects from a very small number of views (about 5 per object are sufficient). We also illustrate how properties of feature binding emerge from this framework.

Designing Web-based telemedicine training for military health care providers.

PubMed

Bangert, D; Doktor, R; Johnson, E

2001-01-01

The purpose of the study was to ascertain those learning objectives that will initiate increased use of telemedicine by military health care providers. Telemedicine is increasingly moving to the center of the health care industry's service offerings. As this migration occurs, health professionals will require training for proper and effective change management. The United States Department of Defense (DoD) is embracing the use of telemedicine and wishes to use Web-based training as a tool for effective change management to increase use. This article summarizes the findings of an educational needs assessment of military health care providers for the creation of the DoD Web-based telemedicine training curriculum. Forty-eight health care professionals were interviewed and surveyed to capture their opinions on what learning objectives a telemedicine training curriculum should include. Twenty learning objectives were found to be needed in a telemedicine training program. These 20 learning objectives were grouped into four learning clusters that formed the structure for the training program. In order of importance, the learning clusters were clinical, technical, organizational, and introduction to telemedicine. From these clusters, five Web-based modules were created, with two addressing clinical learning needs and one for each of the other learning objective clusters.

SENSory re-learning of the UPPer limb after stroke (SENSUPP): study protocol for a pilot randomized controlled trial.

PubMed

Carlsson, Håkan; Rosén, Birgitta; Pessah-Rasmussen, Hélène; Björkman, Anders; Brogårdh, Christina

2018-04-17

Many stroke survivors suffer from sensory impairments of their affected upper limb (UL). Although such impairments can affect the ability to use the UL in everyday activities, very little attention is paid to sensory impairments in stroke rehabilitation. The purpose of this trial is to investigate if sensory re-learning in combination with task-specific training may prove to be more effective than task-specific training alone to improve sensory function of the hand, dexterity, the ability to use the hand in daily activities, perceived participation, and life satisfaction. This study is a single-blinded pilot randomized controlled trial (RCT) with two treatment arms. The participants will be randomly assigned either to sensory re-learning in combination with task-specific training (sensory group) or to task-specific training only (control group). The training will consist of 2.5 h of group training per session, 2 times per week for 5 weeks. The primary outcome measures to assess sensory function are as follows: Semmes-Weinstein monofilament, Shape/Texture Identification (STI™) test, Fugl-Meyer Assessment-upper extremity (FMA-UE; sensory section), and tactile object identification test. The secondary outcome measures to assess motor function are as follows: Box and Block Test (BBT), mini Sollerman Hand Function Test (mSHFT), Modified Motor Assessment Scale (M-MAS), and Grippit. To assess the ability to use the hand in daily activities, perceived participation, and life satisfaction, the Motor Activity Log (MAL), Canadian Occupational Performance Measure (COPM), Stroke Impact Scale (SIS) participation domain, and Life Satisfaction checklist will be used. Assessments will be performed pre- and post-training and at 3-month follow-up by independent assessors, who are blinded to the participants' group allocation. At the 3-month follow-up, the participants in the sensory group will also be interviewed about their general experience of the training and how effective they perceived the training. The results from this study can add new knowledge about the effectiveness of sensory re-learning in combination with task-specific training on UL functioning after stroke. If the new training approach proves efficient, the results can provide information on how to design a larger RCT in the future in persons with sensory impairments of the UL after stroke. ClinicalTrials.gov, NCT03336749 . Registered on 8 November 2017.

Reinforcement active learning in the vibrissae system: optimal object localization.

PubMed

Gordon, Goren; Dorfman, Nimrod; Ahissar, Ehud

2013-01-01

Rats move their whiskers to acquire information about their environment. It has been observed that they palpate novel objects and objects they are required to localize in space. We analyze whisker-based object localization using two complementary paradigms, namely, active learning and intrinsic-reward reinforcement learning. Active learning algorithms select the next training samples according to the hypothesized solution in order to better discriminate between correct and incorrect labels. Intrinsic-reward reinforcement learning uses prediction errors as the reward to an actor-critic design, such that behavior converges to the one that optimizes the learning process. We show that in the context of object localization, the two paradigms result in palpation whisking as their respective optimal solution. These results suggest that rats may employ principles of active learning and/or intrinsic reward in tactile exploration and can guide future research to seek the underlying neuronal mechanisms that implement them. Furthermore, these paradigms are easily transferable to biomimetic whisker-based artificial sensors and can improve the active exploration of their environment. Copyright © 2012 Elsevier Ltd. All rights reserved.

