distributed learning environment: Topics by Science.gov

Sample records for distributed learning environment

Designing Distributed Learning Environments with Intelligent Software Agents

ERIC Educational Resources Information Center

Lin, Fuhua, Ed.

2005-01-01

"Designing Distributed Learning Environments with Intelligent Software Agents" reports on the most recent advances in agent technologies for distributed learning. Chapters are devoted to the various aspects of intelligent software agents in distributed learning, including the methodological and technical issues on where and how intelligent agents…
Students' perception of the learning environment in a distributed medical programme.

PubMed

Veerapen, Kiran; McAleer, Sean

2010-09-24

The learning environment of a medical school has a significant impact on students' achievements and learning outcomes. The importance of equitable learning environments across programme sites is implicit in distributed undergraduate medical programmes being developed and implemented. To study the learning environment and its equity across two classes and three geographically separate sites of a distributed medical programme at the University of British Columbia Medical School that commenced in 2004. The validated Dundee Ready Educational Environment Survey was sent to all students in their 2nd and 3rd year (classes graduating in 2009 and 2008) of the programme. The domains of the learning environment surveyed were: students' perceptions of learning, students' perceptions of teachers, students' academic self-perceptions, students' perceptions of the atmosphere, and students' social self-perceptions. Mean scores, frequency distribution of responses, and inter- and intrasite differences were calculated. The perception of the global learning environment at all sites was more positive than negative. It was characterised by a strongly positive perception of teachers. The work load and emphasis on factual learning were perceived negatively. Intersite differences within domains of the learning environment were more evident in the pioneer class (2008) of the programme. Intersite differences consistent across classes were largely related to on-site support for students. Shared strengths and weaknesses in the learning environment at UBC sites were evident in areas that were managed by the parent institution, such as the attributes of shared faculty and curriculum. A greater divergence in the perception of the learning environment was found in domains dependent on local arrangements and social factors that are less amenable to central regulation. This study underlines the need for ongoing comparative evaluation of the learning environment at the distributed sites and interaction between leaders of these sites.
Creating and Nurturing Distributed Asynchronous Learning Environments.

ERIC Educational Resources Information Center

Kochtanek, Thomas R.; Hein, Karen K.

2000-01-01

Describes the evolution of a university course from a face-to-face experience to a Web-based asynchronous learning environment. Topics include cognition and learning; distance learning and distributed learning; student learning communities and the traditional classroom; the future as it relates to education and technology; collaborative student…
Students' perception of the learning environment in a distributed medical programme

PubMed Central

Veerapen, Kiran; McAleer, Sean

2010-01-01

Background The learning environment of a medical school has a significant impact on students' achievements and learning outcomes. The importance of equitable learning environments across programme sites is implicit in distributed undergraduate medical programmes being developed and implemented. Purpose To study the learning environment and its equity across two classes and three geographically separate sites of a distributed medical programme at the University of British Columbia Medical School that commenced in 2004. Method The validated Dundee Ready Educational Environment Survey was sent to all students in their 2nd and 3rd year (classes graduating in 2009 and 2008) of the programme. The domains of the learning environment surveyed were: students' perceptions of learning, students' perceptions of teachers, students' academic self-perceptions, students' perceptions of the atmosphere, and students' social self-perceptions. Mean scores, frequency distribution of responses, and inter- and intrasite differences were calculated. Results The perception of the global learning environment at all sites was more positive than negative. It was characterised by a strongly positive perception of teachers. The work load and emphasis on factual learning were perceived negatively. Intersite differences within domains of the learning environment were more evident in the pioneer class (2008) of the programme. Intersite differences consistent across classes were largely related to on-site support for students. Conclusions Shared strengths and weaknesses in the learning environment at UBC sites were evident in areas that were managed by the parent institution, such as the attributes of shared faculty and curriculum. A greater divergence in the perception of the learning environment was found in domains dependent on local arrangements and social factors that are less amenable to central regulation. This study underlines the need for ongoing comparative evaluation of the learning environment at the distributed sites and interaction between leaders of these sites. PMID:20922033
FODEM: Developing Digital Learning Environments in Widely Dispersed Learning Communities

ERIC Educational Resources Information Center

Suhonen, Jarkko; Sutinen, Erkki

2006-01-01

FODEM (FOrmative DEvelopment Method) is a design method for developing digital learning environments for widely dispersed learning communities. These are communities in which the geographical distribution and density of learners is low when compared to the kind of learning communities in which there is a high distribution and density of learners…
Advancements in Distributed Learning (ADL) Environment in Support of Transformation

DTIC Science & Technology

2017-01-01

REPORT TR-HFM-212 Advancements in Distributed Learning (ADL) Environment in Support of Transformation (Progrès en apprentissage distribué (ADL) à...l’appui de la transformation ) This report documents the findings of Task Group 212. The primary objective of this Task Group was to explore an agile...STO TECHNICAL REPORT TR-HFM-212 Advancements in Distributed Learning (ADL) Environment in Support of Transformation (Progrès en apprentissage
Construction of a Digital Learning Environment Based on Cloud Computing

ERIC Educational Resources Information Center

Ding, Jihong; Xiong, Caiping; Liu, Huazhong

2015-01-01

Constructing the digital learning environment for ubiquitous learning and asynchronous distributed learning has opened up immense amounts of concrete research. However, current digital learning environments do not fully fulfill the expectations on supporting interactive group learning, shared understanding and social construction of knowledge.…
Distributing vs. Blocking Learning Questions in a Web-Based Learning Environment

ERIC Educational Resources Information Center

Kapp, Felix; Proske, Antje; Narciss, Susanne; Körndle, Hermann

2015-01-01

Effective studying in web-based learning environments (web-LEs) requires cognitive engagement and demands learners to regulate their learning activities. One way to support learners in web-LEs is to provide interactive learning questions within the learning environment. Even though research on learning questions has a long tradition, there are…
Instructional Design Issues in a Distributed Collaborative Engineering Design (CED) Instructional Environment

ERIC Educational Resources Information Center

Koszalka, Tiffany A.; Wu, Yiyan

2010-01-01

Changes in engineering practices have spawned changes in engineering education and prompted the use of distributed learning environments. A distributed collaborative engineering design (CED) course was designed to engage engineering students in learning about and solving engineering design problems. The CED incorporated an advanced interactive…
Instructional Designers' Media Selection Practices for Distributed Problem-Based Learning Environments

ERIC Educational Resources Information Center

Fells, Stephanie

2012-01-01

The design of online or distributed problem-based learning (dPBL) is a nascent, complex design problem. Instructional designers are challenged to effectively unite the constructivist principles of problem-based learning (PBL) with appropriate media in order to create quality dPBL environments. While computer-mediated communication (CMC) tools and…
Model of Distributed Learning Objects Repository for a Heterogenic Internet Environment

ERIC Educational Resources Information Center

Kaczmarek, Jerzy; Landowska, Agnieszka

2006-01-01

In this article, an extension of the existing structure of learning objects is described. The solution addresses the problem of the access and discovery of educational resources in the distributed Internet environment. An overview of e-learning standards, reference models, and problems with educational resources delivery is presented. The paper…
Problem-Based Learning and Problem-Solving Tools: Synthesis and Direction for Distributed Education Environments.

ERIC Educational Resources Information Center

Friedman, Robert S.; Deek, Fadi P.

2002-01-01

Discusses how the design and implementation of problem-solving tools used in programming instruction are complementary with both the theories of problem-based learning (PBL), including constructivism, and the practices of distributed education environments. Examines how combining PBL, Web-based distributed education, and a problem-solving…
Some Technical Implications of Distributed Cognition on the Design on Interactive Learning Environments.

ERIC Educational Resources Information Center

Dillenbourg, Pierre

1996-01-01

Maintains that diagnosis, explanation, and tutoring, the functions of an interactive learning environment, are collaborative processes. Examines how human-computer interaction can be improved using a distributed cognition framework. Discusses situational and distributed knowledge theories and provides a model on how they can be used to redesign…
Set size manipulations reveal the boundary conditions of perceptual ensemble learning.

PubMed

Chetverikov, Andrey; Campana, Gianluca; Kristjánsson, Árni

2017-11-01

Recent evidence suggests that observers can grasp patterns of feature variations in the environment with surprising efficiency. During visual search tasks where all distractors are randomly drawn from a certain distribution rather than all being homogeneous, observers are capable of learning highly complex statistical properties of distractor sets. After only a few trials (learning phase), the statistical properties of distributions - mean, variance and crucially, shape - can be learned, and these representations affect search during a subsequent test phase (Chetverikov, Campana, & Kristjánsson, 2016). To assess the limits of such distribution learning, we varied the information available to observers about the underlying distractor distributions by manipulating set size during the learning phase in two experiments. We found that robust distribution learning only occurred for large set sizes. We also used set size to assess whether the learning of distribution properties makes search more efficient. The results reveal how a certain minimum of information is required for learning to occur, thereby delineating the boundary conditions of learning of statistical variation in the environment. However, the benefits of distribution learning for search efficiency remain unclear. Copyright © 2017 Elsevier Ltd. All rights reserved.
Sustaining Teacher Control in a Blog-Based Personal Learning Environment

ERIC Educational Resources Information Center

Tomberg, Vladimir; Laanpere, Mart; Ley, Tobias; Normak, Peeter

2013-01-01

Various tools and services based on Web 2.0 (mainly blogs, wikis, social networking tools) are increasingly used in formal education to create personal learning environments, providing self-directed learners with more freedom, choice, and control over their learning. In such distributed and personalized learning environments, the traditional role…
A Framework System for Intelligent Support in Open Distributed Learning Environments--A Look Back from 16 Years Later

ERIC Educational Resources Information Center

Hoppe, H. Ulrich

2016-01-01

The 1998 paper by Martin Mühlenbrock, Frank Tewissen, and myself introduced a multi-agent architecture and a component engineering approach for building open distributed learning environments to support group learning in different types of classroom settings. It took up prior work on "multiple student modeling" as a method to configure…
Innovative Socio-Technical Environments in Support of Distributed Intelligence and Lifelong Learning

ERIC Educational Resources Information Center

Fischer, G; Konomi, S.

2007-01-01

Individual, unaided human abilities are constrained. Media have helped us to transcend boundaries in thinking, working, learning and collaborating by supporting "distributed intelligence". Wireless and mobile technologies provide new opportunities for creating novel socio-technical environments and thereby empowering humans, but not without…
Incremental learning of concept drift in nonstationary environments.

PubMed

Elwell, Ryan; Polikar, Robi

2011-10-01

We introduce an ensemble of classifiers-based approach for incremental learning of concept drift, characterized by nonstationary environments (NSEs), where the underlying data distributions change over time. The proposed algorithm, named Learn(++). NSE, learns from consecutive batches of data without making any assumptions on the nature or rate of drift; it can learn from such environments that experience constant or variable rate of drift, addition or deletion of concept classes, as well as cyclical drift. The algorithm learns incrementally, as other members of the Learn(++) family of algorithms, that is, without requiring access to previously seen data. Learn(++). NSE trains one new classifier for each batch of data it receives, and combines these classifiers using a dynamically weighted majority voting. The novelty of the approach is in determining the voting weights, based on each classifier's time-adjusted accuracy on current and past environments. This approach allows the algorithm to recognize, and act accordingly, to the changes in underlying data distributions, as well as to a possible reoccurrence of an earlier distribution. We evaluate the algorithm on several synthetic datasets designed to simulate a variety of nonstationary environments, as well as a real-world weather prediction dataset. Comparisons with several other approaches are also included. Results indicate that Learn(++). NSE can track the changing environments very closely, regardless of the type of concept drift. To allow future use, comparison and benchmarking by interested researchers, we also release our data used in this paper. © 2011 IEEE
Exploring Distributed Leadership for the Quality Management of Online Learning Environments

ERIC Educational Resources Information Center

Palmer, Stuart; Holt, Dale; Gosper, Maree; Sankey, Michael; Allan, Garry

2013-01-01

Online learning environments (OLEs) are complex information technology (IT) systems that intersect with many areas of university organisation. Distributed models of leadership have been proposed as appropriate for the good governance of OLEs. Based on theoretical and empirical research, a group of Australian universities proposed a framework for…
Web-Based Learning Support System

NASA Astrophysics Data System (ADS)

Fan, Lisa

Web-based learning support system offers many benefits over traditional learning environments and has become very popular. The Web is a powerful environment for distributing information and delivering knowledge to an increasingly wide and diverse audience. Typical Web-based learning environments, such as Web-CT, Blackboard, include course content delivery tools, quiz modules, grade reporting systems, assignment submission components, etc. They are powerful integrated learning management systems (LMS) that support a number of activities performed by teachers and students during the learning process [1]. However, students who study a course on the Internet tend to be more heterogeneously distributed than those found in a traditional classroom situation. In order to achieve optimal efficiency in a learning process, an individual learner needs his or her own personalized assistance. For a web-based open and dynamic learning environment, personalized support for learners becomes more important. This chapter demonstrates how to realize personalized learning support in dynamic and heterogeneous learning environments by utilizing Adaptive Web technologies. It focuses on course personalization in terms of contents and teaching materials that is according to each student's needs and capabilities. An example of using Rough Set to analyze student personal information to assist students with effective learning and predict student performance is presented.

Distributed Scaffolding: Synergy in Technology-Enhanced Learning Environments

ERIC Educational Resources Information Center

Ustunel, Hale H.; Tokel, Saniye Tugba

2018-01-01

When technology is employed challenges increase in learning environments. Kim et al. ("Sci Educ" 91(6):1010-1030, 2007) presented a pedagogical framework that provides a valid technology-enhanced learning environment. The purpose of the present design-based study was to investigate the micro context dimension of this framework and to…
EVA: Collaborative Distributed Learning Environment Based in Agents.

ERIC Educational Resources Information Center

Sheremetov, Leonid; Tellez, Rolando Quintero

In this paper, a Web-based learning environment developed within the project called Virtual Learning Spaces (EVA, in Spanish) is presented. The environment is composed of knowledge, collaboration, consulting, experimentation, and personal spaces as a collection of agents and conventional software components working over the knowledge domains. All…
Creation of an Integrated Environment to Supply e-Learning Platforms with Office Automation Features

ERIC Educational Resources Information Center

Palumbo, Emilio; Verga, Francesca

2015-01-01

Over the last years great efforts have been made within the University environment to implement e-learning technologies in the standard educational practice. These learning technologies distribute online educational multimedia contents through technological platforms. Even though specific e-learning tools for technical disciplines were already…
Framing and Enhancing Distributed Leadership in the Quality Management of Online Learning Environments in Higher Education

ERIC Educational Resources Information Center

Holt, Dale; Palmer, Stuart; Gosper, Maree; Sankey, Michael; Allan, Garry

2014-01-01

This article reports on the findings of senior leadership interviews in a nationally funded project on distributed leadership in the quality management of online learning environments (OLEs) in higher education. Questions were framed around the development of an OLE quality management framework and the situation of the characteristics of…
Rethinking Flexible Learning in a Distributed Learning Environment: A University-Wide Initiative

ERIC Educational Resources Information Center

Phillips, Rob; Cummings, Rick; Lowe, Kate; Jonas-Dwyer, Diana

2004-01-01

This paper is a case study of the impact of ICT on the teaching and learning environment at Murdoch University in Perth, Western Australia, where the convergence of distance and campus-based education is changing the teaching environment in ways impossible prior to the development of ICT. Specifically, the paper will explore issues which have…
Teachers as Designers of Collaborative Distance Learning.

ERIC Educational Resources Information Center

Spector, J. Michael

There is an obvious growth in the use of distributed and online learning environments. There is some evidence to believe that collaborative learning environments can be effective, especially when using advanced technology to support learning in and about complex domains. There is also an extensive body of research literature in the areas of…
A PKI Approach for Deploying Modern Secure Distributed E-Learning and M-Learning Environments

ERIC Educational Resources Information Center

Kambourakis, Georgios; Kontoni, Denise-Penelope N.; Rouskas, Angelos; Gritzalis, Stefanos

2007-01-01

While public key cryptography is continuously evolving and its installed base is growing significantly, recent research works examine its potential use in e-learning or m-learning environments. Public key infrastructure (PKI) and attribute certificates (ACs) can provide the appropriate framework to effectively support authentication and…
The Evolution of Constructivist Learning Environments: Immersion in Distributed, Virtual Worlds.

ERIC Educational Resources Information Center

Dede, Chris

1995-01-01

Discusses the evolution of constructivist learning environments and examines the collaboration of simulated software models, virtual environments, and evolving mental models via immersion in artificial realities. A sidebar gives a realistic example of a student navigating through cyberspace. (JMV)
New Educational Modules Using a Cyber-Distribution System Testbed

DOE PAGES

Xie, Jing; Bedoya, Juan Carlos; Liu, Chen-Ching; ...

2018-03-30

At Washington State University (WSU), a modern cyber-physical system testbed has been implemented based on an industry grade distribution management system (DMS) that is integrated with remote terminal units (RTUs), smart meters, and a solar photovoltaic (PV). In addition, the real model from the Avista Utilities distribution system in Pullman, WA, is modeled in DMS. The proposed testbed environment allows students and instructors to utilize these facilities for innovations in learning and teaching. For power engineering education, this testbed helps students understand the interaction between a cyber system and a physical distribution system through industrial level visualization. The testbed providesmore » a distribution system monitoring and control environment for students. Compared with a simulation based approach, the testbed brings the students' learning environment a step closer to the real world. The educational modules allow students to learn the concepts of a cyber-physical system and an electricity market through an integrated testbed. Furthermore, the testbed provides a platform in the study mode for students to practice working on a real distribution system model. Here, this paper describes the new educational modules based on the testbed environment. Three modules are described together with the underlying educational principles and associated projects.« less
New Educational Modules Using a Cyber-Distribution System Testbed

DOE Office of Scientific and Technical Information (OSTI.GOV)

Xie, Jing; Bedoya, Juan Carlos; Liu, Chen-Ching

At Washington State University (WSU), a modern cyber-physical system testbed has been implemented based on an industry grade distribution management system (DMS) that is integrated with remote terminal units (RTUs), smart meters, and a solar photovoltaic (PV). In addition, the real model from the Avista Utilities distribution system in Pullman, WA, is modeled in DMS. The proposed testbed environment allows students and instructors to utilize these facilities for innovations in learning and teaching. For power engineering education, this testbed helps students understand the interaction between a cyber system and a physical distribution system through industrial level visualization. The testbed providesmore » a distribution system monitoring and control environment for students. Compared with a simulation based approach, the testbed brings the students' learning environment a step closer to the real world. The educational modules allow students to learn the concepts of a cyber-physical system and an electricity market through an integrated testbed. Furthermore, the testbed provides a platform in the study mode for students to practice working on a real distribution system model. Here, this paper describes the new educational modules based on the testbed environment. Three modules are described together with the underlying educational principles and associated projects.« less
An Intelligent System for Document Retrieval in Distributed Office Environments.

ERIC Educational Resources Information Center

Mukhopadhyay, Uttam; And Others

1986-01-01

MINDS (Multiple Intelligent Node Document Servers) is a distributed system of knowledge-based query engines for efficiently retrieving multimedia documents in an office environment of distributed workstations. By learning document distribution patterns and user interests and preferences during system usage, it customizes document retrievals for…
Games as Distributed Teaching and Learning Systems

ERIC Educational Resources Information Center

Gee, Elisabeth; Gee, James Paul

2017-01-01

Background: Videogames and virtual worlds have frequently been studied as learning environments in isolation; that is, scholars have focused on understanding the features of games or virtual worlds as separate from or different than "real world" environments for learning. Although more recently, scholars have explored the teaching and…
Learning from Multiple Collaborating Intelligent Tutors: An Agent-based Approach.

ERIC Educational Resources Information Center

Solomos, Konstantinos; Avouris, Nikolaos

1999-01-01

Describes an open distributed multi-agent tutoring system (MATS) and discusses issues related to learning in such open environments. Topics include modeling a one student-many teachers approach in a computer-based learning context; distributed artificial intelligence; implementation issues; collaboration; and user interaction. (Author/LRW)
Fostering Self-Regulation in Distributed Learning

ERIC Educational Resources Information Center

Terry, Krista P.; Doolittle, Peter

2006-01-01

Although much has been written about fostering self-regulated learning in traditional classroom settings, there has been little that addresses how to facilitate self-regulated learning skills in distributed and online environments. This article will examine some such strategies by specifically focusing on time management. Specific principles for…
LYDIAN: An Extensible Educational Animation Environment for Distributed Algorithms

ERIC Educational Resources Information Center

Koldehofe, Boris; Papatriantafilou, Marina; Tsigas, Philippas

2006-01-01

LYDIAN is an environment to support the teaching and learning of distributed algorithms. It provides a collection of distributed algorithms as well as continuous animations. Users can combine algorithms and animations with arbitrary network structures defining the interconnection and behavior of the distributed algorithm. Further, it facilitates…
An Exploratory Review of Design Principles in Constructivist Gaming Learning Environments

ERIC Educational Resources Information Center

Rosario, Roberto A. Munoz; Widmeyer, George R.

2009-01-01

Creating a design theory for Constructivist Gaming Learning Environment necessitates, among other things, the establishment of design principles. These principles have the potential to help designers produce games, where users achieve higher levels of learning. This paper focuses on twelve design principles: Probing, Distributed, Multiple Routes,…
Creating an Organic Knowledge-Building Environment within an Asynchronous Distributed Learning Context.

ERIC Educational Resources Information Center

Moller, Leslie; Prestera, Gustavo E.; Harvey, Douglas; Downs-Keller, Margaret; McCausland, Jo-Ann

2002-01-01

Discusses organic architecture and suggests that learning environments should be designed and constructed using an organic approach, so that learning is not viewed as a distinct human activity but incorporated into everyday performance. Highlights include an organic knowledge-building model; information objects; scaffolding; discourse action…
Distributed Emotions in the Design of Learning Technologies

ERIC Educational Resources Information Center

Kim, Beaumie; Kim, Mi Song

2010-01-01

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

ERIC Educational Resources Information Center

Cadima, Rita; Ojeda, Jordi; Monguet, Josep M.

2012-01-01

Social networks play an essential role in learning environments as a key channel for knowledge sharing and students' support. In distributed learning communities, knowledge sharing does not occur as spontaneously as when a working group shares the same physical space; knowledge sharing depends even more on student informal connections. In this…
Ontology-Based Multimedia Authoring Tool for Adaptive E-Learning

ERIC Educational Resources Information Center

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

2010-01-01

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

Exploring the Relationship Between Distributed Training, Integrated Learning Environments, and Immersive Training Environments

DTIC Science & Technology

2007-01-01

educating and training (O’Keefe IV & McIntyre III, 2006). Topics vary widely from standard educational topics such as teaching kids physics, mechanics...Winn, W., & Yu, R. (1997). The Impact of Three Dimensional Immersive Virtual Environments on Modern Pedagogy : Global Change, VR and Learning
Leading the Quality Management of Online Learning Environments in Australian Higher Education

ERIC Educational Resources Information Center

Holt, Dale; Palmer, Stuart; Munro, Judy; Solomonides, Ian; Gosper, Maree; Hicks, Margaret; Sankey, Michael; Allan, Garry; Hollenbeck, Robert

2013-01-01

The paper presents the findings of the first year of a nationally funded Australian Learning and Teaching Council (ALTC) project on the quality management of online learning environments by and through distributed leadership. The project is being undertaken by five Australian universities with major commitments to online and distance education.…
Strategy Approach for eLearning 2.0 Deployment in Universities

ERIC Educational Resources Information Center

Casquero, Oskar; Portillo, Javier; Ovelar, Ramon; Romo, Jesus; Benito, Manuel

2010-01-01

The institutionally powered Personal Learning Environment (iPLE) constitutes our vision of how Web 2.0 technologies, people arrangement and data sharing could be applied for delivering open, flexible, distributed and learner-centred learning environments to university members. Based on the iPLE, this paper explores a strategy approach that…
Technology, Learning and Instruction: Distributed Cognition in the Secondary English Classroom

ERIC Educational Resources Information Center

Gomez, Mary Louise; Schieble, Melissa; Curwood, Jen Scott; Hassett, Dawnene

2010-01-01

In this paper, we analyse interactions between secondary students and pre-service teachers in an online environment in order to understand how their meaning-making processes embody distributed cognition. We begin by providing a theoretical review of the ways in which literacy learning is distributed across learners, objects, tools, symbols,…
Flexible Simulation E-Learning Environment for Studying Digital Circuits and Possibilities for It Deployment as Semantic Web Service

ERIC Educational Resources Information Center

Radoyska, P.; Ivanova, T.; Spasova, N.

2011-01-01

In this article we present a partially realized project for building a distributed learning environment for studying digital circuits Test and Diagnostics at TU-Sofia. We describe the main requirements for this environment, substantiate the developer platform choice, and present our simulation and circuit parameter calculation tools.…
Learning Grammatical Categories from Distributional Cues: Flexible Frames for Language Acquisition

ERIC Educational Resources Information Center

St. Clair, Michelle C.; Monaghan, Padraic; Christiansen, Morten H.

2010-01-01

Numerous distributional cues in the child's environment may potentially assist in language learning, but what cues are useful to the child and when are these cues utilised? We propose that the most useful source of distributional cue is a flexible frame surrounding the word, where the language learner integrates information from the preceding and…
Learning Systems in Post-Statutory Education

ERIC Educational Resources Information Center

Catherall, Paul

2008-01-01

This article examines the broad scope of systemised learning (e-learning) in post-statutory education. Issues for discussion include the origins and forms of learning systems, including technical and educational concepts and approaches, such as distributed and collaborative learning. The VLE (Virtual Learning Environment) is defined as the…
Distributed Learning. CAUSE Professional Paper Series, No. 14.

ERIC Educational Resources Information Center

Oblinger, Diana G.; Maruyama, Mark K.

This paper synthesizes current thought about the role of networking technologies in instruction and addresses the need for higher education to create affordable and flexible student-centered "distributed learning environments" employing networking technologies. First, relevant trends are identified in the areas of information volume, technology…
Innovation in Open & Distance Learning: Successful Development of Online and Web-Based Learning.

ERIC Educational Resources Information Center

Lockwood, Fred, Ed.; Gooley, Anne, Ed.

This book contains 19 papers examining innovation in open and distance learning through development of online and World Wide Web-based learning. The following papers are included: "Innovation in Distributed Learning: Creating the Environment" (Fred Lockwood); "Innovation in Open and Distance Learning: Some Lessons from Experience…
Distributed Practicum Supervision in a Managed Learning Environment (MLE)

ERIC Educational Resources Information Center

Carter, David

2005-01-01

This evaluation-research feasibility study piloted the creation of a technology-mediated managed learning environment (MLE) involving the implementation of one of a new generation of instructionally driven management information systems (IMISs). The system, and supporting information and communications technology (ICT) was employed to support…
How Can Innovative Learning Environments Promote the Diffusion of Innovation?

ERIC Educational Resources Information Center

Osborne, Mark

2016-01-01

Schools implementing innovative learning environments (ILEs) face many challenges, including the need to discard previously cherished practices and behaviours, adjust mindsets, and invent successful new ways of operating. Leaders can support these processes by implementing structures that: i) support ongoing, distributed, participatory innovation;…
How copying affects the amount, evenness and persistence of cultural knowledge: insights from the social learning strategies tournament

PubMed Central

Rendell, L.; Boyd, R.; Enquist, M.; Feldman, M. W.; Fogarty, L.; Laland, K. N.

2011-01-01

Darwinian processes should favour those individuals that deploy the most effective strategies for acquiring information about their environment. We organized a computer-based tournament to investigate which learning strategies would perform well in a changing environment. The most successful strategies relied almost exclusively on social learning (here, learning a behaviour performed by another individual) rather than asocial learning, even when environments were changing rapidly; moreover, successful strategies focused learning effort on periods of environmental change. Here, we use data from tournament simulations to examine how these strategies might affect cultural evolution, as reflected in the amount of culture (i.e. number of cultural traits) in the population, the distribution of cultural traits across individuals, and their persistence through time. We found that high levels of social learning are associated with a larger amount of more persistent knowledge, but a smaller amount of less persistent expressed behaviour, as well as more uneven distributions of behaviour, as individuals concentrated on exploiting a smaller subset of behaviour patterns. Increased rates of environmental change generated increases in the amount and evenness of behaviour. These observations suggest that copying confers on cultural populations an adaptive plasticity, allowing them to respond to changing environments rapidly by drawing on a wider knowledge base. PMID:21357234
How copying affects the amount, evenness and persistence of cultural knowledge: insights from the social learning strategies tournament.