Associative vocabulary learning: development and testing of two paradigms for the (re-) acquisition of action- and object-related words.

PubMed

Freundlieb, Nils; Ridder, Volker; Dobel, Christian; Enriquez-Geppert, Stefanie; Baumgaertner, Annette; Zwitserlood, Pienie; Gerloff, Christian; Hummel, Friedhelm C; Liuzzi, Gianpiero

2012-01-01

Despite a growing number of studies, the neurophysiology of adult vocabulary acquisition is still poorly understood. One reason is that paradigms that can easily be combined with neuroscientfic methods are rare. Here, we tested the efficiency of two paradigms for vocabulary (re-) acquisition, and compared the learning of novel words for actions and objects. Cortical networks involved in adult native-language word processing are widespread, with differences postulated between words for objects and actions. Words and what they stand for are supposed to be grounded in perceptual and sensorimotor brain circuits depending on their meaning. If there are specific brain representations for different word categories, we hypothesized behavioural differences in the learning of action-related and object-related words. Paradigm A, with the learning of novel words for body-related actions spread out over a number of days, revealed fast learning of these new action words, and stable retention up to 4 weeks after training. The single-session Paradigm B employed objects and actions. Performance during acquisition did not differ between action-related and object-related words (time*word category: p = 0.01), but the translation rate was clearly better for object-related (79%) than for action-related words (53%, p = 0.002). Both paradigms yielded robust associative learning of novel action-related words, as previously demonstrated for object-related words. Translation success differed for action- and object-related words, which may indicate different neural mechanisms. The paradigms tested here are well suited to investigate such differences with neuroscientific means. Given the stable retention and minimal requirements for conscious effort, these learning paradigms are promising for vocabulary re-learning in brain-lesioned people. In combination with neuroimaging, neuro-stimulation or pharmacological intervention, they may well advance the understanding of language learning to optimize therapeutic strategies.

Object Familiarity Facilitates Foreign Word Learning in Preschoolers

ERIC Educational Resources Information Center

Sera, Maria D.; Cole, Caitlin A.; Oromendia, Mercedes; Koenig, Melissa A.

2014-01-01

Studying how children learn words in a foreign language can shed light on how language learning changes with development. In one experiment, we examined whether three-, four-, and five-year-olds could learn and remember words for familiar and unfamiliar objects in their native English and a foreign language. All age groups could learn and remember…

Technically Speaking: Transforming Language Learning through Virtual Learning Environments (MOOs).

ERIC Educational Resources Information Center

von der Emde, Silke; Schneider, Jeffrey; Kotter, Markus

2001-01-01

Draws on experiences from a 7-week exchange between students learning German at an American college and advanced students of English at a German university. Maps out the benefits to using a MOO (multiple user domains object-oriented) for language learning: a student-centered learning environment structured by such objectives as peer teaching,…

From brain synapses to systems for learning and memory: Object recognition, spatial navigation, timed conditioning, and movement control.

PubMed

Grossberg, Stephen

2015-09-24

This article provides an overview of neural models of synaptic learning and memory whose expression in adaptive behavior depends critically on the circuits and systems in which the synapses are embedded. It reviews Adaptive Resonance Theory, or ART, models that use excitatory matching and match-based learning to achieve fast category learning and whose learned memories are dynamically stabilized by top-down expectations, attentional focusing, and memory search. ART clarifies mechanistic relationships between consciousness, learning, expectation, attention, resonance, and synchrony. ART models are embedded in ARTSCAN architectures that unify processes of invariant object category learning, recognition, spatial and object attention, predictive remapping, and eye movement search, and that clarify how conscious object vision and recognition may fail during perceptual crowding and parietal neglect. The generality of learned categories depends upon a vigilance process that is regulated by acetylcholine via the nucleus basalis. Vigilance can get stuck at too high or too low values, thereby causing learning problems in autism and medial temporal amnesia. Similar synaptic learning laws support qualitatively different behaviors: Invariant object category learning in the inferotemporal cortex; learning of grid cells and place cells in the entorhinal and hippocampal cortices during spatial navigation; and learning of time cells in the entorhinal-hippocampal system during adaptively timed conditioning, including trace conditioning. Spatial and temporal processes through the medial and lateral entorhinal-hippocampal system seem to be carried out with homologous circuit designs. Variations of a shared laminar neocortical circuit design have modeled 3D vision, speech perception, and cognitive working memory and learning. A complementary kind of inhibitory matching and mismatch learning controls movement. This article is part of a Special Issue entitled SI: Brain and Memory. Copyright © 2014 Elsevier B.V. All rights reserved.