PubMed

Rendell, L; Boyd, R; Enquist, M; Feldman, M W; Fogarty, L; Laland, K N

2011-04-12

Darwinian processes should favour those individuals that deploy the most effective strategies for acquiring information about their environment. We organized a computer-based tournament to investigate which learning strategies would perform well in a changing environment. The most successful strategies relied almost exclusively on social learning (here, learning a behaviour performed by another individual) rather than asocial learning, even when environments were changing rapidly; moreover, successful strategies focused learning effort on periods of environmental change. Here, we use data from tournament simulations to examine how these strategies might affect cultural evolution, as reflected in the amount of culture (i.e. number of cultural traits) in the population, the distribution of cultural traits across individuals, and their persistence through time. We found that high levels of social learning are associated with a larger amount of more persistent knowledge, but a smaller amount of less persistent expressed behaviour, as well as more uneven distributions of behaviour, as individuals concentrated on exploiting a smaller subset of behaviour patterns. Increased rates of environmental change generated increases in the amount and evenness of behaviour. These observations suggest that copying confers on cultural populations an adaptive plasticity, allowing them to respond to changing environments rapidly by drawing on a wider knowledge base.
Learning grammatical categories from distributional cues: flexible frames for language acquisition.

PubMed

St Clair, Michelle C; Monaghan, Padraic; Christiansen, Morten H

2010-09-01

Numerous distributional cues in the child's environment may potentially assist in language learning, but what cues are useful to the child and when are these cues utilised? We propose that the most useful source of distributional cue is a flexible frame surrounding the word, where the language learner integrates information from the preceding and the succeeding word for grammatical categorisation. In corpus analyses of child-directed speech together with computational models of category acquisition, we show that these flexible frames are computationally advantageous for language learning, as they benefit from the coverage of bigram information across a large proportion of the language environment as well as exploiting the enhanced accuracy of trigram information. Flexible frames are also consistent with the developmental trajectory of children's sensitivity to different sources of distributional information, and they are therefore a useful and usable information source for supporting the acquisition of grammatical categories. 2010 Elsevier B.V. All rights reserved.
Knowledge Building by Full Integration with Virtual Reality Environments and Its Effects on Personal and Social Life.

ERIC Educational Resources Information Center

Fialho, Francisco Antonio Pereira; Catapan, Araci Hack

1999-01-01

Argues that the creation of distributed environments for constructivist learning is a challenge which requires a multidisciplinary development and support team. Outlines recommended strategies for the collective creation of virtual worlds which can improve learning. Contains 11 references. (Author/WRM)
E-Learning QUICK Checklist

ERIC Educational Resources Information Center

Khan, Badrul

2005-01-01

"E-Learning QUICK Checklist" walks readers through the various factors important to developing, evaluating and implementing an open, flexible and distributed learning environment. This book is designed as a quick checklist for e-learning. It contains many practical items that the reader can use as review criteria to check if e-learning modules,…
Multi-Agent Framework for Virtual Learning Spaces.

ERIC Educational Resources Information Center

Sheremetov, Leonid; Nunez, Gustavo

1999-01-01

Discussion of computer-supported collaborative learning, distributed artificial intelligence, and intelligent tutoring systems focuses on the concept of agents, and describes a virtual learning environment that has a multi-agent system. Describes a model of interactions in collaborative learning and discusses agents for Web-based virtual…
The Relationship between the Perceptions of the Fairness of the Learning Environment and the Level of Alienation

ERIC Educational Resources Information Center

Çaglar, Çaglar

2013-01-01

Problem Statement: The phenomenon of justice, which is defined as conformity to what is right and legal, is conceptualized into three aspects: "distributive justice," "procedural justice" and "interactional justice" in educational organizations. The more students perceive their learning environment to be fair, the…
QSIA--A Web-Based Environment for Learning, Assessing and Knowledge Sharing in Communities

ERIC Educational Resources Information Center

Rafaeli, Sheizaf; Barak, Miri; Dan-Gur, Yuval; Toch, Eran

2004-01-01

This paper describes a Web-based and distributed system named QSIA that serves as an environment for learning, assessing and knowledge sharing. QSIA--Questions Sharing and Interactive Assignments--offers a unified infrastructure for developing, collecting, managing and sharing of knowledge items. QSIA enhances collaboration in authoring via online…
Learner-Controlled Scaffolding Linked to Open-Ended Problems in a Digital Learning Environment

ERIC Educational Resources Information Center

Edson, Alden Jack

2017-01-01

This exploratory study reports on how students activated learner-controlled scaffolding and navigated through sequences of connected problems in a digital learning environment. A design experiment was completed to (re)design, iteratively develop, test, and evaluate a digital version of an instructional unit focusing on binomial distributions and…

Awareness of Cognitive and Social Behaviour in a CSCL Environment

ERIC Educational Resources Information Center

Kirschner, P. A.; Kreijns, K.; Phielix, C.; Fransen, J.

2015-01-01

Most distributed and virtual online environments for and pedagogies of computer-supported collaborative learning (CSCL) neglect the social and social-emotional aspects underlying the group dynamics of learning and working in a CSCL group. These group dynamics often determine whether the group will develop into a well-performing team and whether a…
Designing Multimedia for Meaningful Online Teaching and Learning

ERIC Educational Resources Information Center

Terry, Krista P.; Doolittle, Peter E.; Scheer, Stephanie B.; McNeill, Andrea

2004-01-01

The development of distance and distributed learning environments on college campuses has created a need to reconsider traditional approaches to teaching and learning by integrating research and theories in human learning, pedagogy, and instructional technology. Creating effective and efficient multimedia for Web-based instruction requires a…
Distributed interactive virtual environments for collaborative experiential learning and training independent of distance over Internet2.

PubMed

Alverson, Dale C; Saiki, Stanley M; Jacobs, Joshua; Saland, Linda; Keep, Marcus F; Norenberg, Jeffrey; Baker, Rex; Nakatsu, Curtis; Kalishman, Summers; Lindberg, Marlene; Wax, Diane; Mowafi, Moad; Summers, Kenneth L; Holten, James R; Greenfield, John A; Aalseth, Edward; Nickles, David; Sherstyuk, Andrei; Haines, Karen; Caudell, Thomas P

2004-01-01

Medical knowledge and skills essential for tomorrow's healthcare professionals continue to change faster than ever before creating new demands in medical education. Project TOUCH (Telehealth Outreach for Unified Community Health) has been developing methods to enhance learning by coupling innovations in medical education with advanced technology in high performance computing and next generation Internet2 embedded in virtual reality environments (VRE), artificial intelligence and experiential active learning. Simulations have been used in education and training to allow learners to make mistakes safely in lieu of real-life situations, learn from those mistakes and ultimately improve performance by subsequent avoidance of those mistakes. Distributed virtual interactive environments are used over distance to enable learning and participation in dynamic, problem-based, clinical, artificial intelligence rules-based, virtual simulations. The virtual reality patient is programmed to dynamically change over time and respond to the manipulations by the learner. Participants are fully immersed within the VRE platform using a head-mounted display and tracker system. Navigation, locomotion and handling of objects are accomplished using a joy-wand. Distribution is managed via the Internet2 Access Grid using point-to-point or multi-casting connectivity through which the participants can interact. Medical students in Hawaii and New Mexico (NM) participated collaboratively in problem solving and managing of a simulated patient with a closed head injury in VRE; dividing tasks, handing off objects, and functioning as a team. Students stated that opportunities to make mistakes and repeat actions in the VRE were extremely helpful in learning specific principles. VRE created higher performance expectations and some anxiety among VRE users. VRE orientation was adequate but students needed time to adapt and practice in order to improve efficiency. This was also demonstrated successfully between Western Australia and UNM. We successfully demonstrated the ability to fully immerse participants in a distributed virtual environment independent of distance for collaborative team interaction in medical simulation designed for education and training. The ability to make mistakes in a safe environment is well received by students and has a positive impact on their understanding, as well as memory of the principles involved in correcting those mistakes. Bringing people together as virtual teams for interactive experiential learning and collaborative training, independent of distance, provides a platform for distributed "just-in-time" training, performance assessment and credentialing. Further validation is necessary to determine the potential value of the distributed VRE in knowledge transfer, improved future performance and should entail training participants to competence in using these tools.
Are Learning Style Preferences of Health Science Students Predictive of Their Attitudes towards E-Learning?

ERIC Educational Resources Information Center

Brown, Ted; Zoghi, Maryam; Williams, Brett; Jaberzadeh, Shapour; Roller, Louis; Palermo, Claire; McKenna, Lisa; Wright, Caroline; Baird, Marilyn; Schneider-Kolsky, Michal; Hewitt, Lesley; Sim, Jenny; Holt, Tangerine-Ann

2009-01-01

The objective for this study was to determine whether learning style preferences of health science students could predict their attitudes to e-learning. A survey comprising the "Index of Learning Styles" (ILS) and the "Online Learning Environment Survey" (OLES) was distributed to 2885 students enrolled in 10 different health…
Learning Multirobot Hose Transportation and Deployment by Distributed Round-Robin Q-Learning.

PubMed

Fernandez-Gauna, Borja; Etxeberria-Agiriano, Ismael; Graña, Manuel

2015-01-01

Multi-Agent Reinforcement Learning (MARL) algorithms face two main difficulties: the curse of dimensionality, and environment non-stationarity due to the independent learning processes carried out by the agents concurrently. In this paper we formalize and prove the convergence of a Distributed Round Robin Q-learning (D-RR-QL) algorithm for cooperative systems. The computational complexity of this algorithm increases linearly with the number of agents. Moreover, it eliminates environment non sta tionarity by carrying a round-robin scheduling of the action selection and execution. That this learning scheme allows the implementation of Modular State-Action Vetoes (MSAV) in cooperative multi-agent systems, which speeds up learning convergence in over-constrained systems by vetoing state-action pairs which lead to undesired termination states (UTS) in the relevant state-action subspace. Each agent's local state-action value function learning is an independent process, including the MSAV policies. Coordination of locally optimal policies to obtain the global optimal joint policy is achieved by a greedy selection procedure using message passing. We show that D-RR-QL improves over state-of-the-art approaches, such as Distributed Q-Learning, Team Q-Learning and Coordinated Reinforcement Learning in a paradigmatic Linked Multi-Component Robotic System (L-MCRS) control problem: the hose transportation task. L-MCRS are over-constrained systems with many UTS induced by the interaction of the passive linking element and the active mobile robots.
Privacy-preserving backpropagation neural network learning.

PubMed

Chen, Tingting; Zhong, Sheng

2009-10-01

With the development of distributed computing environment , many learning problems now have to deal with distributed input data. To enhance cooperations in learning, it is important to address the privacy concern of each data holder by extending the privacy preservation notion to original learning algorithms. In this paper, we focus on preserving the privacy in an important learning model, multilayer neural networks. We present a privacy-preserving two-party distributed algorithm of backpropagation which allows a neural network to be trained without requiring either party to reveal her data to the other. We provide complete correctness and security analysis of our algorithms. The effectiveness of our algorithms is verified by experiments on various real world data sets.
Assessing the Application of Three-Dimensional Collaborative Technologies within an E-Learning Environment

ERIC Educational Resources Information Center

McArdle, Gavin; Bertolotto, Michela

2012-01-01

Today, the Internet plays a major role in distributing learning material within third level education. Multiple online facilities provide access to educational resources. While early systems relied on webpages, which acted as repositories for learning material, nowadays sophisticated online applications manage and deliver learning resources.…
Developing an Efficient Computational Method that Estimates the Ability of Students in a Web-Based Learning Environment

ERIC Educational Resources Information Center

Lee, Young-Jin

2012-01-01

This paper presents a computational method that can efficiently estimate the ability of students from the log files of a Web-based learning environment capturing their problem solving processes. The computational method developed in this study approximates the posterior distribution of the student's ability obtained from the conventional Bayes…
Distribution of Feedback among Teacher and Students in Online Collaborative Learning in Small Groups

ERIC Educational Resources Information Center

Coll, Cesar; Rochera, Maria Jose; de Gispert, Ines; Diaz-Barriga, Frida

2013-01-01

This study explores the characteristics and distribution of the feedback provided by the participants (a teacher and her students) in an activity organized inside a collaborative online learning environment. We analyse 853 submissions made by two groups of graduate students and their teacher (N1 = 629 & N2 = 224) involved in the collaborative…
Roles of Course Facilitators, Learners, and Technology in the Flow of Information of a cMOOC

ERIC Educational Resources Information Center

Skrypnyk, Oleksandra; Joksimovic, Srec´ko; Kovanovic, Vitomir; Gas?evic, Dragan; Dawson, Shane

2015-01-01

Distributed Massive Open Online Courses (MOOCs) are based on the premise that online learning occurs through a network of interconnected learners. The teachers' role in distributed courses extends to forming such a network by facilitating communication that connects learners and their separate personal learning environments scattered around the…
Student perception of the educational environment in regular and bridging nursing programs in Saudi Arabia using the Dundee Ready Educational Environment Measure.

PubMed

Al Nozha, Omar Mansour; Fadel, Hani T

2017-01-01

Taibah University offers regular nursing (RNP) and nursing bridging (NBP) bachelor programs. We evaluated student perception of the learning environment as one means of quality assurance. To assess nursing student perception of their educational environment, to compare the perceptions of regular and bridging students, and to compare the perceptions of students in the old and new curricula. Cross-sectional survey. College of Nursing at Taibah University, Madinah, Saudi Arabia. The Dundee Ready Educational Environment Measure (DREEM) instrument was distributed to over 714 nursing students to assess perception of the educational environment. Independent samples t test and Pearson's chi square were used to compare the programs and curricula. The DREEM inventory score. Of 714 students, 271 (38%) were RNP students and 443 (62%) were NBP students. The mean (standard deviation) DREEM score was 111 (25). No significant differences were observed between the programs except for the domain "academic self-perceptions" being higher in RNP students (P < .001). Higher mean DREEM scores were observed among students studying the new curriculum in the RNP (P < .001) and NBP (P > .05). Nursing students generally perceived their learning environment as more positive than negative. Regular students were more positive than bridging students. Students who experienced the new curriculum were more positive towards learning. The cross-sectional design and unequal gender and study level distributions may limit generalizability of the results. Longitudinal, large-scale studies with more even distributions of participant characteristics are needed.
Integrating labview into a distributed computing environment.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Kasemir, K. U.; Pieck, M.; Dalesio, L. R.

2001-01-01

Being easy to learn and well suited for a selfcontained desktop laboratory setup, many casual programmers prefer to use the National Instruments Lab-VIEW environment to develop their logic. An ActiveX interface is presented that allows integration into a plant-wide distributed environment based on the Experimental Physics and Industrial Control System (EPICS). This paper discusses the design decisions and provides performance information, especially considering requirements for the Spallation Neutron Source (SNS) diagnostics system.
Extending the ARIADNE Web-Based Learning Environment.

ERIC Educational Resources Information Center

Van Durm, Rafael; Duval, Erik; Verhoeven, Bart; Cardinaels, Kris; Olivie, Henk

One of the central notions of the ARIADNE learning platform is a share-and-reuse approach toward the development of digital course material. The ARIADNE infrastructure includes a distributed database called the Knowledge Pool System (KPS), which acts as a repository of pedagogical material, described with standardized IEEE LTSC Learning Object…
Parallel-distributed mobile robot simulator

NASA Astrophysics Data System (ADS)

Okada, Hiroyuki; Sekiguchi, Minoru; Watanabe, Nobuo

1996-06-01

The aim of this project is to achieve an autonomous learning and growth function based on active interaction with the real world. It should also be able to autonomically acquire knowledge about the context in which jobs take place, and how the jobs are executed. This article describes a parallel distributed movable robot system simulator with an autonomous learning and growth function. The autonomous learning and growth function which we are proposing is characterized by its ability to learn and grow through interaction with the real world. When the movable robot interacts with the real world, the system compares the virtual environment simulation with the interaction result in the real world. The system then improves the virtual environment to match the real-world result more closely. This the system learns and grows. It is very important that such a simulation is time- realistic. The parallel distributed movable robot simulator was developed to simulate the space of a movable robot system with an autonomous learning and growth function. The simulator constructs a virtual space faithful to the real world and also integrates the interfaces between the user, the actual movable robot and the virtual movable robot. Using an ultrafast CG (computer graphics) system (FUJITSU AG series), time-realistic 3D CG is displayed.
Guidelines for developing distributed virtual environment applications

NASA Astrophysics Data System (ADS)

Stytz, Martin R.; Banks, Sheila B.

1998-08-01

We have conducted a variety of projects that served to investigate the limits of virtual environments and distributed virtual environment (DVE) technology for the military and medical professions. The projects include an application that allows the user to interactively explore a high-fidelity, dynamic scale model of the Solar System and a high-fidelity, photorealistic, rapidly reconfigurable aircraft simulator. Additional projects are a project for observing, analyzing, and understanding the activity in a military distributed virtual environment, a project to develop a distributed threat simulator for training Air Force pilots, a virtual spaceplane to determine user interface requirements for a planned military spaceplane system, and an automated wingman for use in supplementing or replacing human-controlled systems in a DVE. The last two projects are a virtual environment user interface framework; and a project for training hospital emergency department personnel. In the process of designing and assembling the DVE applications in support of these projects, we have developed rules of thumb and insights into assembling DVE applications and the environment itself. In this paper, we open with a brief review of the applications that were the source for our insights and then present the lessons learned as a result of these projects. The lessons we have learned fall primarily into five areas. These areas are requirements development, software architecture, human-computer interaction, graphical database modeling, and construction of computer-generated forces.
Neural Evidence of Statistical Learning: Efficient Detection of Visual Regularities without Awareness

ERIC Educational Resources Information Center

Turk-Browne, Nicholas B.; Scholl, Brian J.; Chun, Marvin M.; Johnson, Marcia K.

2009-01-01

Our environment contains regularities distributed in space and time that can be detected by way of statistical learning. This unsupervised learning occurs without intent or awareness, but little is known about how it relates to other types of learning, how it affects perceptual processing, and how quickly it can occur. Here we use fMRI during…
Architectures for Distributed and Complex M-Learning Systems: Applying Intelligent Technologies

ERIC Educational Resources Information Center

Caballe, Santi, Ed.; Xhafa, Fatos, Ed.; Daradoumis, Thanasis, Ed.; Juan, Angel A., Ed.

2009-01-01

Over the last decade, the needs of educational organizations have been changing in accordance with increasingly complex pedagogical models and with the technological evolution of e-learning environments with very dynamic teaching and learning requirements. This book explores state-of-the-art software architectures and platforms used to support…
An Attempt To Design Synchronous Collaborative Learning Environments for Peer Dyads on the World Wide Web.

ERIC Educational Resources Information Center

Lee, Fong-Lok; Liang, Steven; Chan, Tak-Wai

1999-01-01

Describes the design, implementation, and preliminary evaluation of three synchronous distributed learning prototype systems: Co-Working System, Working Along System, and Hybrid System. Each supports a particular style of interaction, referred to a socio-activity learning model, between members of student dyads (pairs). All systems were…
Rethinking Reflection: Using Online Reflective Learning in Professional Practice for Indigenous Health Workers

ERIC Educational Resources Information Center

Rose, Miranda; Devonshire, Elizabeth

2004-01-01

This paper reports on an innovative use of online learning, within a distributed learning environment (DLE), to support students in an undergraduate programme in Indigenous health and community development to reflect on their experiences in professional placements. The professional practice curriculum at Yooroang Garang School of Indigenous Health…
Clinical learning environment and supervision: experiences of Norwegian nursing students - a questionnaire survey.

PubMed

Skaalvik, Mari Wolff; Normann, Hans Ketil; Henriksen, Nils

2011-08-01

To measure nursing students' experiences and satisfaction with their clinical learning environments. The primary interest was to compare the results between students with respect to clinical practice in nursing homes and hospital wards. Clinical learning environments are important for the learning processes of nursing students and for preferences for future workplaces. Working with older people is the least preferred area of practice among nursing students in Norway. A cross-sectional design. A validated questionnaire was distributed to all nursing students from five non-randomly selected university colleges in Norway. A total of 511 nursing students completed a Norwegian version of the questionnaire, Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T) evaluation scale in 2009. Data including descriptive statistics were analysed using the Statistical Program for the Social Sciences. Factor structure was analysed by principal component analysis. Differences across sub-groups were tested with chi-square tests and Mann-Whitney U test for categorical variables and t-tests for continuous variables. Ordinal logistic regression analysis of perceptions of the ward as a good learning environment was performed with supervisory relationships and institutional contexts as independent variables, controlling for age, sex and study year. The participating nursing students with clinical placements in nursing homes assessed their clinical learning environment significantly more negatively than those with hospital placements on nearby all sub-dimensions. The evidence found in this study indicates that measures should be taken to strengthen nursing homes as learning environments for nursing students. To recruit more graduated nurses to work in nursing homes, actions to improve the learning environment are needed. © 2011 Blackwell Publishing Ltd.

The Evolution of Electronic Pedagogy in an Outcome Based Learning Environment: Learning, Teaching, and the Culture of Technology at California's Newest University--CSU Monterey Bay.

ERIC Educational Resources Information Center

Baldwin, George

California State University Monterey Bay (CSUMB) is the newest university in the CSU system. CSUMB's vision statement distinguishes the institution from others in the system by promoting learning paradigms of Outcome Based Education (OBE) and communication technologies of distributed learning (DL). Faculty are committed to the experimental use of…
Distributed Administration of Online Learning Accounts

ERIC Educational Resources Information Center

Gamrat, Betsy

2004-01-01

Distance learning is a vital part of today's educational environment. Using complex technology, schools are able to connect instructors and students across geographic, physical, and temporal boundaries. Sophisticated software and world-wide connectivity create virtual classrooms that span the globe. These large, accessible, asynchronous,…
Virtual Collaborative Environments for System of Systems Engineering and Applications for ISAT

NASA Technical Reports Server (NTRS)

Dryer, David A.

2002-01-01

This paper describes an system of systems or metasystems approach and models developed to help prepare engineering organizations for distributed engineering environments. These changes in engineering enterprises include competition in increasingly global environments; new partnering opportunities caused by advances in information and communication technologies, and virtual collaboration issues associated with dispersed teams. To help address challenges and needs in this environment, a framework is proposed that can be customized and adapted for NASA to assist in improved engineering activities conducted in distributed, enhanced engineering environments. The approach is designed to prepare engineers for such distributed collaborative environments by learning and applying e-engineering methods and tools to a real-world engineering development scenario. The approach consists of two phases: an e-engineering basics phase and e-engineering application phase. The e-engineering basics phase addresses skills required for e-engineering. The e-engineering application phase applies these skills in a distributed collaborative environment to system development projects.
Surprise responses in the human brain demonstrate statistical learning under high concurrent cognitive demand

NASA Astrophysics Data System (ADS)

Garrido, Marta Isabel; Teng, Chee Leong James; Taylor, Jeremy Alexander; Rowe, Elise Genevieve; Mattingley, Jason Brett

2016-06-01

The ability to learn about regularities in the environment and to make predictions about future events is fundamental for adaptive behaviour. We have previously shown that people can implicitly encode statistical regularities and detect violations therein, as reflected in neuronal responses to unpredictable events that carry a unique prediction error signature. In the real world, however, learning about regularities will often occur in the context of competing cognitive demands. Here we asked whether learning of statistical regularities is modulated by concurrent cognitive load. We compared electroencephalographic metrics associated with responses to pure-tone sounds with frequencies sampled from narrow or wide Gaussian distributions. We showed that outliers evoked a larger response than those in the centre of the stimulus distribution (i.e., an effect of surprise) and that this difference was greater for physically identical outliers in the narrow than in the broad distribution. These results demonstrate an early neurophysiological marker of the brain's ability to implicitly encode complex statistical structure in the environment. Moreover, we manipulated concurrent cognitive load by having participants perform a visual working memory task while listening to these streams of sounds. We again observed greater prediction error responses in the narrower distribution under both low and high cognitive load. Furthermore, there was no reliable reduction in prediction error magnitude under high-relative to low-cognitive load. Our findings suggest that statistical learning is not a capacity limited process, and that it proceeds automatically even when cognitive resources are taxed by concurrent demands.
Evaluating data distribution and drift vulnerabilities of machine learning algorithms in secure and adversarial environments

NASA Astrophysics Data System (ADS)

Nelson, Kevin; Corbin, George; Blowers, Misty

2014-05-01

Machine learning is continuing to gain popularity due to its ability to solve problems that are difficult to model using conventional computer programming logic. Much of the current and past work has focused on algorithm development, data processing, and optimization. Lately, a subset of research has emerged which explores issues related to security. This research is gaining traction as systems employing these methods are being applied to both secure and adversarial environments. One of machine learning's biggest benefits, its data-driven versus logic-driven approach, is also a weakness if the data on which the models rely are corrupted. Adversaries could maliciously influence systems which address drift and data distribution changes using re-training and online learning. Our work is focused on exploring the resilience of various machine learning algorithms to these data-driven attacks. In this paper, we present our initial findings using Monte Carlo simulations, and statistical analysis, to explore the maximal achievable shift to a classification model, as well as the required amount of control over the data.
Effect of reinforcement learning on coordination of multiangent systems

NASA Astrophysics Data System (ADS)

Bukkapatnam, Satish T. S.; Gao, Greg

2000-12-01

For effective coordination of distributed environments involving multiagent systems, learning ability of each agent in the environment plays a crucial role. In this paper, we develop a simple group learning method based on reinforcement, and study its effect on coordination through application to a supply chain procurement scenario involving a computer manufacturer. Here, all parties are represented by self-interested, autonomous agents, each capable of performing specific simple tasks. They negotiate with each other to perform complex tasks and thus coordinate supply chain procurement. Reinforcement learning is intended to enable each agent to reach a best negotiable price within a shortest possible time. Our simulations of the application scenario under different learning strategies reveals the positive effects of reinforcement learning on an agent's as well as the system's performance.
How much to trust the senses: Likelihood learning

PubMed Central

Sato, Yoshiyuki; Kording, Konrad P.

2014-01-01

Our brain often needs to estimate unknown variables from imperfect information. Our knowledge about the statistical distributions of quantities in our environment (called priors) and currently available information from sensory inputs (called likelihood) are the basis of all Bayesian models of perception and action. While we know that priors are learned, most studies of prior-likelihood integration simply assume that subjects know about the likelihood. However, as the quality of sensory inputs change over time, we also need to learn about new likelihoods. Here, we show that human subjects readily learn the distribution of visual cues (likelihood function) in a way that can be predicted by models of statistically optimal learning. Using a likelihood that depended on color context, we found that a learned likelihood generalized to new priors. Thus, we conclude that subjects learn about likelihood. PMID:25398975
CoLeMo: A Collaborative Learning Environment for UML Modelling

ERIC Educational Resources Information Center

Chen, Weiqin; Pedersen, Roger Heggernes; Pettersen, Oystein

2006-01-01

This paper presents the design, implementation, and evaluation of a distributed collaborative UML modelling environment, CoLeMo. CoLeMo is designed for students studying UML modelling. It can also be used as a platform for collaborative design of software. We conducted formative evaluations and a summative evaluation to improve the environment and…
Object Lesson: Discovering and Learning to Recognize Objects

DTIC Science & Technology

2002-01-01

4 x 4 grid represents the possible appearance of an edge, quantized to just two luminance levels. The dark line centered in the grid is the average...11):33-38, 1995. [16] Maja J. Mataric . A distributed model for mobile robot environment-learning and navigation. Technical Report AIlR- 1228
Distributed Learning Environment: Major Functions, Implementation, and Continuous Improvement.

ERIC Educational Resources Information Center

Converso, Judith A.; Schaffer, Scott P.; Guerra, Ingrid J.

The content of this paper is based on a development plan currently in design for the U.S. Navy in conjunction with the Learning Systems Institute at Florida State University. Leading research (literature review) references and case study ("best practice") references are presented as supporting evidence for the results-oriented…
Burnout and the learning environment of anaesthetic trainees.

PubMed

Castanelli, D J; Wickramaarachchi, S A; Wallis, S

2017-11-01

Burnout has a high prevalence among healthcare workers and is increasingly recognised as an environmental problem rather than reflecting a personal inability to cope with work stress. We distributed an electronic survey, which included the Maslach Burnout Inventory Health Services Survey and a previously validated learning environment instrument, to 281 Victorian anaesthetic trainees. The response rate was 50%. We found significantly raised rates of burnout in two of three subscales. Ninety-one respondents (67%) displayed evidence of burnout in at least one domain, with 67 (49%) reporting high emotional exhaustion and 57 (42%) reporting high depersonalisation. The clinical learning environment tool demonstrated a significant negative correlation with burnout (r=-0.56, P <0.001). Burnout was significantly more common than when previously measured in Victoria in 2008 (62% versus 38%). Trainees rated examination preparation the most stressful aspect of the training program. There is a high prevalence of burnout among Victorian anaesthetic trainees. We have shown a significant correlation exists between the clinical learning environment measure and the presence of burnout. This correlation supports the development of interventions to improve the clinical learning environment, as a means to improve trainee wellbeing and address the high prevalence of burnout.
Integration of advanced technologies to enhance problem-based learning over distance: Project TOUCH.

PubMed

Jacobs, Joshua; Caudell, Thomas; Wilks, David; Keep, Marcus F; Mitchell, Steven; Buchanan, Holly; Saland, Linda; Rosenheimer, Julie; Lozanoff, Beth K; Lozanoff, Scott; Saiki, Stanley; Alverson, Dale

2003-01-01

Distance education delivery has increased dramatically in recent years as a result of the rapid advancement of communication technology. The National Computational Science Alliance's Access Grid represents a significant advancement in communication technology with potential for distance medical education. The purpose of this study is to provide an overview of the TOUCH project (Telehealth Outreach for Unified Community Health; http://hsc.unm.edu/touch) with special emphasis on the process of problem-based learning case development for distribution over the Access Grid. The objective of the TOUCH project is to use emerging Internet-based technology to overcome geographic barriers for delivery of tutorial sessions to medical students pursuing rotations at remote sites. The TOUCH project also is aimed at developing a patient simulation engine and an immersive virtual reality environment to achieve a realistic health care scenario enhancing the learning experience. A traumatic head injury case is developed and distributed over the Access Grid as a demonstration of the TOUCH system. Project TOUCH serves as an example of a computer-based learning system for developing and implementing problem-based learning cases within the medical curriculum, but this system should be easily applied to other educational environments and disciplines involving functional and clinical anatomy. Future phases will explore PC versions of the TOUCH cases for increased distribution. Copyright 2003 Wiley-Liss, Inc.
Design Patterns for Learning and Assessment: Facilitating the Introduction of a Complex Simulation-Based Learning Environment into a Community of Instructors

NASA Astrophysics Data System (ADS)

Frezzo, Dennis C.; Behrens, John T.; Mislevy, Robert J.

2010-04-01

Simulation environments make it possible for science and engineering students to learn to interact with complex systems. Putting these capabilities to effective use for learning, and assessing learning, requires more than a simulation environment alone. It requires a conceptual framework for the knowledge, skills, and ways of thinking that are meant to be developed, in order to design activities that target these capabilities. The challenges of using simulation environments effectively are especially daunting in dispersed social systems. This article describes how these challenges were addressed in the context of the Cisco Networking Academies with a simulation tool for computer networks called Packet Tracer. The focus is on a conceptual support framework for instructors in over 9,000 institutions around the world for using Packet Tracer in instruction and assessment, by learning to create problem-solving scenarios that are at once tuned to the local needs of their students and consistent with the epistemic frame of "thinking like a network engineer." We describe a layered framework of tools and interfaces above the network simulator that supports the use of Packet Tracer in the distributed community of instructors and students.
Orientation Practices for Effective Distributed Learning Coursework: Students Speak Their Minds

ERIC Educational Resources Information Center

Brescia, William; Miller, Michael; Ibrahima, Poda; Murry, John

2004-01-01

As an increasing number of graduate education courses are moved either online or into hybrid formats, instructors and administrators need to consider strategies for how to transition students into these new learning environments. This exploratory, qualitative study looked at one case study course and provides practical recommendations for stronger…
Modeling and Mapping Personal Learning Environment of Thai International Higher Education Students

ERIC Educational Resources Information Center

Sharafuddin, Mohamed Ali; Sawad, Buncha Panacharoen; Wongwai, Sarun

2018-01-01

This research article is part of a periodic study conducted to understand, model, map and to develop an integrated approach for effective and interactive self-learning phases of Thai International Hospitality and Tourism higher education students. Questionnaire containing both qualitative and quantitative questions was distributed at the beginning…
An Evolving Approach to Learning Problem Solving and Program Development: The Distributed Learning Model

ERIC Educational Resources Information Center

Deek, Fadi; Espinosa, Idania

2005-01-01

Traditionally, novice programmers have had difficulties in three distinct areas: breaking down a given problem, designing a workable solution, and debugging the resulting program. Many programming environments, software applications, and teaching tools have been developed to address the difficulties faced by these novices. Along with advancements…
Evaluating a Team-Based Learning Method for Detecting Dental Caries in Dental Students

ERIC Educational Resources Information Center

Park, Sang E.; Kim, Junhyck; Anderson, Nina

2014-01-01

The purpose of the study was to investigate whether the team-based learning environment facilitated the competency of third year dental students in caries detection and activity assessment. Corresponding data were achieved using digital radiographs to determine the carious lesions in three clinical cases. The distribution of the caries evaluations…
A Conceptual Model and Evaluation Process for Educational Technology Learning Resources: A Legal Case Study

ERIC Educational Resources Information Center

McDonald, Jacquie; McPhail, Janelle; Maguire, Michael; Millett, Bruce

2004-01-01

The University of Southern Queensland (USQ), Australia, has more than 25 years experience in distributed education. More recently, USQ has embraced information and communication technologies to delivery learning resources in a more integrated and interactive environment to on-campus and external students. To understand the complex reactions of…
Adopting SCORM 1.2 Standards in a Courseware Production Environment

ERIC Educational Resources Information Center

Barker, Bradley

2004-01-01

The Sharable Content Object Reference Model (SCORM) is a technology framework for Web-based learning technology. Originated by the Department of Defense and accelerated by the Advanced Distributed Learning initiative SCORM was released in January of 2000 (ADL, 2003). The goals of SCORM are to decrease the cost of training, while increasing the…
E-Business in Education. What You Need To Know: Building Competencies for Tomorrow's Opportunities.

ERIC Educational Resources Information Center

Norris, Donald M.; Olson, Mark A.

This guidebook is based on the belief that e-business applications will transform academia and academic support experiences, with learners participating in distributed learning environments that mix physical and virtual learning resources in many combinations, and it offers insights into the strategies and planning needed to develop a college…

Fast phonetic learning occurs already in 2-to-3-month old infants: an ERP study

PubMed Central

Wanrooij, Karin; Boersma, Paul; van Zuijen, Titia L.

2014-01-01

An important mechanism for learning speech sounds in the first year of life is “distributional learning,” i.e., learning by simply listening to the frequency distributions of the speech sounds in the environment. In the lab, fast distributional learning has been reported for infants in the second half of the first year; the present study examined whether it can also be demonstrated at a much younger age, long before the onset of language-specific speech perception (which roughly emerges between 6 and 12 months). To investigate this, Dutch infants aged 2 to 3 months were presented with either a unimodal or a bimodal vowel distribution based on the English /æ/~/ε/ contrast, for only 12 minutes. Subsequently, mismatch responses (MMRs) were measured in an oddball paradigm, where one half of the infants in each group heard a representative [æ] as the standard and a representative [ε] as the deviant, and the other half heard the same reversed. The results (from the combined MMRs during wakefulness and active sleep) disclosed a larger MMR, implying better discrimination of [æ] and [ε], for bimodally than unimodally trained infants, thus extending an effect of distributional training found in previous behavioral research to a much younger age when speech perception is still universal rather than language-specific, and to a new method (using event-related potentials). Moreover, the analysis revealed a robust interaction between the distribution (unimodal vs. bimodal) and the identity of the standard stimulus ([æ] vs. [ε]), which provides evidence for an interplay between a perceptual asymmetry and distributional learning. The outcomes show that distributional learning can affect vowel perception already in the first months of life. PMID:24701203
How educational innovations and attention to competencies in postgraduate medical education relate to preparedness for practice: the key role of the learning environment.

PubMed

Dijkstra, Ids S; Pols, Jan; Remmelts, Pine; Rietzschel, Eric F; Cohen-Schotanus, Janke; Brand, Paul L P

2015-12-01

Many training programmes in postgraduate medical education (PGME) have introduced competency frameworks, but the effects of this change on preparedness for practice are unknown. Therefore, we explored how elements of competency-based programmes in PGME (educational innovations, attention to competencies and learning environment) were related to perceived preparedness for practice among new consultants. A questionnaire was distributed among 330 new consultants. Respondents rated how well their PGME training programme prepared them for practice, the extent to which educational innovations (portfolio, Mini-CEX) were implemented, and how much attention was paid to CanMEDS competencies during feedback and coaching, and they answered questions on the learning environment and general self-efficacy. Multiple regression and mediation analyses were used to analyze data. The response rate was 43 % (143/330). Controlling for self-efficacy and gender, the learning environment was the strongest predictor of preparedness for practice (B = 0.42, p < 0.001), followed by attention to competencies (B = 0.29, p < 0.01). Educational innovations were not directly related to preparedness for practice. The overall model explained 52 % of the variance in preparedness for practice. Attention to competencies mediated the relationship between educational innovations and preparedness for practice. This mediation became stronger at higher learning environment values. The learning environment plays a key role in determining the degree to which competency-based PGME prepares trainees for independent practice.
Five Classroom Activities for Sustaining a Spiritual Environment

ERIC Educational Resources Information Center

Bellous, Joyce

2006-01-01

This article outlines five activities that provide an environment conducive to the wholeness of each child and the health of a group: including, attending, embracing, releasing and remaining. Including is hospitality offered to difference, so that each child shows up; attending is a just distribution of attention, so children learn meaningfully;…
PROVIDE: A Pedagogical Reference Oracle for Virtual IntegrateD E-ducation

ERIC Educational Resources Information Center

Narasimhan, V. Lakshmi; Zhao, Shuxin; Liang, Hailong; Zhang, Shuangyi

2006-01-01

This paper presents an interactive educational environment for use over both "in situ" and distance-based modalities of teaching. Several technological issues relating to the design and development of the distributed virtual learning environment have also been raised. The PROVIDE framework proposed in this paper is a seamless distributed…
Aspects of Collaborative Learning Environment Using Distributed Virtual Environments.

ERIC Educational Resources Information Center

Bouras, C.; Trantafillou, V.; Tsiatsos, T.

A decisive factor for new technologies is always the added value with respect to the efficiency and capacity of traditional technologies. This also is true when considering the impact of new technologies in training applications. New types of applications have been developed during the last few years to incorporate information technology in the…
The Value of Capture: Taking an Alternative Approach to Using Lecture Capture Technologies for Increased Impact on Student Learning and Engagement

ERIC Educational Resources Information Center

Witton, Gemma

2017-01-01

Lecture Capture technologies are becoming widespread in UK Higher Education with many institutions adopting a capture-all approach. Installations of capture devices in all teaching rooms and lecture theatres, scheduled recordings through integration with timetabling and automated distribution through virtual learning environments are swiftly…
Brain Responses Reveal That Infants' Face Discrimination Is Guided by Statistical Learning from Distributional Information

ERIC Educational Resources Information Center

Altvater-Mackensen, Nicole; Jessen, Sarah; Grossmann, Tobias

2017-01-01

Infants' perception of faces becomes attuned to the environment during the first year of life. However, the mechanisms that underpin perceptual narrowing for faces are only poorly understood. Considering the developmental similarities seen in perceptual narrowing for faces and speech and the role that statistical learning has been shown to play…
Center for the Built Environment: Research on Building HVAC Systems

Science.gov Websites

, and lessons learned. Underfloor Air Distribution (UFAD) Cooling Airflow Design Tool Developing simplified design tools for optimization of underfloor systems. Underfloor Air Distribution (UFAD) Cost Near-ZNE Buildings Setpoint Energy Savings Calculator UFAD Case Studies UFAD Cooling Design Tool UFAD
Fillers as Signs of Distributional Learning

ERIC Educational Resources Information Center

Taelman, Helena; Durieux, Gert; Gillis, Steven

2009-01-01

A longitudinal analysis is presented of the fillers of a Dutch-speaking child between 1;10 and 2;7. Our analysis corroborates familiar regularities reported in the literature: most fillers resemble articles in shape and distribution, and are affected by rhythmic and positional constraints. A novel finding is the impact of the lexical environment:…
A Cognitive Approach to e-Learning

DOE Office of Scientific and Technical Information (OSTI.GOV)

Greitzer, Frank L.; Rice, Douglas M.; Eaton, Sharon L.

2003-12-01

Like traditional classroom instruction, distributed learning derives from passive training paradigms. Just as student-centered classroom teaching methods have been applied over several decades of classroom instruction, interactive approaches have been encouraged for distributed learning. While implementation of multimedia-based training features may appear to produce active learning, sophisticated use of multimedia features alone does not necessarily enhance learning. This paper describes the results of applying cognitive science principles to enhance learning in a student-centered, distributed learning environment, and lessons learned in developing and delivering this training. Our interactive, scenario-based approach exploits multimedia technology within a systematic, cognitive framework for learning. Themore » basis of the application of cognitive principles is the innovative use of multimedia technology to implement interaction elements. These simple multimedia interactions, which are used to support new concepts, are later combined with other interaction elements to create more complex, integrated practical exercises. This technology-based approach may be applied in a variety of training and education contexts, but is especially well suited for training of equipment operators and maintainers. For example, it has been used in a sustainment training application for the United States Army's Combat Support System Automated Information System Interface (CAISI). The CAISI provides a wireless communications capability that allows various logistics systems to communicate across the battlefield. Based on classroom training material developed by the CAISI Project Office, the Pacific Northwest National Laboratory designed and developed an interactive, student-centered distributed-learning application for CAISI operators and maintainers. This web-based CAISI training system is also distributed on CD media for use on individual computers, and material developed for the computer-based course can be used in the classroom. In addition to its primary role in sustainment training, this distributed learning course can complement or replace portions of the classroom instruction, thus supporting a blended learning solution.« less
Robust Radar Emitter Recognition Based on the Three-Dimensional Distribution Feature and Transfer Learning

PubMed Central

Yang, Zhutian; Qiu, Wei; Sun, Hongjian; Nallanathan, Arumugam

2016-01-01

Due to the increasing complexity of electromagnetic signals, there exists a significant challenge for radar emitter signal recognition. To address this challenge, multi-component radar emitter recognition under a complicated noise environment is studied in this paper. A novel radar emitter recognition approach based on the three-dimensional distribution feature and transfer learning is proposed. The cubic feature for the time-frequency-energy distribution is proposed to describe the intra-pulse modulation information of radar emitters. Furthermore, the feature is reconstructed by using transfer learning in order to obtain the robust feature against signal noise rate (SNR) variation. Last, but not the least, the relevance vector machine is used to classify radar emitter signals. Simulations demonstrate that the approach proposed in this paper has better performances in accuracy and robustness than existing approaches. PMID:26927111
Robust Radar Emitter Recognition Based on the Three-Dimensional Distribution Feature and Transfer Learning.

PubMed

Yang, Zhutian; Qiu, Wei; Sun, Hongjian; Nallanathan, Arumugam

2016-02-25

Due to the increasing complexity of electromagnetic signals, there exists a significant challenge for radar emitter signal recognition. To address this challenge, multi-component radar emitter recognition under a complicated noise environment is studied in this paper. A novel radar emitter recognition approach based on the three-dimensional distribution feature and transfer learning is proposed. The cubic feature for the time-frequency-energy distribution is proposed to describe the intra-pulse modulation information of radar emitters. Furthermore, the feature is reconstructed by using transfer learning in order to obtain the robust feature against signal noise rate (SNR) variation. Last, but not the least, the relevance vector machine is used to classify radar emitter signals. Simulations demonstrate that the approach proposed in this paper has better performances in accuracy and robustness than existing approaches.
Reframing clinical workplace learning using the theory of distributed cognition.

PubMed

Pimmer, Christoph; Pachler, Norbert; Genewein, Urs

2013-09-01

In medicine, knowledge is embodied and socially, temporally, spatially, and culturally distributed between actors and their environment. In addition, clinicians increasingly are using technology in their daily work to gain and share knowledge. Despite these characteristics, surprisingly few studies have incorporated the theory of distributed cognition (DCog), which emphasizes how cognition is distributed in a wider system in the form of multimodal representations (e.g., clinical images, speech, gazes, and gestures) between social actors (e.g., doctors and patients) in the physical environment (e.g., with technological instruments and computers). In this article, the authors provide an example of an interaction between medical actors. Using that example, they then introduce the important concepts of the DCog theory, identifying five characteristics of clinical representations-that they are interwoven, co-constructed, redundantly accessed, intersubjectively shared, and substantiated-and discuss their value for learning. By contrasting these DCog perspectives with studies from the field of medical education, the authors argue that researchers should focus future medical education scholarship on the ways in which medical actors use and connect speech, bodily movements (e.g., gestures), and the visual and haptic structures of their own bodies and of artifacts, such as technological instruments and computers, to construct complex, multimodal representations. They also argue that future scholarship should "zoom in" on detailed, moment-by-moment analysis and, at the same time, "zoom out" following the distribution of cognition through an overall system to develop a more integrated view of clinical workplace learning.
Organisational learning and self-adaptation in dynamic disaster environments.

PubMed

Corbacioglu, Sitki; Kapucu, Naim

2006-06-01

This paper examines the problems associated with inter-organisational learning and adaptation in the dynamic environments that characterise disasters. The research uses both qualitative and quantitative methods to investigate whether organisational learning took place during and in the time in between five disaster response operations in Turkey. The availability of information and its exchange and distribution within and among organisational actors determine whether self-adaptation happens in the course of a disaster response operation. Organisational flexibility supported by an appropriate information infrastructure creates conditions conducive to essential interaction and permits the flow of information. The study found that no significant organisational learning occurred within Turkish disaster management following the earthquakes in Erzincan (1992), Dinar (1995) and Ceyhan (1998). By contrast, the 'symmetry-breaking' Marmara earthquake of 1999 initiated a 'double loop' learning process that led to change in the organisational, technical and cultural aspects of Turkish disaster management, as revealed by the Duzce earthquake response operations.
The effects of age, rank and neophobia on social learning in horses.

PubMed

Krueger, Konstanze; Farmer, Kate; Heinze, Jürgen

2014-05-01

Social learning is said to meet the demands of complex environments in which individuals compete over resources and cooperate to share resources. Horses (Equus caballus) were thought to lack social learning skills because they feed on homogenously distributed resources with few reasons for conflict. However, the horse's social environment is complex, which raises the possibility that its capacity for social transfer of feeding behaviour has been underestimated. We conducted a social learning experiment using 30 socially kept horses of different ages. Five horses, one from each group, were chosen as demonstrators, and the remaining 25 horses were designated observers. Observers from each group were allowed to watch their group demonstrator opening a feeding apparatus. We found that young, low-ranking and more exploratory horses learned by observing older members of their own group, and the older the horse, the more slowly it appeared to learn. Social learning may be an adaptive specialisation to the social environment. Older animals may avoid the potential costs of acquiring complex and potentially disadvantageous feeding behaviours from younger group members. We argue that horses show social learning in the context of their social ecology and that research procedures must take such contexts into account. Misconceptions about the horse's sociality may have hampered earlier studies.
Distributional Vowel Training Is Less Effective for Adults than for Infants. A Study Using the Mismatch Response

PubMed Central

Wanrooij, Karin; Boersma, Paul; van Zuijen, Titia L.

2014-01-01

Distributional learning of speech sounds (i.e., learning from simple exposure to frequency distributions of speech sounds in the environment) has been observed in the lab repeatedly in both infants and adults. The current study is the first attempt to examine whether the capacity for using the mechanism is different in adults than in infants. To this end, a previous event-related potential study that had shown distributional learning of the English vowel contrast /æ/∼/ε/ in 2-to-3-month old Dutch infants was repeated with Dutch adults. Specifically, the adults were exposed to either a bimodal distribution that suggested the existence of the two vowels (as appropriate in English), or to a unimodal distribution that did not (as appropriate in Dutch). After exposure the participants were tested on their discrimination of a representative [æ] and a representative [ε], in an oddball paradigm for measuring mismatch responses (MMRs). Bimodally trained adults did not have a significantly larger MMR amplitude, and hence did not show significantly better neural discrimination of the test vowels, than unimodally trained adults. A direct comparison between the normalized MMR amplitudes of the adults with those of the previously tested infants showed that within a reasonable range of normalization parameters, the bimodal advantage is reliably smaller in adults than in infants, indicating that distributional learning is a weaker mechanism for learning speech sounds in adults (if it exists in that group at all) than in infants. PMID:25289935
Teaching without a Blackboard and Chalk: Conflicting Attitudes towards Using ICTs in Higher Education Teaching and Learning

ERIC Educational Resources Information Center

Tummons, Jonathan; Fournier, Cathy; Kits, Olga; MacLeod, Anna

2016-01-01

This article, derived from a three-year ethnography of distributed medical education provision in a Canadian university, explores the ways in which information and communication technologies are used by teachers and students in their everyday work within technologically rich teaching environments. The environments being researched are two…
The Orion Constellation as an Installation: An Innovative Three-Dimensional Teaching and Learning Environment

ERIC Educational Resources Information Center

Brown, Daniel

2013-01-01

Visualizing the three-dimensional distribution of stars within a constellation is highly challenging for both students and educators, but when carried out in an interactive collaborative way, it can create an ideal environment to explore common misconceptions about size and scale within astronomy. We present how the common tabletop activities…
Supporting Conceptual Understanding of the Associative and Distributive Properties through Digital Gameplay

ERIC Educational Resources Information Center

Denham, A. R.

2015-01-01

There has been a steady rise in the support for games as learning environments. This support is largely based on the strong levels of engagement and motivation observed during gameplay. What has proven difficult is the ability to consistently design and develop learning games that are both engaging and educationally viable. Those in the game-based…
Patterns of Control over the Teaching-Studying-Learning Process and Classrooms as Complex Dynamic Environments: A Theoretical Framework

ERIC Educational Resources Information Center

Harjunen, Elina

2012-01-01

In this theoretical paper the role of power in classroom interactions is examined in terms of a dominance continuum to advance a theoretical framework justifying the emergence of three ways of distributing power when it comes to dealing with the control over the teaching-studying-learning (TSL) "pattern of teacher domination," "pattern of…

Next Generation Online: Advancing Learning through Dynamic Design, Virtual and Web 2.0 Technologies, and Instructor "Attitude"

ERIC Educational Resources Information Center

O'Connor, Eileen

2013-01-01

With the advent of web 2.0 and virtual technologies and new understandings about learning within a global, networked environment, online course design has moved beyond the constraints of text readings, papers, and discussion boards. This next generation of online courses needs to dynamically and actively integrate the wide-ranging distribution of…
Improving resident well-being and clinical learning environment through academic initiatives.

PubMed

Lee, Nathaniel; Appelbaum, Nital; Amendola, Michael; Dodson, Kelley; Kaplan, Brian

2017-07-01

Organizational effects on job satisfaction, burnout, work-life balance, and perceived support have not been studied in the context of the clinical learning environment. We evaluated the relationship between academic resources and resident well-being, the clinical learning environment, and in-service examination performance of surgical residents. Residents of general surgery and surgical specialty programs were recruited from March 2016 through June 2016 across the Southeast, Mid-Atlantic, and Northeast regions. Program directors were asked to allow distribution of a paper survey or to forward an electronic survey link onto residents. Five dichotomous questions were asked regarding access to academic resources. Validated measures were obtained assessing resident well-being and perceived clinical learning environment. Data were analyzed through t-tests and chi-squared test of independence. We received 276 respondents across 50 programs. Residents perceiving adequate support to succeed had less burnout (P = 0.008), better resilience (P = 0.009), better job satisfaction (P < 0.001), less work/life strain (P = 0.001), better workplace climate (P < 0.001), better organizational support (P < 0.001), and were more likely to have high performance on the in-service examination (P = 0.001). Specific resources including educational stipends, review questions, in-service board prep, and support for poor performers correlated with improved well-being and perceived clinical learning environment. Provision of academic resources has implications beyond in-service examination performance, correlating with improved resident well-being and perceptions of the clinical learning environment. Copyright © 2017 Elsevier Inc. All rights reserved.
Collaborative mining and transfer learning for relational data

NASA Astrophysics Data System (ADS)

Levchuk, Georgiy; Eslami, Mohammed

2015-06-01

Many of the real-world problems, - including human knowledge, communication, biological, and cyber network analysis, - deal with data entities for which the essential information is contained in the relations among those entities. Such data must be modeled and analyzed as graphs, with attributes on both objects and relations encode and differentiate their semantics. Traditional data mining algorithms were originally designed for analyzing discrete objects for which a set of features can be defined, and thus cannot be easily adapted to deal with graph data. This gave rise to the relational data mining field of research, of which graph pattern learning is a key sub-domain [11]. In this paper, we describe a model for learning graph patterns in collaborative distributed manner. Distributed pattern learning is challenging due to dependencies between the nodes and relations in the graph, and variability across graph instances. We present three algorithms that trade-off benefits of parallelization and data aggregation, compare their performance to centralized graph learning, and discuss individual benefits and weaknesses of each model. Presented algorithms are designed for linear speedup in distributed computing environments, and learn graph patterns that are both closer to ground truth and provide higher detection rates than centralized mining algorithm.
A digital protection system incorporating knowledge based learning

NASA Astrophysics Data System (ADS)

Watson, Karan; Russell, B. Don; McCall, Kurt

A digital system architecture used to diagnoses the operating state and health of electric distribution lines and to generate actions for line protection is presented. The architecture is described functionally and to a limited extent at the hardware level. This architecture incorporates multiple analysis and fault-detection techniques utilizing a variety of parameters. In addition, a knowledge-based decision maker, a long-term memory retention and recall scheme, and a learning environment are described. Preliminary laboratory implementations of the system elements have been completed. Enhanced protection for electric distribution feeders is provided by this system. Advantages of the system are enumerated.
Learning stochastic reward distributions in a speeded pointing task.

PubMed

Seydell, Anna; McCann, Brian C; Trommershäuser, Julia; Knill, David C

2008-04-23

Recent studies have shown that humans effectively take into account task variance caused by intrinsic motor noise when planning fast hand movements. However, previous evidence suggests that humans have greater difficulty accounting for arbitrary forms of stochasticity in their environment, both in economic decision making and sensorimotor tasks. We hypothesized that humans can learn to optimize movement strategies when environmental randomness can be experienced and thus implicitly learned over several trials, especially if it mimics the kinds of randomness for which subjects might have generative models. We tested the hypothesis using a task in which subjects had to rapidly point at a target region partly covered by three stochastic penalty regions introduced as "defenders." At movement completion, each defender jumped to a new position drawn randomly from fixed probability distributions. Subjects earned points when they hit the target, unblocked by a defender, and lost points otherwise. Results indicate that after approximately 600 trials, subjects approached optimal behavior. We further tested whether subjects simply learned a set of stimulus-contingent motor plans or the statistics of defenders' movements by training subjects with one penalty distribution and then testing them on a new penalty distribution. Subjects immediately changed their strategy to achieve the same average reward as subjects who had trained with the second penalty distribution. These results indicate that subjects learned the parameters of the defenders' jump distributions and used this knowledge to optimally plan their hand movements under conditions involving stochastic rewards and penalties.
Factors associated with disclosure of medical errors by housestaff.

PubMed

Kronman, Andrea C; Paasche-Orlow, Michael; Orlander, Jay D

2012-04-01

Attributes of the organisational culture of residency training programmes may impact patient safety. Training environments are complex, composed of clinical teams, residency programmes, and clinical units. We examined the relationship between residents' perceptions of their training environment and disclosure of or apology for their worst error. Anonymous, self-administered surveys were distributed to Medicine and Surgery residents at Boston Medical Center in 2005. Surveys asked residents to describe their worst medical error, and to answer selected questions from validated surveys measuring elements of working environments that promote learning from error. Subscales measured the microenvironments of the clinical team, residency programme, and clinical unit. Univariate and bivariate statistical analyses examined relationships between trainee characteristics, their perceived learning environment(s), and their responses to the error. Out of 109 surveys distributed to residents, 99 surveys were returned (91% overall response rate), two incomplete surveys were excluded, leaving 97: 61% internal medicine, 39% surgery, 59% male residents. While 31% reported apologising for the situation associated with the error, only 17% reported disclosing the error to patients and/or family. More male residents disclosed the error than female residents (p=0.04). Surgery residents scored higher on the subscales of safety culture pertaining to the residency programme (p=0.02) and managerial commitment to safety (p=0.05). Our Medical Culture Summary score was positively associated with disclosure (p=0.04) and apology (p=0.05). Factors in the learning environments of residents are associated with responses to medical errors. Organisational safety culture can be measured, and used to evaluate environmental attributes of clinical training that are associated with disclosure of, and apology for, medical error.
Statistical, Graphical, and Learning Methods for Sensing, Surveillance, and Navigation Systems

DTIC Science & Technology

2016-06-28

harsh propagation environments. Conventional filtering techniques fail to provide satisfactory performance in many important nonlinear or non...Gaussian scenarios. In addition, there is a lack of a unified methodology for the design and analysis of different filtering techniques. To address...these problems, we have proposed a new filtering methodology called belief condensation (BC) DISTRIBUTION A: Distribution approved for public release
The phonological-distributional coherence hypothesis: cross-linguistic evidence in language acquisition.