The effect of inquiry-based, hands-on labs on achievement in middle school science

NASA Astrophysics Data System (ADS)

Miller, Donna Kaye Green

The purpose of this quasi-experimental study was to measure the difference in science achievement between students who had been taught with an inquiry-based, hands-on pedagogical approach and those who had not. Improving student academic achievement and standardized test scores is the major objective of teachers, parents, school administrators, government entities, and students themselves. One major barrier to this academic success in Georgia, and the entire United States, has been the paucity of success in middle level science classes. Many studies have been conducted to determine the learning approaches that will best enable students to not only acquire a deeper understanding of science concepts, but to equip them to apply that new knowledge in their daily activities. Inquiry-based, hands-on learning involves students participating in activities that reflect methods of scientific investigation. The effective utilization of the inquiry-based learning approach demands inclusion of learners in a self-directed learning environment, the ability to think critically, and an understanding of how to reflect and reason scientifically. The treatment group using an inquiry-based, hands-on program did score slightly higher on the CRCT. However, the results revealed that there was not a significant difference in student achievement. This study showed that the traditionally instructed control group had slightly higher interest in science than the inquiry-based treatment group. The findings of this research study indicated that the NCLB mandates might need to be altered if there are no significant academic gains that result from the use of inquiry-based strategies.

Common Learning Objectives for Undergraduate Control Systems Laboratories

ERIC Educational Resources Information Center

Reck, Rebecca M.

2017-01-01

Course objectives, like research objectives and product requirements, help provide clarity and direction for faculty and students. Unfortunately, course and laboratory objectives are not always clearly stated. Without a clear set of objectives, it can be hard to design a learning experience and determine whether students are achieving the intended…

A framework for analyzing interdisciplinary tasks: implications for student learning and curricular design.

PubMed

Gouvea, Julia Svoboda; Sawtelle, Vashti; Geller, Benjamin D; Turpen, Chandra

2013-06-01

The national conversation around undergraduate science instruction is calling for increased interdisciplinarity. As these calls increase, there is a need to consider the learning objectives of interdisciplinary science courses and how to design curricula to support those objectives. We present a framework that can help support interdisciplinary design research. We developed this framework in an introductory physics for life sciences majors (IPLS) course for which we designed a series of interdisciplinary tasks that bridge physics and biology. We illustrate how this framework can be used to describe the variation in the nature and degree of interdisciplinary interaction in tasks, to aid in redesigning tasks to better align with interdisciplinary learning objectives, and finally, to articulate design conjectures that posit how different characteristics of these tasks might support or impede interdisciplinary learning objectives. This framework will be useful for both curriculum designers and education researchers seeking to understand, in more concrete terms, what interdisciplinary learning means and how integrated science curricula can be designed to support interdisciplinary learning objectives.

The construction of learning objects on communicable diseases for community health agents.

PubMed

Pacheco, Kátia Cilene Ferreira; Azambuja, Marcelo Schenk de; Bonamigo, Andrea Wander

2018-06-07

To describe the creation of a learning object about communicable diseases and their identification, monitoring, and prevention for community health agents. The qualitative, exploratory, case study conducted in the North District Management Zone - Baltazar of the Universidade Federal de Ciências da Saúde de Porto Alegre, from October to January 2015 2016. The study had 58 participants and consisted of the stages field research, Bardin's content analysis, and design of the learning object. The profile of the professionals working in the location was established. These agents identified the most commonly found diseases and stressed their needs in relation to a technological resource. The identified needs were considered to define the content and structure the learning object. The learning object is an alternative method for sharing knowledge on communicable diseases. The tool allows the combination of technology with teaching, which makes the learning process and the work of the community health agents more rewarding and productive.

A Framework for Analyzing Interdisciplinary Tasks: Implications for Student Learning and Curricular Design

PubMed Central

Gouvea, Julia Svoboda; Sawtelle, Vashti; Geller, Benjamin D.; Turpen, Chandra

2013-01-01

The national conversation around undergraduate science instruction is calling for increased interdisciplinarity. As these calls increase, there is a need to consider the learning objectives of interdisciplinary science courses and how to design curricula to support those objectives. We present a framework that can help support interdisciplinary design research. We developed this framework in an introductory physics for life sciences majors (IPLS) course for which we designed a series of interdisciplinary tasks that bridge physics and biology. We illustrate how this framework can be used to describe the variation in the nature and degree of interdisciplinary interaction in tasks, to aid in redesigning tasks to better align with interdisciplinary learning objectives, and finally, to articulate design conjectures that posit how different characteristics of these tasks might support or impede interdisciplinary learning objectives. This framework will be useful for both curriculum designers and education researchers seeking to understand, in more concrete terms, what interdisciplinary learning means and how integrated science curricula can be designed to support interdisciplinary learning objectives. PMID:23737627

Fetal Heart

MedlinePlus

... Daily Conferences Fellowships and Residencies School of Perfusion Technology Education Resources Library & Learning Resource Center CME Resources THI Journal THI Cardiac Society Save the Date: International Symposium on Cardiovascular Regenerative ...