PubMed

Monaghan, Padraic; Christiansen, Morten H; Chater, Nick

2007-12-01

Several phonological and prosodic properties of words have been shown to relate to differences between grammatical categories. Distributional information about grammatical categories is also a rich source in the child's language environment. In this paper we hypothesise that such cues operate in tandem for developing the child's knowledge about grammatical categories. We term this the Phonological-Distributional Coherence Hypothesis (PDCH). We tested the PDCH by analysing phonological and distributional information in distinguishing open from closed class words and nouns from verbs in four languages: English, Dutch, French, and Japanese. We found an interaction between phonological and distributional cues for all four languages indicating that when distributional cues were less reliable, phonological cues were stronger. This provides converging evidence that language is structured such that language learning benefits from the integration of information about category from contextual and sound-based sources, and that the child's language environment is less impoverished than we might suspect.
SOLE: Applying Semantics and Social Web to Support Technology Enhanced Learning in Software Engineering

NASA Astrophysics Data System (ADS)

Colomo-Palacios, Ricardo; Jiménez-López, Diego; García-Crespo, Ángel; Blanco-Iglesias, Borja

eLearning educative processes are a challenge for educative institutions and education professionals. In an environment in which learning resources are being produced, catalogued and stored using innovative ways, SOLE provides a platform in which exam questions can be produced supported by Web 2.0 tools, catalogued and labeled via semantic web and stored and distributed using eLearning standards. This paper presents, SOLE, a social network of exam questions sharing particularized for Software Engineering domain, based on semantics and built using semantic web and eLearning standards, such as IMS Question and Test Interoperability specification 2.1.
Small Stories for Learning: A Sociocultural Analysis of Children's Participation in Informal Science Education

NASA Astrophysics Data System (ADS)

Desjardins, Elia Nelson

2011-12-01

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

NASA Technical Reports Server (NTRS)

Noor, Ahmed K.; Lobeck, William E.

2002-01-01

Four research activities related to Intelligent Synthesis Environment (ISE) have been performed under this grant. The four activities are: 1) non-deterministic approaches that incorporate technologies such as intelligent software agents, visual simulations and other ISE technologies; 2) virtual labs that leverage modeling, simulation and information technologies to create an immersive, highly interactive virtual environment tailored to the needs of researchers and learners; 3) advanced learning modules that incorporate advanced instructional, user interface and intelligent agent technologies; and 4) assessment and continuous improvement of engineering team effectiveness in distributed collaborative environments.
Research on Intelligent Synthesis Environments

NASA Astrophysics Data System (ADS)

Noor, Ahmed K.; Loftin, R. Bowen

2002-12-01

Four research activities related to Intelligent Synthesis Environment (ISE) have been performed under this grant. The four activities are: 1) non-deterministic approaches that incorporate technologies such as intelligent software agents, visual simulations and other ISE technologies; 2) virtual labs that leverage modeling, simulation and information technologies to create an immersive, highly interactive virtual environment tailored to the needs of researchers and learners; 3) advanced learning modules that incorporate advanced instructional, user interface and intelligent agent technologies; and 4) assessment and continuous improvement of engineering team effectiveness in distributed collaborative environments.
ENERGY-NET (Energy, Environment and Society Learning Network): Best Practices to Enhance Informal Geoscience Learning

NASA Astrophysics Data System (ADS)

Rossi, R.; Elliott, E. M.; Bain, D.; Crowley, K. J.; Steiner, M. A.; Divers, M. T.; Hopkins, K. G.; Giarratani, L.; Gilmore, M. E.

2014-12-01

While energy links all living and non-living systems, the integration of energy, the environment, and society is often not clearly represented in 9 - 12 classrooms and informal learning venues. However, objective public learning that integrates these components is essential for improving public environmental literacy. ENERGY-NET (Energy, Environment and Society Learning Network) is a National Science Foundation funded initiative that uses an Earth Systems Science framework to guide experimental learning for high school students and to improve public learning opportunities regarding the energy-environment-society nexus in a Museum setting. One of the primary objectives of the ENERGY-NET project is to develop a rich set of experimental learning activities that are presented as exhibits at the Carnegie Museum of Natural History in Pittsburgh, Pennsylvania (USA). Here we detail the evolution of the ENERGY-NET exhibit building process and the subsequent evolution of exhibit content over the past three years. While preliminary plans included the development of five "exploration stations" (i.e., traveling activity carts) per calendar year, the opportunity arose to create a single, larger topical exhibit per semester, which was assumed to have a greater impact on museum visitors. Evaluative assessments conducted to date reveal important practices to be incorporated into ongoing exhibit development: 1) Undergraduate mentors and teen exhibit developers should receive additional content training to allow richer exhibit materials. 2) The development process should be distributed over as long a time period as possible and emphasize iteration. This project can serve as a model for other collaborations between geoscience departments and museums. In particular, these practices may streamline development of public presentations and increase the effectiveness of experimental learning activities.
Distributed cerebellar plasticity implements generalized multiple-scale memory components in real-robot sensorimotor tasks.

PubMed

Casellato, Claudia; Antonietti, Alberto; Garrido, Jesus A; Ferrigno, Giancarlo; D'Angelo, Egidio; Pedrocchi, Alessandra

2015-01-01

The cerebellum plays a crucial role in motor learning and it acts as a predictive controller. Modeling it and embedding it into sensorimotor tasks allows us to create functional links between plasticity mechanisms, neural circuits and behavioral learning. Moreover, if applied to real-time control of a neurorobot, the cerebellar model has to deal with a real noisy and changing environment, thus showing its robustness and effectiveness in learning. A biologically inspired cerebellar model with distributed plasticity, both at cortical and nuclear sites, has been used. Two cerebellum-mediated paradigms have been designed: an associative Pavlovian task and a vestibulo-ocular reflex, with multiple sessions of acquisition and extinction and with different stimuli and perturbation patterns. The cerebellar controller succeeded to generate conditioned responses and finely tuned eye movement compensation, thus reproducing human-like behaviors. Through a productive plasticity transfer from cortical to nuclear sites, the distributed cerebellar controller showed in both tasks the capability to optimize learning on multiple time-scales, to store motor memory and to effectively adapt to dynamic ranges of stimuli.
Self-supervised ARTMAP.

PubMed

Amis, Gregory P; Carpenter, Gail A

2010-03-01

Computational models of learning typically train on labeled input patterns (supervised learning), unlabeled input patterns (unsupervised learning), or a combination of the two (semi-supervised learning). In each case input patterns have a fixed number of features throughout training and testing. Human and machine learning contexts present additional opportunities for expanding incomplete knowledge from formal training, via self-directed learning that incorporates features not previously experienced. This article defines a new self-supervised learning paradigm to address these richer learning contexts, introducing a neural network called self-supervised ARTMAP. Self-supervised learning integrates knowledge from a teacher (labeled patterns with some features), knowledge from the environment (unlabeled patterns with more features), and knowledge from internal model activation (self-labeled patterns). Self-supervised ARTMAP learns about novel features from unlabeled patterns without destroying partial knowledge previously acquired from labeled patterns. A category selection function bases system predictions on known features, and distributed network activation scales unlabeled learning to prediction confidence. Slow distributed learning on unlabeled patterns focuses on novel features and confident predictions, defining classification boundaries that were ambiguous in the labeled patterns. Self-supervised ARTMAP improves test accuracy on illustrative low-dimensional problems and on high-dimensional benchmarks. Model code and benchmark data are available from: http://techlab.eu.edu/SSART/. Copyright 2009 Elsevier Ltd. All rights reserved.
Learning classifier systems for single and multiple mobile robots in unstructured environments

NASA Astrophysics Data System (ADS)

Bay, John S.

1995-12-01

The learning classifier system (LCS) is a learning production system that generates behavioral rules via an underlying discovery mechanism. The LCS architecture operates similarly to a blackboard architecture; i.e., by posted-message communications. But in the LCS, the message board is wiped clean at every time interval, thereby requiring no persistent shared resource. In this paper, we adapt the LCS to the problem of mobile robot navigation in completely unstructured environments. We consider the model of the robot itself, including its sensor and actuator structures, to be part of this environment, in addition to the world-model that includes a goal and obstacles at unknown locations. This requires a robot to learn its own I/O characteristics in addition to solving its navigation problem, but results in a learning controller that is equally applicable, unaltered, in robots with a wide variety of kinematic structures and sensing capabilities. We show the effectiveness of this LCS-based controller through both simulation and experimental trials with a small robot. We then propose a new architecture, the Distributed Learning Classifier System (DLCS), which generalizes the message-passing behavior of the LCS from internal messages within a single agent to broadcast massages among multiple agents. This communications mode requires little bandwidth and is easily implemented with inexpensive, off-the-shelf hardware. The DLCS is shown to have potential application as a learning controller for multiple intelligent agents.
Asymptotically Optimal Motion Planning for Learned Tasks Using Time-Dependent Cost Maps

PubMed Central

Bowen, Chris; Ye, Gu; Alterovitz, Ron

2015-01-01

In unstructured environments in people’s homes and workspaces, robots executing a task may need to avoid obstacles while satisfying task motion constraints, e.g., keeping a plate of food level to avoid spills or properly orienting a finger to push a button. We introduce a sampling-based method for computing motion plans that are collision-free and minimize a cost metric that encodes task motion constraints. Our time-dependent cost metric, learned from a set of demonstrations, encodes features of a task’s motion that are consistent across the demonstrations and, hence, are likely required to successfully execute the task. Our sampling-based motion planner uses the learned cost metric to compute plans that simultaneously avoid obstacles and satisfy task constraints. The motion planner is asymptotically optimal and minimizes the Mahalanobis distance between the planned trajectory and the distribution of demonstrations in a feature space parameterized by the locations of task-relevant objects. The motion planner also leverages the distribution of the demonstrations to significantly reduce plan computation time. We demonstrate the method’s effectiveness and speed using a small humanoid robot performing tasks requiring both obstacle avoidance and satisfaction of learned task constraints. Note to Practitioners Motivated by the desire to enable robots to autonomously operate in cluttered home and workplace environments, this paper presents an approach for intuitively training a robot in a manner that enables it to repeat the task in novel scenarios and in the presence of unforeseen obstacles in the environment. Based on user-provided demonstrations of the task, our method learns features of the task that are consistent across the demonstrations and that we expect should be repeated by the robot when performing the task. We next present an efficient algorithm for planning robot motions to perform the task based on the learned features while avoiding obstacles. We demonstrate the effectiveness of our motion planner for scenarios requiring transferring a powder and pushing a button in environments with obstacles, and we plan to extend our results to more complex tasks in the future. PMID:26279642
Multi Car Elevator Control by using Learning Automaton

NASA Astrophysics Data System (ADS)

Shiraishi, Kazuaki; Hamagami, Tomoki; Hirata, Hironori

We study an adaptive control technique for multi car elevators (MCEs) by adopting learning automatons (LAs.) The MCE is a high performance and a near-future elevator system with multi shafts and multi cars. A strong point of the system is that realizing a large carrying capacity in small shaft area. However, since the operation is too complicated, realizing an efficient MCE control is difficult for top-down approaches. For example, “bunching up together" is one of the typical phenomenon in a simple traffic environment like the MCE. Furthermore, an adapting to varying environment in configuration requirement is a serious issue in a real elevator service. In order to resolve these issues, having an autonomous behavior is required to the control system of each car in MCE system, so that the learning automaton, as the solutions for this requirement, is supposed to be appropriate for the simple traffic control. First, we assign a stochastic automaton (SA) to each car control system. Then, each SA varies its stochastic behavior distributions for adapting to environment in which its policy is evaluated with each passenger waiting times. That is LA which learns the environment autonomously. Using the LA based control technique, the MCE operation efficiency is evaluated through simulation experiments. Results show the technique enables reducing waiting times efficiently, and we confirm the system can adapt to the dynamic environment.
Situativity theory: a perspective on how participants and the environment can interact: AMEE Guide no. 52.

PubMed

Durning, Steven J; Artino, Anthony R

2011-01-01

Situativity theory refers to theoretical frameworks which argue that knowledge, thinking, and learning are situated (or located) in experience. The importance of context to these theories is paramount, including the unique contribution of the environment to knowledge, thinking, and learning; indeed, they argue that knowledge, thinking, and learning cannot be separated from (they are dependent upon) context. Situativity theory includes situated cognition, situated learning, ecological psychology, and distributed cognition. In this Guide, we first outline key tenets of situativity theory and then compare situativity theory to information processing theory; we suspect that the reader may be quite familiar with the latter, which has prevailed in medical education research. Contrasting situativity theory with information processing theory also serves to highlight some unique potential contributions of situativity theory to work in medical education. Further, we discuss each of these situativity theories and then relate the theories to the clinical context. Examples and illustrations for each of the theories are used throughout. We will conclude with some potential considerations for future exploration. Some implications of situativity theory include: a new way of approaching knowledge and how experience and the environment impact knowledge, thinking, and learning; recognizing that the situativity framework can be a useful tool to "diagnose" the teaching or clinical event; the notion that increasing individual responsibility and participation in a community (i.e., increasing "belonging") is essential to learning; understanding that the teaching and clinical environment can be complex (i.e., non-linear and multi-level); recognizing that explicit attention to how participants in a group interact with each other (not only with the teacher) and how the associated learning artifacts, such as computers, can meaningfully impact learning.
Bayesian Kernel Methods for Non-Gaussian Distributions: Binary and Multi-class Classification Problems

DTIC Science & Technology

2013-05-28

those of the support vector machine and relevance vector machine, and the model runs more quickly than the other algorithms . When one class occurs...incremental support vector machine algorithm for online learning when fewer than 50 data points are available. (a) Papers published in peer-reviewed journals...learning environments, where data processing occurs one observation at a time and the classification algorithm improves over time with new

Environment Tied to Successful Learning.

ERIC Educational Resources Information Center

Cash, Carol S.; And Others

1997-01-01

Technology available to schools includes a broad spectrum of voice, data and video equipment. Planners need to consider the following subsystems individually and collectively: (1) technology-based products; (2) communications and power distribution to support the equipment; and (3) ergonomics, lighting, acoustics, environmental controls, and…
Appraisal of the dental school learning environment: the students' view.

PubMed

Henzi, David; Davis, Elaine; Jasinevicius, Roma; Hendricson, William; Cintron, Laura; Isaacs, Marcia

2005-10-01

The majority of studies examining dental school curriculum have addressed organization, structure, and content issues from the perspectives of administrators, faculty, practitioners/alumni, and professional organizations. However, few studies have focused on students' opinions of dental school. The purpose of this study was to determine students' perceptions of the learning environment, intellectual climate, and teacher-student relationships in dental school. This report describes how the "dental version" of the Medical Student Learning Environment Survey (MSLES) was used to identify students' perceptions of their dental education. Freshman and junior dental students' perceptions were measured with the Dental Student Learning Environment Survey (DSLES), which evaluates learning environment, intellectual climate, and relationships among students and teachers in seven areas: flexibility, student-to-student interaction, emotional climate, supportiveness, meaningful experience, organization, and breadth of interest. The DSLES was mailed to twenty-three dental schools in North America with eighteen of the schools distributing the inventory. A total of 619 dental students responded. Results were differentiated between freshman and junior dental students. Both freshman and junior students provided the highest (most positive) ratings for the DSLES subscales of "breadth of interest" (interest in dentistry and outside interests are encouraged) and "meaningful learning experience" (significance of courses to dentistry). Freshman students provided the lowest (least positive) ratings for "emotional climate" (students' responses to the way their courses were conducted and stress levels), and junior students provided the least positive ratings for "faculty supportiveness" (extent of faculty support and encouragement provided to students). The DSLES identified students' perceptions of their educational experience and localized areas for improvement. By addressing these areas of concern, faculty can increase student satisfaction with their dental education.
Collaborative Supervised Learning for Sensor Networks

NASA Technical Reports Server (NTRS)

Wagstaff, Kiri L.; Rebbapragada, Umaa; Lane, Terran

2011-01-01

Collaboration methods for distributed machine-learning algorithms involve the specification of communication protocols for the learners, which can query other learners and/or broadcast their findings preemptively. Each learner incorporates information from its neighbors into its own training set, and they are thereby able to bootstrap each other to higher performance. Each learner resides at a different node in the sensor network and makes observations (collects data) independently of the other learners. After being seeded with an initial labeled training set, each learner proceeds to learn in an iterative fashion. New data is collected and classified. The learner can then either broadcast its most confident classifications for use by other learners, or can query neighbors for their classifications of its least confident items. As such, collaborative learning combines elements of both passive (broadcast) and active (query) learning. It also uses ideas from ensemble learning to combine the multiple responses to a given query into a single useful label. This approach has been evaluated against current non-collaborative alternatives, including training a single classifier and deploying it at all nodes with no further learning possible, and permitting learners to learn from their own most confident judgments, absent interaction with their neighbors. On several data sets, it has been consistently found that active collaboration is the best strategy for a distributed learner network. The main advantages include the ability for learning to take place autonomously by collaboration rather than by requiring intervention from an oracle (usually human), and also the ability to learn in a distributed environment, permitting decisions to be made in situ and to yield faster response time.
A Large-Scale Multi-Hop Localization Algorithm Based on Regularized Extreme Learning for Wireless Networks.

PubMed

Zheng, Wei; Yan, Xiaoyong; Zhao, Wei; Qian, Chengshan

2017-12-20

A novel large-scale multi-hop localization algorithm based on regularized extreme learning is proposed in this paper. The large-scale multi-hop localization problem is formulated as a learning problem. Unlike other similar localization algorithms, the proposed algorithm overcomes the shortcoming of the traditional algorithms which are only applicable to an isotropic network, therefore has a strong adaptability to the complex deployment environment. The proposed algorithm is composed of three stages: data acquisition, modeling and location estimation. In data acquisition stage, the training information between nodes of the given network is collected. In modeling stage, the model among the hop-counts and the physical distances between nodes is constructed using regularized extreme learning. In location estimation stage, each node finds its specific location in a distributed manner. Theoretical analysis and several experiments show that the proposed algorithm can adapt to the different topological environments with low computational cost. Furthermore, high accuracy can be achieved by this method without setting complex parameters.
Nonparametric Density Estimation Based on Self-Organizing Incremental Neural Network for Large Noisy Data.

PubMed

Nakamura, Yoshihiro; Hasegawa, Osamu

2017-01-01

With the ongoing development and expansion of communication networks and sensors, massive amounts of data are continuously generated in real time from real environments. Beforehand, prediction of a distribution underlying such data is difficult; furthermore, the data include substantial amounts of noise. These factors make it difficult to estimate probability densities. To handle these issues and massive amounts of data, we propose a nonparametric density estimator that rapidly learns data online and has high robustness. Our approach is an extension of both kernel density estimation (KDE) and a self-organizing incremental neural network (SOINN); therefore, we call our approach KDESOINN. An SOINN provides a clustering method that learns about the given data as networks of prototype of data; more specifically, an SOINN can learn the distribution underlying the given data. Using this information, KDESOINN estimates the probability density function. The results of our experiments show that KDESOINN outperforms or achieves performance comparable to the current state-of-the-art approaches in terms of robustness, learning time, and accuracy.
Distributed Leadership in Online Groups

ERIC Educational Resources Information Center

Gressick, Julia; Derry, Sharon J.

2010-01-01

We conducted research within a program serving future mathematics and science teachers. Groups of teachers worked primarily online in an asynchronous discussion environment on a 6-week task in which they applied learning-science ideas acquired from an educational psychology course to design interdisciplinary instructional units. We employed an…
Artificial intelligent e-learning architecture

NASA Astrophysics Data System (ADS)

Alharbi, Mafawez; Jemmali, Mahdi

2017-03-01

Many institutions and university has forced to use e learning, due to its ability to provide additional and flexible solutions for students and researchers. E-learning In the last decade have transported about the extreme changes in the distribution of education allowing learners to access multimedia course material at any time, from anywhere to suit their specific needs. In the form of e learning, instructors and learners live in different places and they do not engage in a classroom environment, but within virtual universe. Many researches have defined e learning based on their objectives. Therefore, there are small number of e-learning architecture have proposed in the literature. However, the proposed architecture has lack of embedding intelligent system in the architecture of e learning. This research argues that unexplored potential remains, as there is scope for e learning to be intelligent system. This research proposes e-learning architecture that incorporates intelligent system. There are intelligence components, which built into the architecture.
Learning class descriptions from a data base of spectral reflectance of soil samples

NASA Technical Reports Server (NTRS)

Kimes, D. S.; Irons, J. R.; Levine, E. R.; Horning, N. A.

1993-01-01

Consideration is given to a program developed to learn class descriptions from positive and negative training examples of spectral reflectance data of bare soils. It is a combination of 'learning by example' and the generate-and-test paradigm and is designed to provide a robust learning environment that can handle error-prone data. The program was tested by having it learn class descriptions of various categories of organic carbon content, iron oxide content, and particle size distribution in soils. These class descriptions were then used to classify an array of targets. The program found the sequence of relationships between bands that contained the most important information to distinguish the classes. Physical explanations for the class descriptions obtained are presented.
Establishing Functional Relationships between Abiotic Environment, Macrophyte Coverage, Resource Gradients and the Distribution of Mytilus trossulus in a Brackish Non-Tidal Environment.

PubMed

Kotta, Jonne; Oganjan, Katarina; Lauringson, Velda; Pärnoja, Merli; Kaasik, Ants; Rohtla, Liisa; Kotta, Ilmar; Orav-Kotta, Helen

2015-01-01

Benthic suspension feeding mussels are an important functional guild in coastal and estuarine ecosystems. To date we lack information on how various environmental gradients and biotic interactions separately and interactively shape the distribution patterns of mussels in non-tidal environments. Opposing to tidal environments, mussels inhabit solely subtidal zone in non-tidal waterbodies and, thereby, driving factors for mussel populations are expected to differ from the tidal areas. In the present study, we used the boosted regression tree modelling (BRT), an ensemble method for statistical techniques and machine learning, in order to explain the distribution and biomass of the suspension feeding mussel Mytilus trossulus in the non-tidal Baltic Sea. BRT models suggested that (1) distribution patterns of M. trossulus are largely driven by separate effects of direct environmental gradients and partly by interactive effects of resource gradients with direct environmental gradients. (2) Within its suitable habitat range, however, resource gradients had an important role in shaping the biomass distribution of M. trossulus. (3) Contrary to tidal areas, mussels were not competitively superior over macrophytes with patterns indicating either facilitative interactions between mussels and macrophytes or co-variance due to common stressor. To conclude, direct environmental gradients seem to define the distribution pattern of M. trossulus, and within the favourable distribution range, resource gradients in interaction with direct environmental gradients are expected to set the biomass level of mussels.
Establishing Functional Relationships between Abiotic Environment, Macrophyte Coverage, Resource Gradients and the Distribution of Mytilus trossulus in a Brackish Non-Tidal Environment

PubMed Central

Kotta, Jonne; Oganjan, Katarina; Lauringson, Velda; Pärnoja, Merli; Kaasik, Ants; Rohtla, Liisa; Kotta, Ilmar; Orav-Kotta, Helen

2015-01-01

Benthic suspension feeding mussels are an important functional guild in coastal and estuarine ecosystems. To date we lack information on how various environmental gradients and biotic interactions separately and interactively shape the distribution patterns of mussels in non-tidal environments. Opposing to tidal environments, mussels inhabit solely subtidal zone in non-tidal waterbodies and, thereby, driving factors for mussel populations are expected to differ from the tidal areas. In the present study, we used the boosted regression tree modelling (BRT), an ensemble method for statistical techniques and machine learning, in order to explain the distribution and biomass of the suspension feeding mussel Mytilus trossulus in the non-tidal Baltic Sea. BRT models suggested that (1) distribution patterns of M. trossulus are largely driven by separate effects of direct environmental gradients and partly by interactive effects of resource gradients with direct environmental gradients. (2) Within its suitable habitat range, however, resource gradients had an important role in shaping the biomass distribution of M. trossulus. (3) Contrary to tidal areas, mussels were not competitively superior over macrophytes with patterns indicating either facilitative interactions between mussels and macrophytes or co-variance due to common stressor. To conclude, direct environmental gradients seem to define the distribution pattern of M. trossulus, and within the favourable distribution range, resource gradients in interaction with direct environmental gradients are expected to set the biomass level of mussels. PMID:26317668
DAVE: A plug and play model for distributed multimedia application development

DOE Office of Scientific and Technical Information (OSTI.GOV)

Mines, R.F.; Friesen, J.A.; Yang, C.L.

1994-07-01

This paper presents a model being used for the development of distributed multimedia applications. The Distributed Audio Video Environment (DAVE) was designed to support the development of a wide range of distributed applications. The implementation of this model is described. DAVE is unique in that it combines a simple ``plug and play`` programming interface, supports both centralized and fully distributed applications, provides device and media extensibility, promotes object reuseability, and supports interoperability and network independence. This model enables application developers to easily develop distributed multimedia applications and create reusable multimedia toolkits. DAVE was designed for developing applications such as videomore » conferencing, media archival, remote process control, and distance learning.« less
Information Technology in Science (ITS) Center for Teaching and Learning Environment Design Experiment Study for the Development of New Generation Leaders in Science Education

NASA Astrophysics Data System (ADS)

Herbert, B. E.; Schroeder, C.; Brody, S.; Cahill, T.; Kenimer, A.; Loving, C.; Schielack, J.

2003-12-01

The ITS Center for Teaching and Learning is a five-year NSF-funded collaborative effort to engage scientists and university and school or district-based science educators in the use of information technology to improve science teaching and learning at all levels. One assumption is that science and mathematics teaching and learning will be improved when they become more connected to the authentic science research done in field settings or laboratories. The effective use of information technology in science classrooms has been shown to help achieve this objective. As a design study that is -working toward a greater understanding of a -learning ecology", the research related to the creation and refinement of the ITS Centeres collaborative environment for professional development is contributing information about an important setting not often included in the descriptions of professional development, a setting that incorporates distributed expertise and resulting distributed growth in the various categories of participants: scientists, science graduate students, education researchers, education graduate students, and master teachers. Design-based research is an emerging paradigm for the study of learning in context through the systematic design and study of instructional strategies and tools. This presentation will discuss the results of the formative evaluation process that has moved the ITS Centeres collaborative environment for professional development through the iterative process from Phase I (the planned program designed in-house) to Phase II (the experimental program being tested in-house). In particular, we will focus on the development of the ITS Centeres Project Teams, which create learning experiences over two summers focused on the exploration of science, technology, engineering or mathematics (STEM) topics through the use of modeling, visualization and complex data sets to explore authentic scientific questions that can be integrated within the K-16 curriculum. Ongoing formative assessment of the Cohort I project teams led to a greater emphasis on participant exploration of authentic scientific questions and tighter integration of scientific explorations and development of participant inquiry projects.
Using Immersive Virtual Reality for Electrical Substation Training

ERIC Educational Resources Information Center

Tanaka, Eduardo H.; Paludo, Juliana A.; Cordeiro, Carlúcio S.; Domingues, Leonardo R.; Gadbem, Edgar V.; Euflausino, Adriana

2015-01-01

Usually, distribution electricians are called upon to solve technical problems found in electrical substations. In this project, we apply problem-based learning to a training program for electricians, with the help of a virtual reality environment that simulates a real substation. Using this virtual substation, users may safely practice maneuvers…
Factors Affecting Information Seeking and Evaluation in a Distributed Learning Environment

ERIC Educational Resources Information Center

Lee, Jae-Shin; Cho, Hichang

2011-01-01

The purpose of this study was to identify and analyze the processes of seeking information online and evaluating this information. We hypothesized that individuals' social network, in-out group categorization, and cultural proclivity would influence their online information-seeking behavior. Also, we tested whether individuals differentiated…
ICT Facilitated Access to Information and Undergraduates' Cheating Behaviours

ERIC Educational Resources Information Center

Trushell, John; Byrne, Kevin; Hassan, Nasima

2013-01-01

This paper describes an illuminative small-scale study that featured a survey instrument, distributed to 66 undergraduate students of Education and social science. The investigation concerned students' use of ICT--including a virtual learning environment and the Internet--and students' engagement in lecturer impressing strategies and cheating…
Teaching East Asia: China, Japan, Korea. Lesson Plans for Middle School Teachers. Volume II.

ERIC Educational Resources Information Center

Beville, Francie; Boone, Mark; Chapman, Kelly; Crump, Claudia; Curtis, Lonnie; Erickson, Stacy; Kaiser-Polge, Tami; Klus, John A.; Luebbehusen, Mary Lou; Rea, Patrick S.; Ward, Mary E.

This volume contains 23 lesson plans that were written for middle school teachers to help students learn about East Asia. The lessons are organized across six themes: (1) "People, Places & Environment"; (2) "Technology, Production, Distribution & Consumption"; (3) "Cultures, Continuity, and Change"; (4)…
A Three-Level Analysis of Collaborative Learning in Dual-Interaction Spaces

ERIC Educational Resources Information Center

Lonchamp, Jacques

2009-01-01

CSCL systems which follow the dual-interaction spaces paradigm support the synchronous construction and discussion of shared artifacts by distributed or colocated small groups of learners. The most recent generic dual-interaction space environments, either model based or component based, can be deeply customized by teachers for supporting…
Environmental impoverishment and aging alter object recognition, spatial learning, and dentate gyrus astrocytes.

PubMed

Diniz, Daniel G; Foro, César A R; Rego, Carla M D; Gloria, David A; de Oliveira, Fabio R R; Paes, Juliana M P; de Sousa, Aline A; Tokuhashi, Tatyana P; Trindade, Lucas S; Turiel, Maíra C P; Vasconcelos, Erick G R; Torres, João B; Cunnigham, Colm; Perry, Victor H; Vasconcelos, Pedro F da Costa; Diniz, Cristovam W P

2010-08-01

Environmental and age-related effects on learning and memory were analysed and compared with changes observed in astrocyte laminar distribution in the dentate gyrus. Aged (20 months) and young (6 months) adult female albino Swiss mice were housed from weaning either in impoverished conditions or in enriched conditions, and tested for episodic-like and water maze spatial memories. After these behavioral tests, brain hippocampal sections were immunolabeled for glial fibrillary acid protein to identify astrocytes. The effects of environmental enrichment on episodic-like memory were not dependent on age, and may protect water maze spatial learning and memory from declines induced by aging or impoverished environment. In the dentate gyrus, the number of astrocytes increased with both aging and enriched environment in the molecular layer, increased only with aging in the polymorphic layer, and was unchanged in the granular layer. We suggest that long-term experience-induced glial plasticity by enriched environment may represent at least part of the circuitry groundwork for improvements in behavioral performance in the aged mice brain.
Investigating the Relationship between Instructors' Use of Active-Learning Strategies and Students' Conceptual Understanding and Affective Changes in Introductory Biology: A Comparison of Two Active-Learning Environments.

PubMed

Cleveland, Lacy M; Olimpo, Jeffrey T; DeChenne-Peters, Sue Ellen

2017-01-01

In response to calls for reform in undergraduate biology education, we conducted research examining how varying active-learning strategies impacted students' conceptual understanding, attitudes, and motivation in two sections of a large-lecture introductory cell and molecular biology course. Using a quasi-experimental design, we collected quantitative data to compare participants' conceptual understanding, attitudes, and motivation in the biological sciences across two contexts that employed different active-learning strategies and that were facilitated by unique instructors. Students participated in either graphic organizer/worksheet activities or clicker-based case studies. After controlling for demographic and presemester affective differences, we found that students in both active-learning environments displayed similar and significant learning gains. In terms of attitudinal and motivational data, significant differences were observed for two attitudinal measures. Specifically, those students who had participated in graphic organizer/worksheet activities demonstrated more expert-like attitudes related to their enjoyment of biology and ability to make real-world connections. However, all motivational and most attitudinal data were not significantly different between the students in the two learning environments. These data reinforce the notion that active learning is associated with conceptual change and suggests that more research is needed to examine the differential effects of varying active-learning strategies on students' attitudes and motivation in the domain. © 2017 L. M. Cleveland et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).
Distributed solar photovoltaic array location and extent dataset for remote sensing object identification

PubMed Central

Bradbury, Kyle; Saboo, Raghav; L. Johnson, Timothy; Malof, Jordan M.; Devarajan, Arjun; Zhang, Wuming; M. Collins, Leslie; G. Newell, Richard

2016-01-01

Earth-observing remote sensing data, including aerial photography and satellite imagery, offer a snapshot of the world from which we can learn about the state of natural resources and the built environment. The components of energy systems that are visible from above can be automatically assessed with these remote sensing data when processed with machine learning methods. Here, we focus on the information gap in distributed solar photovoltaic (PV) arrays, of which there is limited public data on solar PV deployments at small geographic scales. We created a dataset of solar PV arrays to initiate and develop the process of automatically identifying solar PV locations using remote sensing imagery. This dataset contains the geospatial coordinates and border vertices for over 19,000 solar panels across 601 high-resolution images from four cities in California. Dataset applications include training object detection and other machine learning algorithms that use remote sensing imagery, developing specific algorithms for predictive detection of distributed PV systems, estimating installed PV capacity, and analysis of the socioeconomic correlates of PV deployment. PMID:27922592

Distributed solar photovoltaic array location and extent dataset for remote sensing object identification

NASA Astrophysics Data System (ADS)

Bradbury, Kyle; Saboo, Raghav; L. Johnson, Timothy; Malof, Jordan M.; Devarajan, Arjun; Zhang, Wuming; M. Collins, Leslie; G. Newell, Richard

2016-12-01

Earth-observing remote sensing data, including aerial photography and satellite imagery, offer a snapshot of the world from which we can learn about the state of natural resources and the built environment. The components of energy systems that are visible from above can be automatically assessed with these remote sensing data when processed with machine learning methods. Here, we focus on the information gap in distributed solar photovoltaic (PV) arrays, of which there is limited public data on solar PV deployments at small geographic scales. We created a dataset of solar PV arrays to initiate and develop the process of automatically identifying solar PV locations using remote sensing imagery. This dataset contains the geospatial coordinates and border vertices for over 19,000 solar panels across 601 high-resolution images from four cities in California. Dataset applications include training object detection and other machine learning algorithms that use remote sensing imagery, developing specific algorithms for predictive detection of distributed PV systems, estimating installed PV capacity, and analysis of the socioeconomic correlates of PV deployment.
Distributed solar photovoltaic array location and extent dataset for remote sensing object identification.

PubMed

Bradbury, Kyle; Saboo, Raghav; L Johnson, Timothy; Malof, Jordan M; Devarajan, Arjun; Zhang, Wuming; M Collins, Leslie; G Newell, Richard

2016-12-06

Earth-observing remote sensing data, including aerial photography and satellite imagery, offer a snapshot of the world from which we can learn about the state of natural resources and the built environment. The components of energy systems that are visible from above can be automatically assessed with these remote sensing data when processed with machine learning methods. Here, we focus on the information gap in distributed solar photovoltaic (PV) arrays, of which there is limited public data on solar PV deployments at small geographic scales. We created a dataset of solar PV arrays to initiate and develop the process of automatically identifying solar PV locations using remote sensing imagery. This dataset contains the geospatial coordinates and border vertices for over 19,000 solar panels across 601 high-resolution images from four cities in California. Dataset applications include training object detection and other machine learning algorithms that use remote sensing imagery, developing specific algorithms for predictive detection of distributed PV systems, estimating installed PV capacity, and analysis of the socioeconomic correlates of PV deployment.
Metacognitive components in smart learning environment

NASA Astrophysics Data System (ADS)

Sumadyo, M.; Santoso, H. B.; Sensuse, D. I.

2018-03-01

Metacognitive ability in digital-based learning process helps students in achieving learning goals. So that digital-based learning environment should make the metacognitive component as a facility that must be equipped. Smart Learning Environment is the concept of a learning environment that certainly has more advanced components than just a digital learning environment. This study examines the metacognitive component of the smart learning environment to support the learning process. A review of the metacognitive literature was conducted to examine the components involved in metacognitive learning strategies. Review is also conducted on the results of study smart learning environment, ranging from design to context in building smart learning. Metacognitive learning strategies certainly require the support of adaptable, responsive and personalize learning environments in accordance with the principles of smart learning. The current study proposed the role of metacognitive component in smart learning environment, which is useful as the basis of research in building environment in smart learning.
Experiential and authentic learning approaches in vaccine management.

PubMed

Kartoglu, Umit; Vesper, James; Teräs, Hanna; Reeves, Thomas

2017-04-19

A high level of concern is placed on the storage, handling, transportation, and distribution of vaccines and other pharmaceutical products, particularly those that are time and temperature sensitive. While active and passive cooling equipment and monitoring devices are important, it is the various personnel responsible for executing and writing procedures, designing and operating systems, and investigating problems and helping prevent them who are paramount in establishing and maintaining a "cold chain" for time and temperature sensitive pharmaceutical products (TTSPPs). These professionals must possess the required competencies, knowledge, skills and abilities so they can effectively perform these activities with appropriate levels of expertise. These are complex tasks that require the development of higher cognitive skills that cannot be adequately addressed through professional development opportunities based on simple information delivery and content acquisition. This paper describes two unique learning solutions (one on a bus called the "wheels course" and the other online called "e-learning") that have been developed by WHO Global Learning Opportunities (WHO/GLO) to provide participants with opportunities not just to learn about cold chain systems or vaccine management, but, rather, to develop high levels of expertise in their respective fields through experiential and authentic learning activities. In these interactive learning environments, participants have opportunities to address real-life situations in contexts similar to what they may face in their own work environments and develop solutions and critical thinking skills they can apply when they return to their jobs. This paper further delineates the managerial and operational vaccine management functions encompassed in these two unique learning environments. The paper also describes the alignment of the objectives addressed in the "wheels course" and the e-learning version with effective vaccine management (EVM) criteria as prescribed by WHO. The paper concludes with an example of a real world product developed by course graduates (specifically a decision tree that is now used by some national programmes). These types of products, valuable in their own right, often emerge when learning environments based on authentic learning principles are designed and implemented as they were by WHO/GLO. Copyright © 2017 The Author(s). Published by Elsevier Ltd.. All rights reserved.
Local Patterns to Global Architectures: Influences of Network Topology on Human Learning.

PubMed

Karuza, Elisabeth A; Thompson-Schill, Sharon L; Bassett, Danielle S

2016-08-01

A core question in cognitive science concerns how humans acquire and represent knowledge about their environments. To this end, quantitative theories of learning processes have been formalized in an attempt to explain and predict changes in brain and behavior. We connect here statistical learning approaches in cognitive science, which are rooted in the sensitivity of learners to local distributional regularities, and network science approaches to characterizing global patterns and their emergent properties. We focus on innovative work that describes how learning is influenced by the topological properties underlying sensory input. The confluence of these theoretical approaches and this recent empirical evidence motivate the importance of scaling-up quantitative approaches to learning at both the behavioral and neural levels. Copyright © 2016 Elsevier Ltd. All rights reserved.
Kees: a Practical Ict Solution for Rural Areas

NASA Astrophysics Data System (ADS)

Dai, Xiaoye; Tabirca, Sabin; Lenihan, Eamon

This paper introduces a practical e-learning system, identified as Knowledge Exchange E-learning System (abbr. KEES), for knowledge distribution in rural areas. Particularly, this paper is about providing a virtual teaching and learning environment for small holders in agriculture in those rural areas. E-learning is increasingly influencing the agricultural education (information and knowledge learning) in all forms and the current e-learning in agricultural education appears in informal and formal methods in many developed countries and some developing areas such as Asian Pacific regions. KEES is a solution to provide education services including other services of information distribution and knowledge sharing to local farmers, local institutes or local collection of farmers. The design of KEES is made to meet the needs of knowledge capacity building, experience sharing, skill upgrading, and information exchanging in agriculture for different conditions in rural areas. The system allows the online lecture/training materials to be distributed simultaneously with all multimedia resources through different file formats across different platforms. The teaching/training content can be contextless and broad, allowing for greater participation by more small holders, commercial farmers, extension workers, agriculturists, educators, and other agriculture-related experts. The relative inconsistency in content gives farmers more localised and useful knowledge. The framework of KEES has been designed to be a three-tier architecture logic workflow, which can configure the progressive approach for KEES to pass on and respond to different requests/communications between the client side and the server.
Toward cognitive robotics

NASA Astrophysics Data System (ADS)

Laird, John E.

2009-05-01

Our long-term goal is to develop autonomous robotic systems that have the cognitive abilities of humans, including communication, coordination, adapting to novel situations, and learning through experience. Our approach rests on the recent integration of the Soar cognitive architecture with both virtual and physical robotic systems. Soar has been used to develop a wide variety of knowledge-rich agents for complex virtual environments, including distributed training environments and interactive computer games. For development and testing in robotic virtual environments, Soar interfaces to a variety of robotic simulators and a simple mobile robot. We have recently made significant extensions to Soar that add new memories and new non-symbolic reasoning to Soar's original symbolic processing, which should significantly improve Soar abilities for control of robots. These extensions include episodic memory, semantic memory, reinforcement learning, and mental imagery. Episodic memory and semantic memory support the learning and recalling of prior events and situations as well as facts about the world. Reinforcement learning provides the ability of the system to tune its procedural knowledge - knowledge about how to do things. Mental imagery supports the use of diagrammatic and visual representations that are critical to support spatial reasoning. We speculate on the future of unmanned systems and the need for cognitive robotics to support dynamic instruction and taskability.
The Instructional Effects of Knowledge-Based Community of Practice Learning Environment on Student Achievement and Knowledge Convergence

ERIC Educational Resources Information Center

Draper, Darryl C.

2013-01-01

The increased accessibility of technology and Internet connections has enabled organizations to provide their workforces with the opportunity to engage in distributed education. "Harnessing this innovation calls for organizational and technological infrastructures that support the interplay of knowledge and knowing" (Cook & Brown, 1999, p. 381).…
The Impact of Lecture Capture Presentations in a Distributed Learning Environment in Parks, Recreation, and Tourism Management

ERIC Educational Resources Information Center

Vassar, Penny; Havice, Pamela A.; Havice, William L.; Brookover, Robert, IV

2015-01-01

Lecture capture technology allows instructors to record presentations and make them available to their students digitally. This study examined one program's implementation of lecture capture. Participants were undergraduate college students enrolled in Parks, Recreation, and Tourism Management courses at a public land grant university in the…
Supporting the Sustainability Journey of Tertiary International Students in Australia

ERIC Educational Resources Information Center

Sidiropoulos, Liz; Wex, Irene; Sibley, Jonathan

2013-01-01

This article reports the findings of a pilot Education for Sustainability (EfS) program implemented in 2011 for international students in a multi-campus distributed learning environment at an Australian university. It outlines the context of the pilot EfS program and reports survey findings of the environmental attitudes and sustainability…
Learning Different Light Prior Distributions for Different Contexts

ERIC Educational Resources Information Center

Kerrigan, Iona S.; Adams, Wendy J.

2013-01-01

The pattern of shading across an image can provide a rich sense of object shape. Our ability to use shading information is remarkable given the infinite possible combinations of illumination, shape and reflectance that could have produced any given image. Illumination can change dramatically across environments (e.g. indoor vs. outdoor) and times…
K-12 Networking: Breaking Down the Walls of the Learning Environment.

ERIC Educational Resources Information Center

Epler, Doris, Ed.

Networks can benefit school libraries by: (1) offering multiple user access to information; (2) managing and distributing information and data; (3) allowing resources to be shared; (4) improving and enabling communications; (5) improving the management of resources; and (6) creating renewed interest in the library and its resources. As a result,…
Cyber Operations Virtual Environment

DTIC Science & Technology

2010-09-01

automated system affects reliance on that system (e.g., Dzindolet, Peterson , Pomranky, Pierce, & Beck, 2003; Lee & Moray, 1994; Lee & See, 2004...described a need for instruction to enable interactive, realistic training ( Hershey , 2008): Network Warfare and Operations Distributed Training...knowledge or needs beyond this shallow level (Beck, Stern, & Haugsjaa, 1996 ). The immediate feedback model employed in behaviorist learning has
Students' Experience of Synchronous Learning in Distributed Environments

ERIC Educational Resources Information Center

Stewart, Anissa R.; Harlow, Danielle B.; DeBacco, Kim

2011-01-01

This article reports on a two-year ethnographic study of learners participating in multi-site, graduate-level education classes. Classes sometimes met face-to-face in the same physical location; at other times part of the class met physically elsewhere. Yet all were linked through the virtual space. Ethnographic analysis of four data types…
Automated Decomposition of Model-based Learning Problems

NASA Technical Reports Server (NTRS)

Williams, Brian C.; Millar, Bill

1996-01-01

A new generation of sensor rich, massively distributed autonomous systems is being developed that has the potential for unprecedented performance, such as smart buildings, reconfigurable factories, adaptive traffic systems and remote earth ecosystem monitoring. To achieve high performance these massive systems will need to accurately model themselves and their environment from sensor information. Accomplishing this on a grand scale requires automating the art of large-scale modeling. This paper presents a formalization of [\\em decompositional model-based learning (DML)], a method developed by observing a modeler's expertise at decomposing large scale model estimation tasks. The method exploits a striking analogy between learning and consistency-based diagnosis. Moriarty, an implementation of DML, has been applied to thermal modeling of a smart building, demonstrating a significant improvement in learning rate.
Medical students' perception of the learning environment at King Saud University Medical College, Saudi Arabia, using DREEM Inventory.

PubMed

Soliman, Mona M; Sattar, Kamran; Alnassar, Sami; Alsaif, Faisal; Alswat, Khalid; Alghonaim, Mohamed; Alhaizan, Maysoon; Al-Furaih, Nawaf

2017-01-01

The students' perception of the learning environment is an important aspect for evaluation and improvement of the educational program. The College of Medicine at King Saud University (KSU) reformed its curriculum in 2009 from a traditional to a system-oriented hybrid curriculum. The objective of the present study was to determine the perception of the second batch (reformed curriculum) of medical graduates about the educational environment at the College of Medicine, KSU, using the Dundee Ready Education Environment Measure (DREEM) scale. The fifth year medical students were asked to evaluate the educational program after graduation in May 2014. The questionnaire was distributed to the graduate students electronically. The DREEM questionnaire consisted of 50 items based on Likert's scale; and five domains, namely, students' perceptions of learning, perceptions of teachers, academic self-perceptions, perceptions of atmosphere, and social self-perceptions. Data were analyzed using SPSS. A total of 62 students participated in the study. The score for students' perception of learning among medical students ranged from 2.93 to 3.64 (overall mean score: 40.17). The score for students' perception of teachers ranged from 2.85 to 4.01 (overall mean score: 33.35). The score for students' academic self-perceptions ranged from 3.15 to 4.06 (overall mean score: 28.4). The score for students' perception of atmosphere ranged from 2.27 to 3.91 (overall mean score: 41.32). The score for students' social self-perceptions ranged from 2.85 to 4.33 (overall mean score: 24.33). The general perceptions of the students in all five sub-scales were positive. The overall student's perception about the educational environment was satisfactory. This study was important to evaluate the students' perception of the learning environment among medical graduates of the reformed curriculum and provided guidance on areas of improvement in the curriculum.
Modeling eating behaviors: The role of environment and positive food association learning via a Ratatouille effect.

PubMed

Murillo, Anarina L; Safan, Muntaser; Castillo-Chavez, Carlos; Phillips, Elizabeth D Capaldi; Wadhera, Devina

2016-08-01

Eating behaviors among a large population of children are studied as a dynamic process driven by nonlinear interactions in the sociocultural school environment. The impact of food association learning on diet dynamics, inspired by a pilot study conducted among Arizona children in Pre-Kindergarten to 8th grades, is used to build simple population-level learning models. Qualitatively, mathematical studies are used to highlight the possible ramifications of instruction, learning in nutrition, and health at the community level. Model results suggest that nutrition education programs at the population-level have minimal impact on improving eating behaviors, findings that agree with prior field studies. Hence, the incorporation of food association learning may be a better strategy for creating resilient communities of healthy and non-healthy eaters. A Ratatouille effect can be observed when food association learners become food preference learners, a potential sustainable behavioral change, which in turn, may impact the overall distribution of healthy eaters. In short, this work evaluates the effectiveness of population-level intervention strategies and the importance of institutionalizing nutrition programs that factor in economical, social, cultural, and environmental elements that mesh well with the norms and values in the community.
Characterizing Urban Air Quality to Provide Actionable Information

NASA Astrophysics Data System (ADS)

Lary, D. J.

2017-12-01

The urbanization of national and global populations is associated with increasing challenges to creation of sustainable and livable communities. In urban environments, there is currently a lack of accurate actionable information on atmospheric composition on fine spatial and temporal scales. There is a pressing need to better characterize the complex spatial distribution of environmental features of cityscapes and improve understanding of their relationship to health and quality of life. This talk gives an overview of integrating sensing of atmospheric composition on multiple scales using a wide range of devices from distributed low cost-sensors, to aerial vehicles, to satellites. Machine learning plays a key role in providing both the cross-calibration and turning the exposure dosimetry into actionable insights for urban environments.
Dopamine reward prediction errors reflect hidden state inference across time

PubMed Central

Starkweather, Clara Kwon; Babayan, Benedicte M.; Uchida, Naoshige; Gershman, Samuel J.

2017-01-01

Midbrain dopamine neurons signal reward prediction error (RPE), or actual minus expected reward. The temporal difference (TD) learning model has been a cornerstone in understanding how dopamine RPEs could drive associative learning. Classically, TD learning imparts value to features that serially track elapsed time relative to observable stimuli. In the real world, however, sensory stimuli provide ambiguous information about the hidden state of the environment, leading to the proposal that TD learning might instead compute a value signal based on an inferred distribution of hidden states (a ‘belief state’). In this work, we asked whether dopaminergic signaling supports a TD learning framework that operates over hidden states. We found that dopamine signaling exhibited a striking difference between two tasks that differed only with respect to whether reward was delivered deterministically. Our results favor an associative learning rule that combines cached values with hidden state inference. PMID:28263301
Dopamine reward prediction errors reflect hidden-state inference across time.

PubMed

Starkweather, Clara Kwon; Babayan, Benedicte M; Uchida, Naoshige; Gershman, Samuel J

2017-04-01

Midbrain dopamine neurons signal reward prediction error (RPE), or actual minus expected reward. The temporal difference (TD) learning model has been a cornerstone in understanding how dopamine RPEs could drive associative learning. Classically, TD learning imparts value to features that serially track elapsed time relative to observable stimuli. In the real world, however, sensory stimuli provide ambiguous information about the hidden state of the environment, leading to the proposal that TD learning might instead compute a value signal based on an inferred distribution of hidden states (a 'belief state'). Here we asked whether dopaminergic signaling supports a TD learning framework that operates over hidden states. We found that dopamine signaling showed a notable difference between two tasks that differed only with respect to whether reward was delivered in a deterministic manner. Our results favor an associative learning rule that combines cached values with hidden-state inference.

Using Ensemble Decisions and Active Selection to Improve Low-Cost Labeling for Multi-View Data

NASA Technical Reports Server (NTRS)

Rebbapragada, Umaa; Wagstaff, Kiri L.

2011-01-01

This paper seeks to improve low-cost labeling in terms of training set reliability (the fraction of correctly labeled training items) and test set performance for multi-view learning methods. Co-training is a popular multiview learning method that combines high-confidence example selection with low-cost (self) labeling. However, co-training with certain base learning algorithms significantly reduces training set reliability, causing an associated drop in prediction accuracy. We propose the use of ensemble labeling to improve reliability in such cases. We also discuss and show promising results on combining low-cost ensemble labeling with active (low-confidence) example selection. We unify these example selection and labeling strategies under collaborative learning, a family of techniques for multi-view learning that we are developing for distributed, sensor-network environments.
Comparing student learning with multiple research-based conceptual surveys: CSEM and BEMA.

NASA Astrophysics Data System (ADS)

Pollock, S. J.

2008-10-01

We present results demonstrating similar distributions of student scores, and statistically indistinguishable gains on two popular research-based assessment tools: the Brief Electricity and Magnetism Assessment (BEMA) and the Conceptual Survey of Electricity and Magnetism(CSEM). To deepen our understanding of student learning in our course environment and of these assessment tools as measures of student learning, we identify systematic trends and differences in results from these two instruments. We investigate correlations of both pre- and post- conceptual scores with other measures including traditional exam scores and course grades, student background (earlier grades), gender, a pretest of scientific reasoning, and tests of attitudes and beliefs about science and learning science. Overall, for practical purposes, we find the BEMA and CSEM are roughly equivalently useful instruments for measuring student learning in our course.
Effects of congruence between preferred and perceived learning environments in nursing education in Taiwan: a cross-sectional study.

PubMed

Yeh, Ting-Kuang; Huang, Hsiu-Mei; Chan, Wing P; Chang, Chun-Yen

2016-05-20

To investigate the effects of congruence between preferred and perceived learning environments on learning outcomes of nursing students. A nursing course at a university in central Taiwan. 124 Taiwanese nursing students enrolled in a 13-week problem-based Fundamental Nursing curriculum. Students' preferred learning environment, perceptions about the learning environment and learning outcomes (knowledge, self-efficacy and attitudes) were assessed. On the basis of test scores measuring their preferred and perceived learning environments, students were assigned to one of two groups: a 'preferred environment aligned with perceived learning environment' group and a 'preferred environment discordant with perceived learning environment' group. Learning outcomes were analysed by group. Most participants preferred learning in a classroom environment that combined problem-based and lecture-based instruction. However, a mismatch of problem-based instruction with students' perceptions occurred. Learning outcomes were significantly better when students' perceptions of their instructional activities were congruent with their preferred learning environment. As problem-based learning becomes a focus of educational reform in nursing, teachers need to be aware of students' preferences and perceptions of the learning environment. Teachers may also need to improve the match between an individual student's perception and a teacher's intention in the learning environment, and between the student's preferred and actual perceptions of the learning environment. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/
Parsing learning in networks using brain-machine interfaces.

PubMed

Orsborn, Amy L; Pesaran, Bijan

2017-10-01

Brain-machine interfaces (BMIs) define new ways to interact with our environment and hold great promise for clinical therapies. Motor BMIs, for instance, re-route neural activity to control movements of a new effector and could restore movement to people with paralysis. Increasing experience shows that interfacing with the brain inevitably changes the brain. BMIs engage and depend on a wide array of innate learning mechanisms to produce meaningful behavior. BMIs precisely define the information streams into and out of the brain, but engage wide-spread learning. We take a network perspective and review existing observations of learning in motor BMIs to show that BMIs engage multiple learning mechanisms distributed across neural networks. Recent studies demonstrate the advantages of BMI for parsing this learning and its underlying neural mechanisms. BMIs therefore provide a powerful tool for studying the neural mechanisms of learning that highlights the critical role of learning in engineered neural therapies. Copyright © 2017 Elsevier Ltd. All rights reserved.
Learning Unknown Event Models

DTIC Science & Technology

2014-07-01

Intelligence (www.aaai.org). All rights reserved. knowledge engineering, but it is often impractical due to high environment variance, or unknown events...distribution unlimited 13. SUPPLEMENTARY NOTES In Proceedings of the Twenty-Eighth AAAI Conference on Artificial Intelligence , 27-31 July 2014...autonomy for responding to unexpected events in strategy simulations. Computational Intelligence , 29(2), 187-206. Leake, D. B. (1991), Goal-based
Developing an Environment for Exploring Distributed Operations: A Wargaming Example

DTIC Science & Technology

2005-05-01

a basis for performance standards. At the same time, the design tried to provide an acceptable mix of structured versus free - play activity in...participants’ free - play discussion and collaboration during Counteraction. Scripting allowed the research team to embed potential problems or measurement...Learned - Structured Exercises ......................................................................... 24 Scripted and Free - Play Wargaming Phases
The Impact of Rich Media Presentations on a Distributed Learning Environment: Engagement and Satisfaction of Undergraduate Students

ERIC Educational Resources Information Center

Havice, Pamela A.; Davis, Taurean T.; Foxx, Kerry W.; Havice, William L.

2010-01-01

The digital revolution has ushered in a generation shaped by the integration of emerging communication technology into everyday life, including today's traditional-aged college students. While research on how this generation utilizes technology is prevalent, research and reflection on the effective integration of technology into the learning…
Exploring Power Distribution and Its Influence on the Process of Argumentation in a POGIL Biochemistry Classroom

ERIC Educational Resources Information Center

Prince, Annabel N.; Pitts, Wesley B.; Parkin, David W.