Rheumatic Fever

MedlinePlus

... Daily Conferences Fellowships and Residencies School of Perfusion Technology Education Resources Library & Learning Resource Center CME Resources THI Journal THI Cardiac Society Save the Date: International Symposium on Cardiovascular Regenerative ...

Silent Ischemia

MedlinePlus

... Daily Conferences Fellowships and Residencies School of Perfusion Technology Education Resources Library & Learning Resource Center CME Resources THI Journal THI Cardiac Society Save the Date: International Symposium on Cardiovascular Regenerative ...

Pulmonary Atresia

MedlinePlus

... Daily Conferences Fellowships and Residencies School of Perfusion Technology Education Resources Library & Learning Resource Center CME Resources THI Journal THI Cardiac Society Save the Date: International Symposium on Cardiovascular Regenerative ...

Vulnerable Plaque

MedlinePlus

... Daily Conferences Fellowships and Residencies School of Perfusion Technology Education Resources Library & Learning Resource Center CME Resources THI Journal THI Cardiac Society Save the Date: International Symposium on Cardiovascular Regenerative ...

Intravascular Ultrasound

MedlinePlus

... Daily Conferences Fellowships and Residencies School of Perfusion Technology Education Resources Library & Learning Resource Center CME Resources THI Journal THI Cardiac Society Save the Date: International Symposium on Cardiovascular Regenerative ...

OLIVER: an online library of images for veterinary education and research.

PubMed

McGreevy, Paul; Shaw, Tim; Burn, Daniel; Miller, Nick

2007-01-01

As part of a strategic move by the University of Sydney toward increased flexibility in learning, the Faculty of Veterinary Science undertook a number of developments involving Web-based teaching and assessment. OLIVER underpins them by providing a rich, durable repository for learning objects. To integrate Web-based learning, case studies, and didactic presentations for veterinary and animal science students, we established an online library of images and other learning objects for use by academics in the Faculties of Veterinary Science and Agriculture. The objectives of OLIVER were to maximize the use of the faculty's teaching resources by providing a stable archiving facility for graphic images and other multimedia learning objects that allows flexible and precise searching, integrating indexing standards, thesauri, pull-down lists of preferred terms, and linking of objects within cases. OLIVER offers a portable and expandable Web-based shell that facilitates ongoing storage of learning objects in a range of media. Learning objects can be downloaded in common, standardized formats so that they can be easily imported for use in a range of applications, including Microsoft PowerPoint, WebCT, and Microsoft Word. OLIVER now contains more than 9,000 images relating to many facets of veterinary science; these are annotated and supported by search engines that allow rapid access to both images and relevant information. The Web site is easily updated and adapted as required.

Object based implicit contextual learning: a study of eye movements.

PubMed

van Asselen, Marieke; Sampaio, Joana; Pina, Ana; Castelo-Branco, Miguel

2011-02-01

Implicit contextual cueing refers to a top-down mechanism in which visual search is facilitated by learned contextual features. In the current study we aimed to investigate the mechanism underlying implicit contextual learning using object information as a contextual cue. Therefore, we measured eye movements during an object-based contextual cueing task. We demonstrated that visual search is facilitated by repeated object information and that this reduction in response times is associated with shorter fixation durations. This indicates that by memorizing associations between objects in our environment we can recognize objects faster, thereby facilitating visual search.

Prediction errors to emotional expressions: the roles of the amygdala in social referencing.