2018-01-01

In this exploratory case study, we consider how students in an undergraduate biochemistry class engaged in the process of argumentation within an inquiry-oriented learning environment to investigate a chemical mechanism in a particular part of the tricarboxylic acid cycle. Audio/video recordings of student groups during the mechanism discussion…
Assessing the Implicit Curriculum in Social Work Education: Heterogeneity of Students' Experiences and Impact on Professional Empowerment

ERIC Educational Resources Information Center

Peterson, N. Andrew; Farmer, Antoinette Y.; Donnelly, Louis; Forenza, Brad

2014-01-01

The implicit curriculum, which refers to a student's learning environment, has been described as an essential feature of an integrated professional social work curriculum. Very little is known, however, about the heterogeneity of students' experiences with the implicit curriculum, how this heterogeneity may be distributed across groups of…
MEMORE: An Environment for Data Collection and Analysis on the Use of Computers in Education

ERIC Educational Resources Information Center

Goldschmidt, Ronaldo; Fernandes de Souza, Isabel; Norris, Monica; Passos, Claudio; Ferlin, Claudia; Cavalcanti, Maria Claudia; Soares, Jorge

2016-01-01

The use of computers as teaching and learning tools plays a particularly important role in modern society. Within this scenario, Brazil launched its own version of the "One Laptop per Child" (OLPC) program, and this initiative, termed PROUCA, has already distributed hundreds of low-cost laptops for educational purposes in many Brazilian…
Tutors' Forum: Engaging Distributed Communities of Practice

ERIC Educational Resources Information Center

Beaumont, Rosemary; Stirling, Jeannette; Percy, Alisa

2009-01-01

The need to engage students studying at a distance in order to reduce isolation, foster a sense of belonging and enhance learning has received significant attention over the past few years. Conversely, very little research has focused on teachers working in this type of environment. In fact, we argue, they appear to be the forgotten dimension in…
Effects of congruence between preferred and perceived learning environments in nursing education in Taiwan: a cross-sectional study

PubMed Central

Yeh, Ting-Kuang; Huang, Hsiu-Mei; Chan, Wing P; Chang, Chun-Yen

2016-01-01

Objective To investigate the effects of congruence between preferred and perceived learning environments on learning outcomes of nursing students. Setting A nursing course at a university in central Taiwan. Participants 124 Taiwanese nursing students enrolled in a 13-week problem-based Fundamental Nursing curriculum. Design and methods Students' preferred learning environment, perceptions about the learning environment and learning outcomes (knowledge, self-efficacy and attitudes) were assessed. On the basis of test scores measuring their preferred and perceived learning environments, students were assigned to one of two groups: a ‘preferred environment aligned with perceived learning environment’ group and a ‘preferred environment discordant with perceived learning environment’ group. Learning outcomes were analysed by group. Outcome measures Most participants preferred learning in a classroom environment that combined problem-based and lecture-based instruction. However, a mismatch of problem-based instruction with students' perceptions occurred. Learning outcomes were significantly better when students' perceptions of their instructional activities were congruent with their preferred learning environment. Conclusions As problem-based learning becomes a focus of educational reform in nursing, teachers need to be aware of students' preferences and perceptions of the learning environment. Teachers may also need to improve the match between an individual student's perception and a teacher's intention in the learning environment, and between the student's preferred and actual perceptions of the learning environment. PMID:27207620
Measuring the anaesthesia clinical learning environment at the department level is feasible and reliable.

PubMed

Castanelli, D J; Smith, N A

2017-05-01

The learning environment describes the context and culture in which trainees learn. In order to establish the feasibility and reliability of measuring the anaesthetic learning environment in individual departments we implemented a previously developed instrument in hospitals across New South Wales. We distributed the instrument to trainees from 25 anaesthesia departments and supplied summarized results to individual departments. Exploratory and confirmatory factor analyses were performed to assess internal structure validity and generalizability theory was used to calculate reliability. The number of trainees required for acceptable precision in results was determined using the standard error of measurement. We received 172 responses (59% response rate). Suitable internal structure validity was confirmed. Measured reliability was acceptable (G-coefficient 0.69) with nine trainees per department. Eight trainees were required for a 95% confidence interval of plus or minus 0.25 in the mean total score. Eight trainees as assessors also allow a 95% confidence interval of approximately plus or minus 0.3 in the subscale mean scores. Results for individual departments varied, with scores below the expected level recorded on individual subscales, particularly the 'teaching' subscale. Our results confirm that, using this instrument, individual departments can obtain acceptable precision in results with achievable trainee numbers. Additionally, with the exception of departments with few trainees, implementation proved feasible across a training region. Repeated use would allow departments or accrediting bodies to monitor their individual learning environment and the impact of changes such as the introduction of new curricular elements, or local initiatives to improve trainee experience. © The Author 2017. Published by Oxford University Press on behalf of the British Journal of Anaesthesia. All rights reserved. For Permissions, please email: journals.permissions@oup.com
[Neurodynamic Bases of Imitation Learning and Episodic Memory].

PubMed

Tsukerman, V D

2016-01-01

In this review, three essentially important processes in development of cognitive behavior are considered: knowledge of a spatial environment by means of physical activity, coding and a call of an existential context of episodic memory and imitation learning based on the mirror neural mechanism. The data show that the parietal and frontal system of learning by imitation, allows the developing organism to seize skills of management and motive synergies in perisomatic space, to understand intentions and the purposes of observed actions of other individuals. At the same time a widely distributed parietal and frontal and entorhinal-hippocampal system mediates spatial knowledge and the solution of the navigation tasks important for creation of an existential context of episodic memory.
Science Learning Outcomes in Alignment with Learning Environment Preferences

NASA Astrophysics Data System (ADS)

Chang, Chun-Yen; Hsiao, Chien-Hua; Chang, Yueh-Hsia

2011-04-01

This study investigated students' learning environment preferences and compared the relative effectiveness of instructional approaches on students' learning outcomes in achievement and attitude among 10th grade earth science classes in Taiwan. Data collection instruments include the Earth Science Classroom Learning Environment Inventory and Earth Science Learning Outcomes Inventory. The results showed that most students preferred learning in a classroom environment where student-centered and teacher-centered instructional approaches coexisted over a teacher-centered learning environment. A multivariate analysis of covariance also revealed that the STBIM students' cognitive achievement and attitude toward earth science were enhanced when the learning environment was congruent with their learning environment preference.
The use of video conferencing to develop a community of practice for preceptors located in rural and non traditional placement settings: an evaluation study.

PubMed

Zournazis, Helen E; Marlow, Annette H

2015-03-01

Support for nursing students in rural and non-traditional health environments within Tasmania is predominately undertaken by preceptors. It is recognised that preceptors who work within these environments, require support in their role and opportunities to communicate with academic staff within universities. Multiple methods of information distribution support and networking opportunities provide preceptors with flexible options to keep them abreast of the student learning process. This paper presents survey findings from preceptors in rural and non-traditional professional experience placement environments taken from a pilot project regarding the implementation of video conferencing forums for education and peer networking in Tasmania. The purpose of the evaluation was to establish whether video conferencing met the requirements of preceptors' understanding of learning and teaching requirements during students' professional experience placement. The findings reveal preceptors' workload pressures and the need for organisational support were key barriers that prevented preceptor participation. Crown Copyright © 2014. Published by Elsevier Ltd. All rights reserved.
Beyond bricks and mortar: a rural network approach to preclinical medical education.

PubMed

Myhre, Douglas L; Adamiak, Paul; Turley, Nathan; Spice, Ron; Woloschuk, Wayne

2014-08-09

Countries with expansive rural regions often experience an unequal distribution of physicians between rural and urban communities. A growing body of evidence suggests that the exposure to positive rural learning experiences has an influence on a physician's choice of practice location. Capitalizing on this observation, many medical schools have developed approaches that integrate rural exposure into their curricula during clerkship. It is postulated that a preclinical rural exposure may also be effective. However, to proceed further in development, accreditation requirements must be considered. In this investigation, academic equivalence between a preclinical rural community based teaching method and the established education model was assessed. Two separate preclinical courses from the University of Calgary's three year Undergraduate Medical program were taught at two different rural sites in 2010 (11 students) and 2012 (12 students). The same academic content was delivered in the pilot sites as in the main teaching centre. To ensure consistency of teaching skills, faculty development was provided at each pilot site. Academic equivalence between the rural based learners and a matched cohort at the main University of Calgary site was determined using course examination scores, and the quality of the experience was evaluated through learner feedback. In both pilot courses there was no significant difference between examination scores of the rural distributed learners and the learners at the main University of Calgary site (p > 0.05). Feedback from the participating students demonstrated that the preceptors were very positively rated and, relative to the main site, the small group learning environment appeared to provide strengthened social support. These results suggest that community distributed education in pre-clerkship may offer academically equivalent training to existing traditional medical school curricula while also providing learners with positive rural social learning environments. The approach described may offer the potential to increase exposure to rural practice without the cost of constructing additional physical learning sites.
Teaching Research Methods and Statistics in eLearning Environments: Pedagogy, Practical Examples, and Possible Futures

PubMed Central

Rock, Adam J.; Coventry, William L.; Morgan, Methuen I.; Loi, Natasha M.

2016-01-01

Generally, academic psychologists are mindful of the fact that, for many students, the study of research methods and statistics is anxiety provoking (Gal et al., 1997). Given the ubiquitous and distributed nature of eLearning systems (Nof et al., 2015), teachers of research methods and statistics need to cultivate an understanding of how to effectively use eLearning tools to inspire psychology students to learn. Consequently, the aim of the present paper is to discuss critically how using eLearning systems might engage psychology students in research methods and statistics. First, we critically appraise definitions of eLearning. Second, we examine numerous important pedagogical principles associated with effectively teaching research methods and statistics using eLearning systems. Subsequently, we provide practical examples of our own eLearning-based class activities designed to engage psychology students to learn statistical concepts such as Factor Analysis and Discriminant Function Analysis. Finally, we discuss general trends in eLearning and possible futures that are pertinent to teachers of research methods and statistics in psychology. PMID:27014147
Teaching Research Methods and Statistics in eLearning Environments: Pedagogy, Practical Examples, and Possible Futures.

PubMed

Rock, Adam J; Coventry, William L; Morgan, Methuen I; Loi, Natasha M

2016-01-01

Generally, academic psychologists are mindful of the fact that, for many students, the study of research methods and statistics is anxiety provoking (Gal et al., 1997). Given the ubiquitous and distributed nature of eLearning systems (Nof et al., 2015), teachers of research methods and statistics need to cultivate an understanding of how to effectively use eLearning tools to inspire psychology students to learn. Consequently, the aim of the present paper is to discuss critically how using eLearning systems might engage psychology students in research methods and statistics. First, we critically appraise definitions of eLearning. Second, we examine numerous important pedagogical principles associated with effectively teaching research methods and statistics using eLearning systems. Subsequently, we provide practical examples of our own eLearning-based class activities designed to engage psychology students to learn statistical concepts such as Factor Analysis and Discriminant Function Analysis. Finally, we discuss general trends in eLearning and possible futures that are pertinent to teachers of research methods and statistics in psychology.
Toward a critical approach to the study of learning environments in science classrooms

NASA Astrophysics Data System (ADS)

Lorsbach, Anthony; Tobin, Kenneth

1995-03-01

Traditional learning environment research in science classrooms has been built on survey methods meant to measure students' and teachers' perceptions of variables used to define the learning environment. This research has led mainly to descriptions of learning environments. We argue that learning environment research should play a transformative role in science classrooms; that learning environment research should take into account contemporary post-positivist ways of thinking about learning and teaching to assist students and teachers to construct a more emancipatory learning environment. In particular, we argue that a critical perspective could lead to research playing a larger role in the transformation of science classroom learning environments. This argument is supplemented with an example from a middle school science classroom.

Reducing hunger-associated symptoms: the midmorning nutrition break.

PubMed

Sweeney, Nancy M; Tucker, Joanne; Reynosa, Brenda; Glaser, Dale

2006-02-01

This study measured the effectiveness of a 9 a.m. nutrition break after it had been implemented for 1 academic year at an inner-city high school. Effectiveness was measured by student participation rates, student and teacher evaluations of hunger-associated symptoms experienced by students, and teacher evaluations of the effects on the learning environment. Sixty-nine percent of students participated. The most frequently cited reason for nonparticipation was dislike of the food offered (53%), with an additional 15% citing problems with food distribution. As the frequency of participation rose, the frequency of inability to focus, tiredness, stomachache, headache, and midmorning hunger fell. All of the associations were statistically significant except for headache. Seventy-four percent of staff stated that the nutrition break had positive effects on the learning environment, and 71% referred fewer students to the school nurse.
Multidimensional Learner Model In Intelligent Learning System

NASA Astrophysics Data System (ADS)

Deliyska, B.; Rozeva, A.

2009-11-01

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

PubMed

Wren, Colin D; Costopoulos, Andre

2015-07-01

We investigated the relationship between the dispersal potential of a hominin population, its local-scale foraging strategies, and the characteristics of the resource environment using an agent-based modeling approach. In previous work we demonstrated that natural selection can favor a relatively low capacity for assessing and predicting the quality of the resource environment, especially when the distribution of resources is highly clustered. That work also suggested that the more knowledge foraging populations had about their environment, the less likely they were to abandon the landscape they know and disperse into novel territory. The present study gives agents new individual and social strategies for learning about their environment. For both individual and social learning, natural selection favors decreased levels of environmental knowledge, particularly in low-heterogeneity environments. Social acquisition of detailed environmental knowledge results in crowding of agents, which reduces available reproductive space and relative fitness. Agents with less environmental knowledge move away from resource clusters and into areas with more space available for reproduction. These results suggest that, rather than being a requirement for successful dispersal, environmental knowledge strengthens the ties to particular locations and significantly reduces the dispersal potential as a result. The evolved level of environmental knowledge in a population depends on the characteristics of the resource environment and affects the dispersal capacity of the population.
Determining sociability, social space, and social presence in (a)synchronous collaborative groups.

PubMed

Kreijns, Karel; Kirschner, Paul A; Jochems, Wim; Van Buuren, Hans

2004-04-01

The effectiveness of group learning in asynchronous distributed learning groups depends on the social interaction that takes place. This social interaction affects both cognitive and socioemotional processes that take place during learning, group forming, establishment of group structures, and group dynamics. Though now known to be important, this aspect is often ignored, denied or forgotten by educators and researchers who tend to concentrate on cognitive processes and on-task contexts. This "one-sided" educational focus largely determines the set of requirements in the design of computer-supported collaborative learning (CSCL) environments resulting in functional CSCL environments. In contrast, our research is aimed at the design and implementation of sociable CSCL environments which may increase the likelihood that a sound social space will emerge. We use a theoretical framework that is based upon an ecological approach to social interaction, centering on the concept of social affordances, the concept of the sociability of CSCL environments, and social presence theory. The hypothesis is that the higher the sociability, the more likely that social interaction will take place or will increase, and the more likely that this will result in an emerging sound social space. In the present research, the variables of interest are sociability, social space, and social presence. This study deals with the construction and validation of three instruments to determine sociability, social space, and social presence in (a)synchronous collaborating groups. The findings suggest that the instruments have potential to be useful as measures for the respective variables. However, it must be realized that these measures are "first steps."
An Examination through Conjoint Analysis of the Preferences of Students Concerning Online Learning Environments According to Their Learning Styles

ERIC Educational Resources Information Center

Daghan, Gökhan; Akkoyunlu, Buket

2012-01-01

This study examines learning styles of students receiving education via online learning environments, and their preferences concerning the online learning environment. Maggie McVay Lynch Learning Style Inventory was used to determine learning styles of the students. The preferences of students concerning online learning environments were detected…
Pocket School: Exploring Mobile Technology as a Sustainable Literacy Education Option for Underserved Indigenous Children in Latin America

ERIC Educational Resources Information Center

Kim, Paul; Miranda, Talia; Olaciregui, Claudia

2008-01-01

Literacy is a human right unequally distributed among the world's population. Despite global efforts to fight illiteracy, high illiteracy rates continue to jeopardize access for many to basic schooling, life-long learning, health, and environment safety. Illiteracy also hinders the economic prosperity of the poorest societies in this digital age.…
Language and Discourse Analysis with Coh-Metrix: Applications from Educational Material to Learning Environments at Scale

ERIC Educational Resources Information Center

Dowell, Nia M. M.; Graesser, Arthur\tC.; Cai, Zhiqiang

2016-01-01

The goal of this article is to preserve and distribute the information presented at the LASI (2014) workshop on Coh-Metrix, a theoretically grounded, computational linguistics facility that analyzes texts on multiple levels of language and discourse. The workshop focused on the utility of Coh-Metrix in discourse theory and educational practice. We…
Reusable Reinforcement Learning via Shallow Trails.

PubMed

Yu, Yang; Chen, Shi-Yong; Da, Qing; Zhou, Zhi-Hua

2018-06-01

Reinforcement learning has shown great success in helping learning agents accomplish tasks autonomously from environment interactions. Meanwhile in many real-world applications, an agent needs to accomplish not only a fixed task but also a range of tasks. For this goal, an agent can learn a metapolicy over a set of training tasks that are drawn from an underlying distribution. By maximizing the total reward summed over all the training tasks, the metapolicy can then be reused in accomplishing test tasks from the same distribution. However, in practice, we face two major obstacles to train and reuse metapolicies well. First, how to identify tasks that are unrelated or even opposite with each other, in order to avoid their mutual interference in the training. Second, how to characterize task features, according to which a metapolicy can be reused. In this paper, we propose the MetA-Policy LEarning (MAPLE) approach that overcomes the two difficulties by introducing the shallow trail. It probes a task by running a roughly trained policy. Using the rewards of the shallow trail, MAPLE automatically groups similar tasks. Moreover, when the task parameters are unknown, the rewards of the shallow trail also serve as task features. Empirical studies on several controlling tasks verify that MAPLE can train metapolicies well and receives high reward on test tasks.
A Learning Framework for Winner-Take-All Networks with Stochastic Synapses.

PubMed

Mostafa, Hesham; Cauwenberghs, Gert

2018-06-01

Many recent generative models make use of neural networks to transform the probability distribution of a simple low-dimensional noise process into the complex distribution of the data. This raises the question of whether biological networks operate along similar principles to implement a probabilistic model of the environment through transformations of intrinsic noise processes. The intrinsic neural and synaptic noise processes in biological networks, however, are quite different from the noise processes used in current abstract generative networks. This, together with the discrete nature of spikes and local circuit interactions among the neurons, raises several difficulties when using recent generative modeling frameworks to train biologically motivated models. In this letter, we show that a biologically motivated model based on multilayer winner-take-all circuits and stochastic synapses admits an approximate analytical description. This allows us to use the proposed networks in a variational learning setting where stochastic backpropagation is used to optimize a lower bound on the data log likelihood, thereby learning a generative model of the data. We illustrate the generality of the proposed networks and learning technique by using them in a structured output prediction task and a semisupervised learning task. Our results extend the domain of application of modern stochastic network architectures to networks where synaptic transmission failure is the principal noise mechanism.
Pre-Service English Teachers in Blended Learning Environment in Respect to Their Learning Approaches

ERIC Educational Resources Information Center

Yilmaz, M. Betul; Orhan, Feza

2010-01-01

Blended learning environment (BLE) is increasingly used in the world, especially in university degrees and it is based on integrating web-based learning and face-to-face (FTF) learning environments. Besides integrating different learning environments, BLE also addresses to students with different learning approaches. The "learning…
Deaf, Hard-of-Hearing, and Hearing Signing Undergraduates' Attitudes toward Science in Inquiry-Based Biology Laboratory Classes.

PubMed

Gormally, Cara

2017-01-01

For science learning to be successful, students must develop attitudes toward support future engagement with challenging social issues related to science. This is especially important for increasing participation of students from underrepresented populations. This study investigated how participation in inquiry-based biology laboratory classes affected students' attitudes toward science, focusing on deaf, hard-of-hearing, and hearing signing students in bilingual learning environments (i.e., taught in American Sign Language and English). Analysis of reflection assignments and interviews revealed that the majority of students developed positive attitudes toward science and scientific attitudes after participating in inquiry-based biology laboratory classes. Attitudinal growth appears to be driven by student value of laboratory activities, repeated direct engagement with scientific inquiry, and peer collaboration. Students perceived that hands-on experimentation involving peer collaboration and a positive, welcoming learning environment were key features of inquiry-based laboratories, affording attitudinal growth. Students who did not perceive biology as useful for their majors, careers, or lives did not develop positive attitudes. Students highlighted the importance of the climate of the learning environment for encouraging student contribution and noted both the benefits and pitfalls of teamwork. Informed by students' characterizations of their learning experiences, recommendations are made for inquiry-based learning in college biology. © 2017 C. Gormally. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).
Integrating Learning, Problem Solving, and Engagement in Narrative-Centered Learning Environments

ERIC Educational Resources Information Center

Rowe, Jonathan P.; Shores, Lucy R.; Mott, Bradford W.; Lester, James C.

2011-01-01

A key promise of narrative-centered learning environments is the ability to make learning engaging. However, there is concern that learning and engagement may be at odds in these game-based learning environments. This view suggests that, on the one hand, students interacting with a game-based learning environment may be engaged but unlikely to…
Factors Influencing Learning Environments in an Integrated Experiential Program

NASA Astrophysics Data System (ADS)

Koci, Peter

The research conducted for this dissertation examined the learning environment of a specific high school program that delivered the explicit curriculum through an integrated experiential manner, which utilized field and outdoor experiences. The program ran over one semester (five months) and it integrated the grade 10 British Columbian curriculum in five subjects. A mixed methods approach was employed to identify the students' perceptions and provide richer descriptions of their experiences related to their unique learning environment. Quantitative instruments were used to assess changes in students' perspectives of their learning environment, as well as other supporting factors including students' mindfulness, and behaviours towards the environment. Qualitative data collection included observations, open-ended questions, and impromptu interviews with the teacher. The qualitative data describe the factors and processes that influenced the learning environment and give a richer, deeper interpretation which complements the quantitative findings. The research results showed positive scores on all the quantitative measures conducted, and the qualitative data provided further insight into descriptions of learning environment constructs that the students perceived as most important. A major finding was that the group cohesion measure was perceived by students as the most important attribute of their preferred learning environment. A flow chart was developed to help the researcher conceptualize how the learning environment, learning process, and outcomes relate to one another in the studied program. This research attempts to explain through the consideration of this case study: how learning environments can influence behavioural change and how an interconnectedness among several factors in the learning process is influenced by the type of learning environment facilitated. Considerably more research is needed in this area to understand fully the complexity learning environments and how they influence learning and behaviour. Keywords: learning environments; integrated experiential programs; environmental education.
A broadband multimedia TeleLearning system

DOE Office of Scientific and Technical Information (OSTI.GOV)

Wang, Ruiping; Karmouch, A.

1996-12-31

In this paper we discuss a broadband multimedia TeleLearning system under development in the Multimedia Information Research Laboratory at the University of Ottawa. The system aims at providing a seamless environment for TeleLearning using the latest telecommunication and multimedia information processing technology. It basically consists of a media production center, a courseware author site, a courseware database, a courseware user site, and an on-line facilitator site. All these components are distributed over an ATM network and work together to offer a multimedia interactive courseware service. An MHEG-based model is exploited in designing the system architecture to achieve the real-time, interactive,more » and reusable information interchange through heterogeneous platforms. The system architecture, courseware processing strategies, courseware document models are presented.« less
Examining Postsecondary Education Predictors and Participation for Students With Learning Disabilities.

PubMed

Joshi, Gauri S; Bouck, Emily C

2017-01-01

Given the history of poor postschool outcomes for students with disabilities, researchers repeatedly sought to demonstrate the links between predictor variables and postschool outcomes for students with disabilities. This secondary data analysis used the National Longitudinal Transition Study-2 to examine the relationship between postsecondary education-related transition services and postsecondary education participation for students with learning disabilities. Logistic regression analyses indicated receiving core content area instruction in the general education classroom was positively related to postsecondary education participation. Frequency distributions indicated students with learning disabilities attended 2-year college at higher rates than other postsecondary education programs. The results suggest educators should consider inclusion in general education classroom for core content area instruction for students with learning disabilities with postsecondary education goals to the extent permitted by their least restrictive environment. © Hammill Institute on Disabilities 2015.
Place field assembly distribution encodes preferred locations

PubMed Central

Mamad, Omar; Stumpp, Lars; McNamara, Harold M.; Ramakrishnan, Charu; Deisseroth, Karl; Reilly, Richard B.

2017-01-01

The hippocampus is the main locus of episodic memory formation and the neurons there encode the spatial map of the environment. Hippocampal place cells represent location, but their role in the learning of preferential location remains unclear. The hippocampus may encode locations independently from the stimuli and events that are associated with these locations. We have discovered a unique population code for the experience-dependent value of the context. The degree of reward-driven navigation preference highly correlates with the spatial distribution of the place fields recorded in the CA1 region of the hippocampus. We show place field clustering towards rewarded locations. Optogenetic manipulation of the ventral tegmental area demonstrates that the experience-dependent place field assembly distribution is directed by tegmental dopaminergic activity. The ability of the place cells to remap parallels the acquisition of reward context. Our findings present key evidence that the hippocampal neurons are not merely mapping the static environment but also store the concurrent context reward value, enabling episodic memory for past experience to support future adaptive behavior. PMID:28898248
Hypermedia in Vocational Learning: A Hypermedia Learning Environment for Training Management Skills

ERIC Educational Resources Information Center

Konradt, Udo

2004-01-01

A learning environment is defined as an arrangement of issues, methods, techniques, and media in a given domain. Besides temporal and spatial features a learning environment considers the social situation in which learning takes place. In (hypermedia) learning environments the concept of exploration and the active role of the learner is…
Using Wikis as a Support and Assessment Tool in Collaborative Digital Game-Based Learning Environments

ERIC Educational Resources Information Center

Samur, Yavuz

2011-01-01

In computer-supported collaborative learning (CSCL) environments, there are many researches done on collaborative learning activities; however, in game-based learning environments, more research and literature on collaborative learning activities are required. Actually, both game-based learning environments and wikis enable us to use new chances…
Assessing culturally sensitive factors in the learning environment of science classrooms

NASA Astrophysics Data System (ADS)

Fisher, Darrell L.; Waldrip, Bruce G.

1997-03-01

As schools are becoming increasingly diverse in their scope and clientele, any examination of the interaction of culturally sensitive factors of students' learning environments with learning science assumes critical importance. The purpose of this exploratory study was to develop an instrument to assess learning environment factors that are culturally sensitive, to provide initial validation information on the instrument and to examine associations between students' perceptions of their learning environments and their attitudes towards science and achievement of enquiry skills. A measure of these factors of science student's learning environment, namely the Cultural Learning Environment Questionnaire (CLEQ), was developed from past learning environment instruments and influenced by Hofstede's four dimensions of culture (Power Distance, Uncertainty Avoidance, Individualism, and Masculinity/Femininity). The reliability and discriminant validity for each scale were obtained and associations between learning environment, attitude to science and enquiry skills achievement were found.
Relationship between learning environment characteristics and academic engagement.

PubMed

Opdenakker, Marie-Christine; Minnaert, Alexander

2011-08-01

The relationship between learning environment characteristics and academic engagement of 777 Grade 6 children located in 41 learning environments was explored. Questionnaires were used to tap learning environment perceptions of children, their academic engagement, and their ethnic-cultural background. The basis of the learning environment questionnaire was the International System for Teacher Observation and Feedback (ISTOF). Factor analysis indicated three factors: the teacher as a helpful and good instructor (having good instructional skills, clear instruction), the teacher as promoter of active learning and differentiation, and the teacher as manager and organizer of classroom activities. Multilevel analysis indicated that about 12% of the differences in engagement between children was related to the learning environment. All the mentioned learning environment characteristics mattered, but the teacher as a helpful, good instructor was most important followed by the teacher as promoter of active learning and differentiation.

Nigerian Physiotherapy Clinical Students' Perception of Their Learning Environment Measured by the Dundee Ready Education Environment Measure Inventory

ERIC Educational Resources Information Center

Odole, Adesola C.; Oyewole, Olufemi O.; Ogunmola, Oluwasolape T.

2014-01-01

The identification of the learning environment and the understanding of how students learn will help teacher to facilitate learning and plan a curriculum to achieve the learning outcomes. The purpose of this study was to investigate undergraduate physiotherapy clinical students' perception of University of Ibadan's learning environment. Using the…
Preclinical Medical Student Hematology/Oncology Education Environment.

PubMed

Zumberg, Marc S; Broudy, Virginia C; Bengtson, Elizabeth M; Gitlin, Scott D

2015-12-01

To better prepare medical students to care for patients in today's changing health-care environment as they transition to continuing their education as residents, many US medical schools have been reviewing and modifying their curricula and are considering integration of newer adult learning techniques, including team-based learning, flipped classrooms, and other active learning approaches (Assoc Am Med Coll. 2014). Directors of hematology/oncology (H/O) courses requested an assessment of today's H/O education environment to help them respond to the ongoing changes in the education content and environment that will be necessary to meet this goal. Several recommendations for the improvement of cancer education resulted from American Association for Cancer Education's (ACCE's) "Cancer Education Survey II" including a call for medical schools to evaluate the effectiveness of current teaching methods in achieving cancer education objectives (Chamberlain et al. J Cancer Educ 7(2):105-114.2014). To understand the current environment and resources used in medical student preclinical H/O courses, an Internet-based, Survey Monkey®-formatted, questionnaire focusing on nine topic areas was distributed to 130 United States Hematology/Oncology Course Directors (HOCDs). HOCDs represent a diverse group of individuals who work in variably supportive environments and who are variably satisfied with their position. Several aspects of these courses remain relatively unchanged from previous assessments, including a predominance of traditional lectures, small group sessions, and examinations that are either written or computer-based. Newer technology, including web-based reproduction of lectures, virtual microscopes, and availability of additional web-based content has been introduced into these courses. A variety of learner evaluation and course assessment approaches are used. The ultimate effectiveness and impact of these changes needs to be determined.
Supporting cognitive engagement in a learning-by-doing learning environment: Case studies of participant engagement and social configurations in Kitchen Science Investigators

NASA Astrophysics Data System (ADS)

Gardner, Christina M.