PubMed

Meffert, Harma; Brislin, Sarah J; White, Stuart F; Blair, James R

2015-04-01

Social referencing paradigms in humans and observational learning paradigms in animals suggest that emotional expressions are important for communicating valence. It has been proposed that these expressions initiate stimulus-reinforcement learning. Relatively little is known about the role of emotional expressions in reinforcement learning, particularly in the context of social referencing. In this study, we examined object valence learning in the context of a social referencing paradigm. Participants viewed objects and faces that turned toward the objects and displayed a fearful, happy or neutral reaction to them, while judging the gender of these faces. Notably, amygdala activation was larger when the expressions following an object were less expected. Moreover, when asked, participants were both more likely to want to approach, and showed stronger amygdala responses to, objects associated with happy relative to objects associated with fearful expressions. This suggests that the amygdala plays two roles in social referencing: (i) initiating learning regarding the valence of an object as a function of prediction errors to expressions displayed toward this object and (ii) orchestrating an emotional response to the object when value judgments are being made regarding this object. Published by Oxford University Press 2014. This work is written by US Government employees and is in the public domain in the US.

Managing and learning with multiple models: Objectives and optimization algorithms

USGS Publications Warehouse

Probert, William J. M.; Hauser, C.E.; McDonald-Madden, E.; Runge, M.C.; Baxter, P.W.J.; Possingham, H.P.

2011-01-01

The quality of environmental decisions should be gauged according to managers' objectives. Management objectives generally seek to maximize quantifiable measures of system benefit, for instance population growth rate. Reaching these goals often requires a certain degree of learning about the system. Learning can occur by using management action in combination with a monitoring system. Furthermore, actions can be chosen strategically to obtain specific kinds of information. Formal decision making tools can choose actions to favor such learning in two ways: implicitly via the optimization algorithm that is used when there is a management objective (for instance, when using adaptive management), or explicitly by quantifying knowledge and using it as the fundamental project objective, an approach new to conservation.This paper outlines three conservation project objectives - a pure management objective, a pure learning objective, and an objective that is a weighted mixture of these two. We use eight optimization algorithms to choose actions that meet project objectives and illustrate them in a simulated conservation project. The algorithms provide a taxonomy of decision making tools in conservation management when there is uncertainty surrounding competing models of system function. The algorithms build upon each other such that their differences are highlighted and practitioners may see where their decision making tools can be improved. ?? 2010 Elsevier Ltd.

Scientific Skills and Concept Learning by Rural Women for Personal and National Development

ERIC Educational Resources Information Center

Agbo, Felicia Onyemowo; Isa, Ali A. Muluku

2017-01-01

This paper examined scientific skills and concept learning by rural women for personal and national development. The research design employed was a quasi-experimental, one-group pre-test and post-test design. A non-formal science program package to enhance and empower the rural women's knowledge and skills in their daily activities (nutrition,…

The Role of Context in Third Graders' Learning of Area Measurement

ERIC Educational Resources Information Center

Haris, Denny; Ilma, Ratu

2011-01-01

Many researches showed that the most of students find the difficulty in measuring area. The formula of area tends to be taught directly without involving the conceptual basis and the area measurement are separated from children's daily experiences. For this reason, the teaching and learning of area measurement was designed and link to a set of…

Organized Anarchies: 13 Steps to Building a "Learning Organization"

ERIC Educational Resources Information Center

Henning, Gavin

2018-01-01

In many ways, higher education has not changed in the nearly 1,000 years since the first university was founded in Bologna, Italy in 1088. Many courses still have professors or "masters" lecturing in front of students, with exams being reproduction of facts learned in lectures. But in other ways, higher education changes daily. A brief…

The Effects of Social Media Use on Collaborative Learning: A Case of Turkey

ERIC Educational Resources Information Center

Bozanta, Aysun; Mardikyan, Sona

2017-01-01

The social media usage has penetrated to the many areas in daily lives of today's students. Therefore, social media can be effective tool to support their educational communications and collaborations with their friends and also faculty members. This study aims to determine the effects of social media on collaborative learning. For this purpose, a…

Time on Text and Science Achievement for High School Biology Students

ERIC Educational Resources Information Center

Wyss, Vanessa L.; Dolenc, Nathan; Kong, Xiaoqing; Tai, Robert H.

2013-01-01

The conflict between the amount of material to be addressed in high school science classes, the need to prepare students for standardized tests, and the amount of time available forces science educators to make difficult pedagogical decisions on a daily basis. Hands-on and inquiry-based learning offer students more authentic learning experiences…

An Investigative Assessment of the Need for Individual Learning Support for a Y9 Pupil with Learning Difficulties and ADHD.

ERIC Educational Resources Information Center

Pester, James

2002-01-01

A year nine pupil with attention deficit hyperactivity disorder in a residential school was not accessing the curriculum due to distractibility and aggressive behavior. Analysis of data gathered through individual interviews, analysis of daily staff reports, and structured behavioral observation, indicate the student functions more successfully…