Learning-by-doing learning environments support a wealth of physical engagement in activities. However, there is also a lot of variability in what participants learn in each enactment of these types of environments. Therefore, it is not always clear how participants are learning in these environments. In order to design technologies to support learning in these environments, we must have a greater understanding of how participants engage in learning activities, their goals for their engagement, and the types of help they need to cognitively engage in learning activities. To gain a greater understanding of participant engagement and factors and circumstances that promote and inhibit engagement, this dissertation explores and answers several questions: What are the types of interactions and experiences that promote and /or inhibit learning and engagement in learning-by-doing learning environments? What are the types of configurations that afford or inhibit these interactions and experiences in learning-by-doing learning environments? I explore answers to these questions through the context of two enactments of Kitchen Science Investigators (KSI), a learning-by-doing learning environment where middle-school aged children learn science through cooking from customizing recipes to their own taste and texture preferences. In small groups, they investigate effects of ingredients through the design of cooking and science experiments, through which they experience and learn about chemical, biological, and physical science phenomena and concepts (Clegg, Gardner, Williams, & Kolodner, 2006). The research reported in this dissertation sheds light on the different ways participant engagement promotes and/or inhibits cognitive engagement in by learning-by-doing learning environments through two case studies. It also provides detailed descriptions of the circumstances (social, material, and physical configurations) that promote and/or inhibit participant engagement in these learning environments through cross-case analyses of these cases. Finally, it offers suggestions about structuring activities, selecting materials and resources, and designing facilitation and software-realized scaffolding in the design of these types of learning environments. These design implications focus on affording participant engagement in science content and practices learning. Overall, the case studies, cross-case analyses, and empirically-based design implications begin to bridge the gap between theory and practice in the design and implementation of these learning environments. This is demonstrated by providing detailed and explanatory examples and factors that affect how participants take up the affordances of the learning opportunities designed into these learning environments.
Representing Color Ensembles.

PubMed

Chetverikov, Andrey; Campana, Gianluca; Kristjánsson, Árni

2017-10-01

Colors are rarely uniform, yet little is known about how people represent color distributions. We introduce a new method for studying color ensembles based on intertrial learning in visual search. Participants looked for an oddly colored diamond among diamonds with colors taken from either uniform or Gaussian color distributions. On test trials, the targets had various distances in feature space from the mean of the preceding distractor color distribution. Targets on test trials therefore served as probes into probabilistic representations of distractor colors. Test-trial response times revealed a striking similarity between the physical distribution of colors and their internal representations. The results demonstrate that the visual system represents color ensembles in a more detailed way than previously thought, coding not only mean and variance but, most surprisingly, the actual shape (uniform or Gaussian) of the distribution of colors in the environment.
How People Learn in an Asynchronous Online Learning Environment: The Relationships between Graduate Students' Learning Strategies and Learning Satisfaction

ERIC Educational Resources Information Center

Choi, Beomkyu

2016-01-01

The purpose of this study was to examine the relationships between learners' learning strategies and learning satisfaction in an asynchronous online learning environment. In an attempt to shed some light on how people learn in an online learning environment, one hundred and sixteen graduate students who were taking online learning courses…
Scaffolding in Connectivist Mobile Learning Environment

ERIC Educational Resources Information Center

Ozan, Ozlem

2013-01-01

Social networks and mobile technologies are transforming learning ecology. In this changing learning environment, we find a variety of new learner needs. The aim of this study is to investigate how to provide scaffolding to the learners in connectivist mobile learning environment: (1) to learn in a networked environment; (2) to manage their…
Online Resource-Based Learning Environment: Case Studies in Primary Classrooms

ERIC Educational Resources Information Center

So, Winnie Wing Mui; Ching, Fiona Ngai Ying

2012-01-01

This paper discusses the creation of learning environments with online resources by three primary school teachers for pupil's learning of science-related topics with reference to the resource-based e-learning environments (RBeLEs) framework. Teachers' choice of contexts, resources, tools, and scaffolds in designing the learning environments are…
The Predicaments of Language Learners in Traditional Learning Environments

ERIC Educational Resources Information Center

Shafie, Latisha Asmaak; Mansor, Mahani

2009-01-01

Some public universities in developing countries have traditional language learning environments such as classrooms with only blackboards and furniture which do not provide conducive learning environments. These traditional environments are unable to cater for digital learners who need to learn with learning technologies. In order to create…
The Integration of Personal Learning Environments & Open Network Learning Environments

ERIC Educational Resources Information Center

Tu, Chih-Hsiung; Sujo-Montes, Laura; Yen, Cherng-Jyh; Chan, Junn-Yih; Blocher, Michael

2012-01-01

Learning management systems traditionally provide structures to guide online learners to achieve their learning goals. Web 2.0 technology empowers learners to create, share, and organize their personal learning environments in open network environments; and allows learners to engage in social networking and collaborating activities. Advanced…
Experiential Learning and Learning Environments: The Case of Active Listening Skills

ERIC Educational Resources Information Center

Huerta-Wong, Juan Enrique; Schoech, Richard

2010-01-01

Social work education research frequently has suggested an interaction between teaching techniques and learning environments. However, this interaction has never been tested. This study compared virtual and face-to-face learning environments and included active listening concepts to test whether the effectiveness of learning environments depends…
Beyond the Biology: A Systematic Investigation of Noncontent Instructor Talk in an Introductory Biology Course.

PubMed

Seidel, Shannon B; Reggi, Amanda L; Schinske, Jeffrey N; Burrus, Laura W; Tanner, Kimberly D

2015-01-01

Instructors create classroom environments that have the potential to impact learning by affecting student motivation, resistance, and self-efficacy. However, despite the critical importance of the learning environment in increasing conceptual understanding, little research has investigated what instructors say and do to create learning environments in college biology classrooms. We systematically investigated the language used by instructors that does not directly relate to course content and defined the construct of Instructor Talk. Transcripts were generated from a semester-long, cotaught introductory biology course (n = 270 students). Transcripts were analyzed using a grounded theory approach to identify emergent categories of Instructor Talk. The five emergent categories from analysis of more than 600 quotes were, in order of prevalence, 1) Building the Instructor/Student Relationship, 2) Establishing Classroom Culture, 3) Explaining Pedagogical Choices, 4) Sharing Personal Experiences, and 5) Unmasking Science. Instances of Instructor Talk were present in every class session analyzed and ranged from six to 68 quotes per session. The Instructor Talk framework is a novel research variable that could yield insights into instructor effectiveness, origins of student resistance, and methods for overcoming stereotype threat. Additionally, it holds promise in professional development settings to assist instructors in reflecting on the learning environments they create. © 2015 S. B. Seidel et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).
The Role of the Constructivist Learning Theory and Collaborative Learning Environment on Wiki Classroom, and the Relationship between Them

ERIC Educational Resources Information Center

Alzahrani, Ibraheem; Woollard, John

2013-01-01

This paper seeks to discover the relationship between both the social constructivist learning theory and the collaborative learning environment. This relationship can be identified by giving an example of the learning environment. Due to wiki characteristics, Wiki technology is one of the most famous learning environments that can show the…
Practice education learning environments: the mismatch between perceived and preferred expectations of undergraduate health science students.

PubMed

Brown, Ted; Williams, Brett; McKenna, Lisa; Palermo, Claire; McCall, Louise; Roller, Louis; Hewitt, Lesley; Molloy, Liz; Baird, Marilyn; Aldabah, Ligal

2011-11-01

Practical hands-on learning opportunities are viewed as a vital component of the education of health science students, but there is a critical shortage of fieldwork placement experiences. It is therefore important that these clinical learning environments are well suited to students' perceptions and expectations. To investigate how undergraduate students enrolled in health-related education programs view their clinical learning environments and specifically to compare students' perception of their 'actual' clinical learning environment to that of their 'preferred/ideal' clinical learning environment. The Clinical Learning Environment Inventory (CLEI) was used to collect data from 548 undergraduate students (55% response rate) enrolled in all year levels of paramedics, midwifery, radiography and medical imaging, occupational therapy, pharmacy, nutrition and dietetics, physiotherapy and social work at Monash University via convenience sampling. Students were asked to rate their perception of the clinical learning environment at the completion of their placements using the CLEI. Satisfaction of the students enrolled in the health-related disciplines was closely linked with the five constructs measured by the CLEI: Personalization, Student Involvement, Task Orientation, Innovation, and Individualization. Significant differences were found between the student's perception of their 'actual' clinical learning environment and their 'ideal' clinical learning environment. The study highlights the importance of a supportive clinical learning environment that places emphasis on effective two-way communication. A thorough understanding of students' perceptions of their clinical learning environments is essential. Copyright Â© 2010 Elsevier Ltd. All rights reserved.
Efficacy of a Meiosis Learning Module Developed for the Virtual Cell Animation Collection.

PubMed

Goff, Eric E; Reindl, Katie M; Johnson, Christina; McClean, Phillip; Offerdahl, Erika G; Schroeder, Noah L; White, Alan R

2017-01-01

Recent reports calling for change in undergraduate biology education have resulted in the redesign of many introductory biology courses. Reports on one common change to course structure, the active-learning environment, have placed an emphasis on student preparation, noting that the positive outcomes of active learning in the classroom depend greatly on how well the student prepares before class. As a possible preparatory resource, we test the efficacy of a learning module developed for the Virtual Cell Animation Collection. This module presents the concepts of meiosis in an interactive, dynamic environment that has previously been shown to facilitate learning in introductory biology students. Participants ( n = 534) were enrolled in an introductory biology course and were presented the concepts of meiosis in one of two treatments: the interactive-learning module or a traditional lecture session. Analysis of student achievement shows that students who viewed the learning module as their only means of conceptual presentation scored significantly higher ( d = 0.40, p < 0.001) than students who only attended a traditional lecture on the topic. Our results show the animation-based learning module effectively conveyed meiosis conceptual understanding, which suggests that it may facilitate student learning outside the classroom. Moreover, these results have implications for instructors seeking to expand their arsenal of tools for "flipping" undergraduate biology courses. © 2017 E. E. Goff et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).
Applying a Framework for Student Modeling in Exploratory Learning Environments: Comparing Data Representation Granularity to Handle Environment Complexity

ERIC Educational Resources Information Center

Fratamico, Lauren; Conati, Cristina; Kardan, Samad; Roll, Ido

2017-01-01

Interactive simulations can facilitate inquiry learning. However, similarly to other Exploratory Learning Environments, students may not always learn effectively in these unstructured environments. Thus, providing adaptive support has great potential to help improve student learning with these rich activities. Providing adaptive support requires a…
A Simultaneous Mobile E-Learning Environment and Application

ERIC Educational Resources Information Center

Karal, Hasan; Bahcekapili, Ekrem; Yildiz, Adil

2010-01-01

The purpose of the present study was to design a mobile learning environment that enables the use of a teleconference application used in simultaneous e-learning with mobile devices and to evaluate this mobile learning environment based on students' views. With the mobile learning environment developed in the study, the students are able to follow…
Using Scenarios to Design Complex Technology-Enhanced Learning Environments

ERIC Educational Resources Information Center

de Jong, Ton; Weinberger, Armin; Girault, Isabelle; Kluge, Anders; Lazonder, Ard W.; Pedaste, Margus; Ludvigsen, Sten; Ney, Muriel; Wasson, Barbara; Wichmann, Astrid; Geraedts, Caspar; Giemza, Adam; Hovardas, Tasos; Julien, Rachel; van Joolingen, Wouter R.; Lejeune, Anne; Manoli, Constantinos C.; Matteman, Yuri; Sarapuu, Tago; Verkade, Alex; Vold, Vibeke; Zacharia, Zacharias C.

2012-01-01

Science Created by You (SCY) learning environments are computer-based environments in which students learn about science topics in the context of addressing a socio-scientific problem. Along their way to a solution for this problem students produce many types of intermediate products or learning objects. SCY learning environments center the entire…
Learning Environments Designed According to Learning Styles and Its Effects on Mathematics Achievement

ERIC Educational Resources Information Center

Özerem, Aysen; Akkoyunlu, Buket

2015-01-01

Problem Statement: While designing a learning environment it is vital to think about learner characteristics (learning styles, approaches, motivation, interests… etc.) in order to promote effective learning. The learning environment and learning process should be designed not to enable students to learn in the same manner and at the same level,…
Probabilistic motor sequence learning in a virtual reality serial reaction time task.

PubMed

Sense, Florian; van Rijn, Hedderik

2018-01-01

The serial reaction time task is widely used to study learning and memory. The task is traditionally administered by showing target positions on a computer screen and collecting responses using a button box or keyboard. By comparing response times to random or sequenced items or by using different transition probabilities, various forms of learning can be studied. However, this traditional laboratory setting limits the number of possible experimental manipulations. Here, we present a virtual reality version of the serial reaction time task and show that learning effects emerge as expected despite the novel way in which responses are collected. We also show that response times are distributed as expected. The current experiment was conducted in a blank virtual reality room to verify these basic principles. For future applications, the technology can be used to modify the virtual reality environment in any conceivable way, permitting a wide range of previously impossible experimental manipulations.
Learning by Association in Plants.

PubMed

Gagliano, Monica; Vyazovskiy, Vladyslav V; Borbély, Alexander A; Grimonprez, Mavra; Depczynski, Martial

2016-12-02

In complex and ever-changing environments, resources such as food are often scarce and unevenly distributed in space and time. Therefore, utilizing external cues to locate and remember high-quality sources allows more efficient foraging, thus increasing chances for survival. Associations between environmental cues and food are readily formed because of the tangible benefits they confer. While examples of the key role they play in shaping foraging behaviours are widespread in the animal world, the possibility that plants are also able to acquire learned associations to guide their foraging behaviour has never been demonstrated. Here we show that this type of learning occurs in the garden pea, Pisum sativum. By using a Y-maze task, we show that the position of a neutral cue, predicting the location of a light source, affected the direction of plant growth. This learned behaviour prevailed over innate phototropism. Notably, learning was successful only when it occurred during the subjective day, suggesting that behavioural performance is regulated by metabolic demands. Our results show that associative learning is an essential component of plant behaviour. We conclude that associative learning represents a universal adaptive mechanism shared by both animals and plants.

Web-Based Learning Environment Based on Students’ Needs

NASA Astrophysics Data System (ADS)

Hamzah, N.; Ariffin, A.; Hamid, H.

2017-08-01

Traditional learning needs to be improved since it does not involve active learning among students. Therefore, in the twenty-first century, the development of internet technology in the learning environment has become the main needs of each student. One of the learning environments to meet the needs of the teaching and learning process is a web-based learning environment. This study aims to identify the characteristics of a web-based learning environment that supports students’ learning needs. The study involved 542 students from fifteen faculties in a public higher education institution in Malaysia. A quantitative method was used to collect the data via a questionnaire survey by randomly. The findings indicate that the characteristics of a web-based learning environment that support students’ needs in the process of learning are online discussion forum, lecture notes, assignments, portfolio, and chat. In conclusion, the students overwhelmingly agreed that online discussion forum is the highest requirement because the tool can provide a space for students and teachers to share knowledge and experiences related to teaching and learning.
Learning with Collaborative Inquiry: A Science Learning Environment for Secondary Students

ERIC Educational Resources Information Center

Sun, Daner; Looi, Chee-Kit; Xie, Wenting

2017-01-01

When inquiry-based learning is designed for a collaborative context, the interactions that arise in the learning environment can become fairly complex. While the learning effectiveness of such learning environments has been reported in the literature, there have been fewer studies on the students' learning processes. To address this, the article…
Learning in a u-Museum: Developing a Context-Aware Ubiquitous Learning Environment

ERIC Educational Resources Information Center

Chen, Chia-Chen; Huang, Tien-Chi

2012-01-01

Context-awareness techniques can support learners in learning without time or location constraints by using mobile devices and associated learning activities in a real learning environment. Enrichment of context-aware technologies has enabled students to learn in an environment that integrates learning resources from both the real world and the…
Assessing the Impact of Student Learning Style Preferences

NASA Astrophysics Data System (ADS)

Davis, Stacey M.; Franklin, Scott V.

2004-09-01

Students express a wide range of preferences for learning environments. We are trying to measure the manifestation of learning styles in various learning environments. In particular, we are interested in performance in an environment that disagrees with the expressed learning style preference, paying close attention to social (group vs. individual) and auditory (those who prefer to learn by listening) environments. These are particularly relevant to activity-based curricula which typically emphasize group-work and de-emphasize lectures. Our methods include multiple-choice assessments, individual student interviews, and a study in which we attempt to isolate the learning environment.
A Well Designed School Environment Facilitates Brain Learning.

ERIC Educational Resources Information Center

Chan, Tak Cheung; Petrie, Garth

2000-01-01

Examines how school design facilitates learning by complementing how the brain learns. How the brain learns is discussed and how an artistic environment, spaciousness in the learning areas, color and lighting, and optimal thermal and acoustical environments aid student learning. School design suggestions conclude the article. (GR)
Intelligent computer-aided training authoring environment

NASA Technical Reports Server (NTRS)

Way, Robert D.

1994-01-01

Although there has been much research into intelligent tutoring systems (ITS), there are few authoring systems available that support ITS metaphors. Instructional developers are generally obliged to use tools designed for creating on-line books. We are currently developing an authoring environment derived from NASA's research on intelligent computer-aided training (ICAT). The ICAT metaphor, currently in use at NASA has proven effective in disciplines from satellite deployment to high school physics. This technique provides a personal trainer (PT) who instructs the student using a simulated work environment (SWE). The PT acts as a tutor, providing individualized instruction and assistance to each student. Teaching in an SWE allows the student to learn tasks by doing them, rather than by reading about them. This authoring environment will expedite ICAT development by providing a tool set that guides the trainer modeling process. Additionally, this environment provides a vehicle for distributing NASA's ICAT technology to the private sector.
Assessment of the educational environment at the College of Medicine of King Saud University, Riyadh.

PubMed

Al-Ayed, I H; Sheik, S A

2008-01-01

We used an Arabic translation (revised in our college) of the Dundee Ready Education Environment Measure (DREEM) inventory to assess the educational environment at the College of Medicine in King Saud University, Riyadh. Over 500 questionnaires were distributed and 222 were analysed. Scores were: 45.0% overall; 40.7% for students' perception of learning, 48.2% for perception of teachers, 46.3% for academic self-perception, 44.4% for perception of atmosphere, and 46.1% for social self-perception. Scores for first year students were significantly higher than the others. Scores for pre-clinical students were also significantly higher than those of students in clinical years. Sex was not a statistically significant variable.
A fast and precise indoor localization algorithm based on an online sequential extreme learning machine.

PubMed

Zou, Han; Lu, Xiaoxuan; Jiang, Hao; Xie, Lihua

2015-01-15

Nowadays, developing indoor positioning systems (IPSs) has become an attractive research topic due to the increasing demands on location-based service (LBS) in indoor environments. WiFi technology has been studied and explored to provide indoor positioning service for years in view of the wide deployment and availability of existing WiFi infrastructures in indoor environments. A large body of WiFi-based IPSs adopt fingerprinting approaches for localization. However, these IPSs suffer from two major problems: the intensive costs of manpower and time for offline site survey and the inflexibility to environmental dynamics. In this paper, we propose an indoor localization algorithm based on an online sequential extreme learning machine (OS-ELM) to address the above problems accordingly. The fast learning speed of OS-ELM can reduce the time and manpower costs for the offline site survey. Meanwhile, its online sequential learning ability enables the proposed localization algorithm to adapt in a timely manner to environmental dynamics. Experiments under specific environmental changes, such as variations of occupancy distribution and events of opening or closing of doors, are conducted to evaluate the performance of OS-ELM. The simulation and experimental results show that the proposed localization algorithm can provide higher localization accuracy than traditional approaches, due to its fast adaptation to various environmental dynamics.
Once upon a time.... Storytelling to enhance teaching and learning.

PubMed

Lordly, Daphne

2007-01-01

The impact of storytelling in the classroom was examined, as was what motivates individuals to engage in storytelling. A storytelling methodology was introduced in an undergraduate nutrition course as an opportunity to enhance the teaching and learning environment. A 28-item, multi-part, self-administered survey was then distributed to the class (n=17). Survey responses (n=15, 88% response) indicate that educators' and students' storytelling can positively influence the learning environment. This occurs through the creation of a greater focus on personalized information, glimpses of real-life experience, a connection with a topic as participants recognize similarities in their own personal experience and knowledge, and connections between different topics and through the emphasis on key concepts. Stories initiate useful conversations about unexplored struggles within practice, such as the emotional dimension(s) of an issue or what it means to be professional. Students are motivated to participate in storytelling through an external focus on others (i.e., helping others to learn) and an internal focus on self (i.e., seeking a connection with others to promote social dialogue). Several challenges related to the use of storytelling in the classroom emerged. Storytelling develops ways of knowing and dialoguing about issues, which has the potential to influence how students will approach their professional practice.
Proceedings of the Organization of 1990 Meeting of International Neural Network Society Jointed with IEEE Held in Washington, DC on January 15 - 19, 1990. Volume 2. Applications Track.

DTIC Science & Technology

1990-11-30

Simonotto Universita’ di Genova Learning from Natural Selection in an Artificial Environment ...................................................... 1...11-92 Ethem Alpaydin Swiss Federal Institute of Technology Framework for Distributed Artificial Neural System Simulation...11-129 David Y. Fong Lockheed Missiles and Space Co. and Christopher Tocci Raytheon Co. Simulation of Artificial Neural
Communications Middleware for Tactical Environments: Observations, Experiences, and Lessons Learned

DTIC Science & Technology

2009-12-12

posi- tion at the Engineering Department of the University of Ferrara , Italy . His research interests include distributed and mobile computing, QoS...science engineering from the Uni- versity of Padova, Italy , in 2005. She continued her studies at the University of Ferrara , where she gained a Master’s...Stefanelli, University of Ferrara Jesse Kovach, U.S. Army Research Laboratory James Hanna, U.S. Air Force Research Laboratory Communications Middleware
A Distributed Model for Mobile Robot Environment-Learning and Navigation

DTIC Science & Technology

1990-05-01

are unex- pectedly removed, the bats continue to navigate around, as if they continue to be present [ Gallistel 89]. This behavior indicates the...itself ( Gallistel 80]. 11.2.2 Bees The behavior of bees has been intriguing biologists, behaviorists, and ethol- ogists for centuries. Bee hives...corresponding to their previous length [ Gallistel 80]. In experiments with rotated radial mazes, rats enter already sampled arms without realizing the
Personal Learning Environments: A Solution for Self-Directed Learners

ERIC Educational Resources Information Center

Haworth, Ryan

2016-01-01

In this paper I discuss "personal learning environments" and their diverse benefits, uses, and implications for life-long learning. Personal Learning Environments (PLEs) are Web 2.0 and social media technologies that enable individual learners the ability to manage their own learning. Self-directed learning is explored as a foundation…
Ubiquitous Learning Environments in Higher Education: A Scoping Literature Review

ERIC Educational Resources Information Center

Virtanen, Mari Aulikki; Haavisto, Elina; Liikanen, Eeva; Kääriäinen, Maria

2018-01-01

Ubiquitous learning and the use of ubiquitous learning environments heralds a new era in higher education. Ubiquitous learning environments enhance context-aware and seamless learning experiences available from any location at any time. They support smooth interaction between authentic and digital learning resources and provide personalized…
Co-Regulation of Learning in Computer-Supported Collaborative Learning Environments: A Discussion

ERIC Educational Resources Information Center

Chan, Carol K. K.

2012-01-01

This discussion paper for this special issue examines co-regulation of learning in computer-supported collaborative learning (CSCL) environments extending research on self-regulated learning in computer-based environments. The discussion employs a socio-cognitive perspective focusing on social and collective views of learning to examine how…
A Network Neuroscience of Human Learning: Potential To Inform Quantitative Theories of Brain and Behavior

PubMed Central

Bassett, Danielle S.; Mattar, Marcelo G.

2017-01-01

Humans adapt their behavior to their external environment in a process often facilitated by learning. Efforts to describe learning empirically can be complemented by quantitative theories that map changes in neurophysiology to changes in behavior. In this review we highlight recent advances in network science that offer a sets of tools and a general perspective that may be particularly useful in understanding types of learning that are supported by distributed neural circuits. We describe recent applications of these tools to neuroimaging data that provide unique insights into adaptive neural processes, the attainment of knowledge, and the acquisition of new skills, forming a network neuroscience of human learning. While promising, the tools have yet to be linked to the well-formulated models of behavior that are commonly utilized in cognitive psychology. We argue that continued progress will require the explicit marriage of network approaches to neuroimaging data and quantitative models of behavior. PMID:28259554
A Network Neuroscience of Human Learning: Potential to Inform Quantitative Theories of Brain and Behavior.

PubMed

Bassett, Danielle S; Mattar, Marcelo G

2017-04-01

Humans adapt their behavior to their external environment in a process often facilitated by learning. Efforts to describe learning empirically can be complemented by quantitative theories that map changes in neurophysiology to changes in behavior. In this review we highlight recent advances in network science that offer a sets of tools and a general perspective that may be particularly useful in understanding types of learning that are supported by distributed neural circuits. We describe recent applications of these tools to neuroimaging data that provide unique insights into adaptive neural processes, the attainment of knowledge, and the acquisition of new skills, forming a network neuroscience of human learning. While promising, the tools have yet to be linked to the well-formulated models of behavior that are commonly utilized in cognitive psychology. We argue that continued progress will require the explicit marriage of network approaches to neuroimaging data and quantitative models of behavior. Copyright © 2017 Elsevier Ltd. All rights reserved.
Trajectories of the home learning environment across the first 5 years: associations with children's vocabulary and literacy skills at prekindergarten.

PubMed

Rodriguez, Eileen T; Tamis-LeMonda, Catherine S

2011-01-01

Children's home learning environments were examined in a low-income sample of 1,852 children and families when children were 15, 25, 37, and 63 months. During home visits, children's participation in literacy activities, the quality of mothers' engagements with their children, and the availability of learning materials were assessed, yielding a total learning environment score at each age. At 63 months, children's vocabulary and literacy skills were assessed. Six learning environment trajectories were identified, including environments that were consistently low, environments that were consistently high, and environments characterized by varying patterns of change. The skills of children at the extremes of learning environment trajectories differed by more than 1 SD and the timing of learning experiences related to specific emerging skills. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.
The Interplay of Perceptions of the Learning Environment, Personality and Learning Strategies: A Study amongst International Business Studies Students

ERIC Educational Resources Information Center

Nijhuis, Jan; Segers, Mien; Gijselaers, Wim

2007-01-01

Previous research on students' learning strategies has examined the relationships between either perceptions of the learning environment or personality and learning strategies. The focus of this study was on the joint relationships between the students' perceptions of the learning environment, their personality, and the learning strategies they…
Wind Turbines in the Built Environment: Summary of a Technical Report

DOE Office of Scientific and Technical Information (OSTI.GOV)

Tinnesand, Heidi; Baring-Gould, Ian; Fields, Jason

2016-09-28

Built-environment wind turbine (BEWT) projects are wind energy projects that are constructed on, in, or near buildings. These projects present an opportunity for distributed, low-carbon generation combined with highly visible statements on sustainability, but the BEWT niche of the wind industry is still developing and is relatively less mature than the utility-scale wind or conventional ground-based distributed wind sectors. The findings presented in this presentation cannot be extended to wind energy deployments in general because of the large difference in application and technology maturity. This presentation summarizes the results of a report investigating the current state of the BEWT industrymore » by reviewing available literature on BEWT projects as well as interviewing project owners on their experiences deploying and operating the technology. The authors generated a series of case studies that outlines the pertinent project details, project outcomes, and lessons learned.« less

Alchemical and structural distribution based representation for universal quantum machine learning

NASA Astrophysics Data System (ADS)

Faber, Felix A.; Christensen, Anders S.; Huang, Bing; von Lilienfeld, O. Anatole

2018-06-01

We introduce a representation of any atom in any chemical environment for the automatized generation of universal kernel ridge regression-based quantum machine learning (QML) models of electronic properties, trained throughout chemical compound space. The representation is based on Gaussian distribution functions, scaled by power laws and explicitly accounting for structural as well as elemental degrees of freedom. The elemental components help us to lower the QML model's learning curve, and, through interpolation across the periodic table, even enable "alchemical extrapolation" to covalent bonding between elements not part of training. This point is demonstrated for the prediction of covalent binding in single, double, and triple bonds among main-group elements as well as for atomization energies in organic molecules. We present numerical evidence that resulting QML energy models, after training on a few thousand random training instances, reach chemical accuracy for out-of-sample compounds. Compound datasets studied include thousands of structurally and compositionally diverse organic molecules, non-covalently bonded protein side-chains, (H2O)40-clusters, and crystalline solids. Learning curves for QML models also indicate competitive predictive power for various other electronic ground state properties of organic molecules, calculated with hybrid density functional theory, including polarizability, heat-capacity, HOMO-LUMO eigenvalues and gap, zero point vibrational energy, dipole moment, and highest vibrational fundamental frequency.
Outlier Responses Reflect Sensitivity to Statistical Structure in the Human Brain

PubMed Central

Garrido, Marta I.

2013-01-01

We constantly look for patterns in the environment that allow us to learn its key regularities. These regularities are fundamental in enabling us to make predictions about what is likely to happen next. The physiological study of regularity extraction has focused primarily on repetitive sequence-based rules within the sensory environment, or on stimulus-outcome associations in the context of reward-based decision-making. Here we ask whether we implicitly encode non-sequential stochastic regularities, and detect violations therein. We addressed this question using a novel experimental design and both behavioural and magnetoencephalographic (MEG) metrics associated with responses to pure-tone sounds with frequencies sampled from a Gaussian distribution. We observed that sounds in the tail of the distribution evoked a larger response than those that fell at the centre. This response resembled the mismatch negativity (MMN) evoked by surprising or unlikely events in traditional oddball paradigms. Crucially, responses to physically identical outliers were greater when the distribution was narrower. These results show that humans implicitly keep track of the uncertainty induced by apparently random distributions of sensory events. Source reconstruction suggested that the statistical-context-sensitive responses arose in a temporo-parietal network, areas that have been associated with attention orientation to unexpected events. Our results demonstrate a very early neurophysiological marker of the brain's ability to implicitly encode complex statistical structure in the environment. We suggest that this sensitivity provides a computational basis for our ability to make perceptual inferences in noisy environments and to make decisions in an uncertain world. PMID:23555230
CLEW: A Cooperative Learning Environment for the Web.

ERIC Educational Resources Information Center

Ribeiro, Marcelo Blois; Noya, Ricardo Choren; Fuks, Hugo

This paper outlines CLEW (collaborative learning environment for the Web). The project combines MUD (Multi-User Dimension), workflow, VRML (Virtual Reality Modeling Language) and educational concepts like constructivism in a learning environment where students actively participate in the learning process. The MUD shapes the environment structure.…
Evaluating and Implementing Learning Environments: A United Kingdom Experience.

ERIC Educational Resources Information Center

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

2002-01-01

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

NASA Astrophysics Data System (ADS)

Bogoeva, Asya

2014-05-01

Education has to respond to the new challenges and opportunities offered by the 21-th Century as well as to the main trend in the world community development related to a creation of Knowledge Society. Implementation of ICT at school is a priority of the Global education and helps to develop the four pillars of learning - learning to know, learning to do, learning to be and learning to live together. Digital competence of the students is also a part of the European Union key competences. The essential elements in geographical study are: spatial analysis, with an emphasis on location; ecological analysis, with an emphasis on people-environment relationships; and regional analysis, with an emphasis on areal differentiation. Modern geography is best characterized as the study of distributions and relationships among different natural and social patterns of distributions. Viewing the world from a spatial perspective and employing a holistic approach are important characteristics of contemporary and future Geography learning. Using innovative methods for presenting the global aspects of distribution patterns and their changes is a priority of teaching geosciences at our school. The use of geo-media in classroom helps learners develop their ICT competences. Geolocalised information is used everywhere in society and it is therefore essential for students to learn how to use different forms of geographic media Geo-media is now being used in scientific researches and reasoning. One of the geo-media tools that I use in my classes is Google Earth for presenting different geographic processes and phenomena like visualization of current global weather conditions, global warming, deforestation areas, earthquake areas, etc. Using Geographic Information systems for presenting and studying geographical processes is also one way to identify, analyze, and understand the locations. Our school is a part of digital-earth.eu network which is under development now. The European Centers of Excellence at national level promote innovative approaches of teaching and learning environments including the active use of geo-media and GIS is started to develop. The main objectives of the Bulgarian Center of Excellence are to create in collaboration with teachers and ESRI organization learning materials for school education. Students learn how to use ArcGIS in order to create their own interactive maps related to the Bulgarian geography education. They have already used ArcGIS software to study and analyze changes in the Bulgarian geographical location, boundaries and border controls, as well as Pan European transport corridors and define positive and negative aspects of crossroad location of Bulgaria. There is also available software about the Bulgarian water resources as well as about the Bulgarian population and its demographic characteristics. During the classes students create their own map according to given tasks, analyze maps elicit certain information for decision making and in that way they develop their spatial thinking skills. Interdisciplinary approach in teaching geosciences at comprehensive school by using ICT is another innovative method that can be used in the classroom. Chemistry and geography as geosciences have common objects of investigation - minerals, rocks and ores as raw materials for industry. Subject objectives for both disciplines can be achieved in a binary lesson. Students make their own preliminary web-based investigation and in the classroom they discuss characteristics of a certain metallic ores, their global distribution and local deposits, their significance for economic development and environmental issues related to their extraction. Implementation of ICT in tomorrow's digital classroom will help students to understand the complexity of the world around us, show them different examples of our changing planet and develop their spatial thinking knowledge.
Group Modeling in Social Learning Environments

ERIC Educational Resources Information Center

Stankov, Slavomir; Glavinic, Vlado; Krpan, Divna

2012-01-01

Students' collaboration while learning could provide better learning environments. Collaboration assumes social interactions which occur in student groups. Social theories emphasize positive influence of such interactions on learning. In order to create an appropriate learning environment that enables social interactions, it is important to…
The clinical learning environment in nursing education: a concept analysis.

PubMed

Flott, Elizabeth A; Linden, Lois

2016-03-01

The aim of this study was to report an analysis of the clinical learning environment concept. Nursing students are evaluated in clinical learning environments where skills and knowledge are applied to patient care. These environments affect achievement of learning outcomes, and have an impact on preparation for practice and student satisfaction with the nursing profession. Providing clarity of this concept for nursing education will assist in identifying antecedents, attributes and consequences affecting student transition to practice. The clinical learning environment was investigated using Walker and Avant's concept analysis method. A literature search was conducted using WorldCat, MEDLINE and CINAHL databases using the keywords clinical learning environment, clinical environment and clinical education. Articles reviewed were written in English and published in peer-reviewed journals between 1995-2014. All data were analysed for recurring themes and terms to determine possible antecedents, attributes and consequences of this concept. The clinical learning environment contains four attribute characteristics affecting student learning experiences. These include: (1) the physical space; (2) psychosocial and interaction factors; (3) the organizational culture and (4) teaching and learning components. These attributes often determine achievement of learning outcomes and student self-confidence. With better understanding of attributes comprising the clinical learning environment, nursing education programmes and healthcare agencies can collaborate to create meaningful clinical experiences and enhance student preparation for the professional nurse role. © 2015 John Wiley & Sons Ltd.
Educational environment and approaches to learning of undergraduate nursing students in an Indonesian school of nursing.

PubMed

Rochmawati, Erna; Rahayu, Gandes Retno; Kumara, Amitya

2014-11-01

The aims of this study were to assess students' perceptions of their educational environment and approaches to learning, and determine if perceptions of learning environment associates with approaches to learning. A survey was conducted to collect data from a regional private university in Indonesia. A total of 232 nursing students completed two questionnaires that measured their perceptions of educational environment and approaches to learning. The measurement was based on Dundee Ready Education Environment Measurement (DREEM) and Approaches and Study Skills Inventory for Students (ASSIST). Five learning environments dimensions and three learning approaches dimensions from two measures were measured. The overall score of DREEM was 131.03/200 (SD 17.04), it was in the range considered to be favourable. The overall score is different significantly between years of study (p value = 0.01). This study indicated that the majority of undergraduate nursing students' adopt strategic approach (n = 139. 59.9%). The finding showed that perceived educational environment significantly associated with approaches to learning. This study implicated the need to maintain conducive learning environment. There is also a need to improve the management of learning activities that reflect the use of student-centered learning. Copyright © 2014 Elsevier Ltd. All rights reserved.
Broadening conceptions of learning in medical education: the message from teamworking.

PubMed

Bleakley, Alan

2006-02-01

There is a mismatch between the broad range of learning theories offered in the wider education literature and a relatively narrow range of theories privileged in the medical education literature. The latter are usually described under the heading of 'adult learning theory'. This paper critically addresses the limitations of the current dominant learning theories informing medical education. An argument is made that such theories, which address how an individual learns, fail to explain how learning occurs in dynamic, complex and unstable systems such as fluid clinical teams. Models of learning that take into account distributed knowing, learning through time as well as space, and the complexity of a learning environment including relationships between persons and artefacts, are more powerful in explaining and predicting how learning occurs in clinical teams. Learning theories may be privileged for ideological reasons, such as medicine's concern with autonomy. Where an increasing amount of medical education occurs in workplace contexts, sociocultural learning theories offer a best-fit exploration and explanation of such learning. We need to continue to develop testable models of learning that inform safe work practice. One type of learning theory will not inform all practice contexts and we need to think about a range of fit-for-purpose theories that are testable in practice. Exciting current developments include dynamicist models of learning drawing on complexity theory.
Combining non selective gas sensors on a mobile robot for identification and mapping of multiple chemical compounds.

PubMed

Bennetts, Victor Hernandez; Schaffernicht, Erik; Pomareda, Victor; Lilienthal, Achim J; Marco, Santiago; Trincavelli, Marco

2014-09-17

In this paper, we address the task of gas distribution modeling in scenarios where multiple heterogeneous compounds are present. Gas distribution modeling is particularly useful in emission monitoring applications where spatial representations of the gaseous patches can be used to identify emission hot spots. In realistic environments, the presence of multiple chemicals is expected and therefore, gas discrimination has to be incorporated in the modeling process. The approach presented in this work addresses the task of gas distribution modeling by combining different non selective gas sensors. Gas discrimination is addressed with an open sampling system, composed by an array of metal oxide sensors and a probabilistic algorithm tailored to uncontrolled environments. For each of the identified compounds, the mapping algorithm generates a calibrated gas distribution model using the classification uncertainty and the concentration readings acquired with a photo ionization detector. The meta parameters of the proposed modeling algorithm are automatically learned from the data. The approach was validated with a gas sensitive robot patrolling outdoor and indoor scenarios, where two different chemicals were released simultaneously. The experimental results show that the generated multi compound maps can be used to accurately predict the location of emitting gas sources.
Predicted Shifts in Small Mammal Distributions and Biodiversity in the Altered Future Environment of Alaska: An Open Access Data and Machine Learning Perspective

PubMed Central

Baltensperger, A. P.; Huettmann, F.

2015-01-01

Climate change is acting to reallocate biomes, shift the distribution of species, and alter community assemblages in Alaska. Predictions regarding how these changes will affect the biodiversity and interspecific relationships of small mammals are necessary to pro-actively inform conservation planning. We used a set of online occurrence records and machine learning methods to create bioclimatic envelope models for 17 species of small mammals (rodents and shrews) across Alaska. Models formed the basis for sets of species-specific distribution maps for 2010 and were projected forward using the IPCC (Intergovernmental Panel on Climate Change) A2 scenario to predict distributions of the same species for 2100. We found that distributions of cold-climate, northern, and interior small mammal species experienced large decreases in area while shifting northward, upward in elevation, and inland across the state. In contrast, many southern and continental species expanded throughout Alaska, and also moved down-slope and toward the coast. Statewide community assemblages remained constant for 15 of the 17 species, but distributional shifts resulted in novel species assemblages in several regions. Overall biodiversity patterns were similar for both time frames, but followed general species distribution movement trends. Biodiversity losses occurred in the Yukon-Kuskokwim Delta and Seward Peninsula while the Beaufort Coastal Plain and western Brooks Range experienced modest gains in species richness as distributions shifted to form novel assemblages. Quantitative species distribution and biodiversity change projections should help land managers to develop adaptive strategies for conserving dispersal corridors, small mammal biodiversity, and ecosystem functionality into the future. PMID:26207828
Distance Learning: A Way of Life-Long Learning

DTIC Science & Technology

2005-09-01

promise of future benefits. 15. SUBJECT TERMS training, educational technology , distributed learning , distance learning , collaboration, online instruction...knowledge." - Aristotle Introduction Modern learning technology assumes various names: distance learning , distributed training, computer-based...training, web-based learning , or advanced distributed learning . No matter the name, the basic concept is using computer technology for instruction with no
Learning with Hypertext Learning Environments: Theory, Design, and Research.

ERIC Educational Resources Information Center

Jacobson, Michael J.; And Others

1996-01-01

Studied 69 undergraduates who used conceptually-indexed hypertext learning environments with differently structured thematic criss-crossing (TCC) treatments: guided and learner selected. Found that students need explicit modeling and scaffolding support to learn complex knowledge from these learning environments, and considers implications for…
Facilitative and obstructive factors in the clinical learning environment: Experiences of pupil enrolled nurses.

PubMed

Lekalakala-Mokgele, Eucebious; Caka, Ernestine M

2015-03-31

The clinical learning environment is a complex social entity that influences student learning outcomes in the clinical setting. Students can experience the clinical learning environment as being both facilitative and obstructive to their learning. The clinical environment may be a source of stress, creating feelings of fear and anxiety which in turn affect the students' responses to learning. Equally, the environment can enhance learning if experienced positively. This study described pupil enrolled nurses' experiences of facilitative and obstructive factors in military and public health clinical learning settings. Using a qualitative, contextual, exploratory descriptive design, three focus group interviews were conducted until data saturation was reached amongst pupil enrolled nurses in a military School of Nursing. Data analysed provided evidence that acceptance by clinical staff and affordance of self-directed learning facilitated learning. Students felt safe to practise when they were supported by the clinical staff. They felt a sense of belonging when the staff showed an interest in and welcomed them. Learning was obstructed when students were met with condescending comments. Wearing of a military uniform in the public hospital and horizontal violence obstructed learning in the clinical learning environment. Students cannot have effective clinical preparation if the environment is not conducive to and supportive of clinical learning, The study shows that military nursing students experience unique challenges as they are trained in two professions that are hierarchical in nature. The students experienced both facilitating and obstructing factors to their learning during their clinical practice. Clinical staff should be made aware of factors which can impact on students' learning. Policies need to be developed for supporting students in the clinical learning environment.
Memory Transformation Enhances Reinforcement Learning in Dynamic Environments.

PubMed

Santoro, Adam; Frankland, Paul W; Richards, Blake A

2016-11-30

Over the course of systems consolidation, there is a switch from a reliance on detailed episodic memories to generalized schematic memories. This switch is sometimes referred to as "memory transformation." Here we demonstrate a previously unappreciated benefit of memory transformation, namely, its ability to enhance reinforcement learning in a dynamic environment. We developed a neural network that is trained to find rewards in a foraging task where reward locations are continuously changing. The network can use memories for specific locations (episodic memories) and statistical patterns of locations (schematic memories) to guide its search. We find that switching from an episodic to a schematic strategy over time leads to enhanced performance due to the tendency for the reward location to be highly correlated with itself in the short-term, but regress to a stable distribution in the long-term. We also show that the statistics of the environment determine the optimal utilization of both types of memory. Our work recasts the theoretical question of why memory transformation occurs, shifting the focus from the avoidance of memory interference toward the enhancement of reinforcement learning across multiple timescales. As time passes, memories transform from a highly detailed state to a more gist-like state, in a process called "memory transformation." Theories of memory transformation speak to its advantages in terms of reducing memory interference, increasing memory robustness, and building models of the environment. However, the role of memory transformation from the perspective of an agent that continuously acts and receives reward in its environment is not well explored. In this work, we demonstrate a view of memory transformation that defines it as a way of optimizing behavior across multiple timescales. Copyright © 2016 the authors 0270-6474/16/3612228-15$15.00/0.
Science Learning Outcomes in Alignment with Learning Environment Preferences

ERIC Educational Resources Information Center

Chang, Chun-Yen; Hsiao, Chien-Hua; Chang, Yueh-Hsia

2011-01-01

This study investigated students' learning environment preferences and compared the relative effectiveness of instructional approaches on students' learning outcomes in achievement and attitude among 10th grade earth science classes in Taiwan. Data collection instruments include the Earth Science Classroom Learning Environment Inventory and Earth…
Exploring Collaborative Learning Effect in Blended Learning Environments

ERIC Educational Resources Information Center

Sun, Z.; Liu, R.; Luo, L.; Wu, M.; Shi, C.

2017-01-01

The use of new technology encouraged exploration of the effectiveness and difference of collaborative learning in blended learning environments. This study investigated the social interactive network of students, level of knowledge building and perception level on usefulness in online and mobile collaborative learning environments in higher…
Distributed communication: Implications of cultural-historical activity theory (CHAT) for communication disorders.

PubMed

Hengst, Julie A

2015-01-01

This article proposes distributed communication as a promising theoretical framework for building supportive environments for child language development. Distributed communication is grounded in an emerging intersection of cultural-historical activity theory (CHAT) and theories of communicative practices that argue for integrating accounts of language, cognition and culture. The article first defines and illustrates through selected research articles, three key principles of distributed communication: (a) language and all communicative resources are inextricably embedded in activity; (b) successful communication depends on common ground built up through short- and long-term histories of participation in activities; and (c) language cannot act alone, but is always orchestrated with other communicative resources. It then illustrates how these principles are fully integrated in everyday interactions by drawing from my research on Cindy Magic, a verbal make-believe game played by a father and his two daughters. Overall, the research presented here points to the remarkably complex communicative environments and sophisticated forms of distributed communication children routinely engage in as they interact with peer and adult communication partners in everyday settings. The article concludes by considering implications of these theories for, and examples of, distributed communication relevant to clinical intervention. Readers will learn about (1) distributed communication as a conceptual tool grounded in an emerging intersection of cultural-historical activity theory and theories of communicative practices and (2) how to apply distributed communication to the study of child language development and to interventions for children with communication disorders. Copyright © 2015 Elsevier Inc. All rights reserved.
Recommendation System Based On Association Rules For Distributed E-Learning Management Systems

NASA Astrophysics Data System (ADS)

Mihai, Gabroveanu

2015-09-01

Traditional Learning Management Systems are installed on a single server where learning materials and user data are kept. To increase its performance, the Learning Management System can be installed on multiple servers; learning materials and user data could be distributed across these servers obtaining a Distributed Learning Management System. In this paper is proposed the prototype of a recommendation system based on association rules for Distributed Learning Management System. Information from LMS databases is analyzed using distributed data mining algorithms in order to extract the association rules. Then the extracted rules are used as inference rules to provide personalized recommendations. The quality of provided recommendations is improved because the rules used to make the inferences are more accurate, since these rules aggregate knowledge from all e-Learning systems included in Distributed Learning Management System.
On valuing peers: theories of learning and intercultural competence

NASA Astrophysics Data System (ADS)

Cajander, Åsa; Daniels, Mats; McDermott, Roger

2012-12-01

This paper investigates the links between the contributing student pedagogy and other forms of peer-mediated learning models, e.g. open-ended group projects and communities of practice. We find that a fundamental concern in each of these models is the attribution of value; specifically, recognition of the value of learning that is enabled by peer interaction, and the way in which value is created and assessed within a learning community. Value is also central to theories of intercultural competence. We examine the role that the concept of value plays in the development cycle of intercultural competence and relate it to its function in peer-mediated learning models. We also argue that elements of social learning theory, principally recent work on value creation in communities of practice, are very relevant to the construction and assessment of the type of activities proposed within the contributing student pedagogy. Our theoretical analysis is situated within the context of a globally distributed open-ended group project course unit and our conclusions are illustrated with reference to student practice in this environment.

A Preliminary Investigation of Self-Directed Learning Activities in a Non-Formal Blended Learning Environment

ERIC Educational Resources Information Center

Schwier, Richard A.; Morrison, Dirk; Daniel, Ben K.

2009-01-01

This research considers how professional participants in a non-formal self-directed learning environment (NFSDL) made use of self-directed learning activities in a blended face-to-face and on line learning professional development course. The learning environment for the study was a professional development seminar on teaching in higher education…
Students' Reflections on the Relationships between Safe Learning Environments, Learning Challenge and Positive Experiences of Learning in a Simulated GP Clinic

ERIC Educational Resources Information Center

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

2016-01-01

Learning environments are a significant determinant of student behaviour, achievement and satisfaction. In this article we use students' reflective essays to identify key features of the learning environment that contributed to positive and transformative learning experiences. We explore the relationships between these features, the students'…
Personal Learning Environments in the Workplace: An Exploratory Study into the Key Business Decision Factors

ERIC Educational Resources Information Center

Chatterjee, Arunangsu; Law, Effie Lai-Chong; Mikroyannidis, Alexander; Owen, Glyn; Velasco, Karen

2013-01-01

Personal Learning Environments (PLEs) have emerged as a solution to the need of learners for open and easily customisable learning environments. PLEs essentially hand complete control over the learning process to the learner. However, this learning model is not fully compatible with learning in the workplace, which is influenced by certain…
The Nimrod computational workbench: a case study in desktop metacomputing

DOE Office of Scientific and Technical Information (OSTI.GOV)

Abramson, D.; Sosic, R.; Foster, I.

The coordinated use of geographically distributed computers, or metacomputing, can in principle provide more accessible and cost- effective supercomputing than conventional high-performance systems. However, we lack evidence that metacomputing systems can be made easily usable, or that there exist large numbers of applications able to exploit metacomputing resources. In this paper, we present work that addresses both these concerns. The basis for this work is a system called Nimrod that provides a desktop problem-solving environment for parametric experiments. We describe how Nimrod has been extended to support the scheduling of computational resources located in a wide-area environment, and report onmore » an experiment in which Nimrod was used to schedule a large parametric study across the Australian Internet. The experiment provided both new scientific results and insights into Nimrod capabilities. We relate the results of this experiment to lessons learned from the I-WAY distributed computing experiment, and draw conclusions as to how Nimrod and I-WAY- like computing environments should be developed to support desktop metacomputing.« less
Argumentative Knowledge Construction in Online Learning Environments in and across Different Cultures: A Collaboration Script Perspective

ERIC Educational Resources Information Center

Weinberger, A.; Clark, D. B.; Haekkinen, P.; Tamura, Y.; Fischer, F.

2007-01-01

In recent years, information and communication technology has established new opportunities to participate in online learning environments around the globe. These opportunities include the dissemination of specific online learning environments as well as opportunities for learners to connect to online learning environments in distant locations.…
Turkish High School Student's Perceptions of Learning Environment in Biology Classrooms and Their Attitudes toward Biology.

ERIC Educational Resources Information Center

Cakiroglu, Jale; Telli, Sibel; Cakiroglu, Erdinc

The purpose of this study was to examine Turkish high school students' perceptions of learning environment in biology classrooms and to investigate relationships between learning environment and students' attitudes toward biology. Secondly, the study aimed to investigate the differences in students' perceptions of learning environments in biology…
Does academic performance or personal growth share a stronger association with learning environment perception?

PubMed

Colbert-Getz, Jorie M; Tackett, Sean; Wright, Scott M; Shochet, Robert S

2016-08-28

This study was conducted to characterize the relative strength of associations of learning environment perception with academic performance and with personal growth. In 2012-2014 second and third year students at Johns Hopkins University School of Medicine completed a learning environment survey and personal growth scale. Hierarchical linear regression analysis was employed to determine if the proportion of variance in learning environment scores accounted for by personal growth was significantly larger than the proportion accounted for by academic performance (course/clerkship grades). The proportion of variance in learning environment scores accounted for by personal growth was larger than the proportion accounted for by academic performance in year 2 [R(2)Δ of 0.09, F(1,175) = 14.99, p < .001] and year 3 [R(2)Δ of 0.28, F(1,169) = 76.80, p < .001]. Learning environment scores shared a small amount of variance with academic performance in years 2 and 3. The amount of variance between learning environment scores and personal growth was small in year 2 and large in year 3. Since supportive learning environments are essential for medical education, future work must determine if enhancing personal growth prior to and during the clerkship year will increase learning environment perception.
Does academic performance or personal growth share a stronger association with learning environment perception?

PubMed Central

Tackett, Sean; Wright, Scott M.; Shochet, Robert S.

2016-01-01

Objectives This study was conducted to characterize the relative strength of associations of learning environment perception with academic performance and with personal growth. Methods In 2012-2014 second and third year students at Johns Hopkins University School of Medicine completed a learning environment survey and personal growth scale. Hierarchical linear regression analysis was employed to determine if the proportion of variance in learning environment scores accounted for by personal growth was significantly larger than the proportion accounted for by academic performance (course/clerkship grades). Results The proportion of variance in learning environment scores accounted for by personal growth was larger than the proportion accounted for by academic performance in year 2 [R2Δ of 0.09, F(1,175) = 14.99, p < .001] and year 3 [R2Δ of 0.28, F(1,169) = 76.80, p < .001]. Learning environment scores shared a small amount of variance with academic performance in years 2 and 3. The amount of variance between learning environment scores and personal growth was small in year 2 and large in year 3. Conclusions Since supportive learning environments are essential for medical education, future work must determine if enhancing personal growth prior to and during the clerkship year will increase learning environment perception. PMID:27570912
Reproducible Large-Scale Neuroimaging Studies with the OpenMOLE Workflow Management System.

PubMed

Passerat-Palmbach, Jonathan; Reuillon, Romain; Leclaire, Mathieu; Makropoulos, Antonios; Robinson, Emma C; Parisot, Sarah; Rueckert, Daniel

2017-01-01

OpenMOLE is a scientific workflow engine with a strong emphasis on workload distribution. Workflows are designed using a high level Domain Specific Language (DSL) built on top of Scala. It exposes natural parallelism constructs to easily delegate the workload resulting from a workflow to a wide range of distributed computing environments. OpenMOLE hides the complexity of designing complex experiments thanks to its DSL. Users can embed their own applications and scale their pipelines from a small prototype running on their desktop computer to a large-scale study harnessing distributed computing infrastructures, simply by changing a single line in the pipeline definition. The construction of the pipeline itself is decoupled from the execution context. The high-level DSL abstracts the underlying execution environment, contrary to classic shell-script based pipelines. These two aspects allow pipelines to be shared and studies to be replicated across different computing environments. Workflows can be run as traditional batch pipelines or coupled with OpenMOLE's advanced exploration methods in order to study the behavior of an application, or perform automatic parameter tuning. In this work, we briefly present the strong assets of OpenMOLE and detail recent improvements targeting re-executability of workflows across various Linux platforms. We have tightly coupled OpenMOLE with CARE, a standalone containerization solution that allows re-executing on a Linux host any application that has been packaged on another Linux host previously. The solution is evaluated against a Python-based pipeline involving packages such as scikit-learn as well as binary dependencies. All were packaged and re-executed successfully on various HPC environments, with identical numerical results (here prediction scores) obtained on each environment. Our results show that the pair formed by OpenMOLE and CARE is a reliable solution to generate reproducible results and re-executable pipelines. A demonstration of the flexibility of our solution showcases three neuroimaging pipelines harnessing distributed computing environments as heterogeneous as local clusters or the European Grid Infrastructure (EGI).
Reproducible Large-Scale Neuroimaging Studies with the OpenMOLE Workflow Management System

PubMed Central

Passerat-Palmbach, Jonathan; Reuillon, Romain; Leclaire, Mathieu; Makropoulos, Antonios; Robinson, Emma C.; Parisot, Sarah; Rueckert, Daniel

2017-01-01

OpenMOLE is a scientific workflow engine with a strong emphasis on workload distribution. Workflows are designed using a high level Domain Specific Language (DSL) built on top of Scala. It exposes natural parallelism constructs to easily delegate the workload resulting from a workflow to a wide range of distributed computing environments. OpenMOLE hides the complexity of designing complex experiments thanks to its DSL. Users can embed their own applications and scale their pipelines from a small prototype running on their desktop computer to a large-scale study harnessing distributed computing infrastructures, simply by changing a single line in the pipeline definition. The construction of the pipeline itself is decoupled from the execution context. The high-level DSL abstracts the underlying execution environment, contrary to classic shell-script based pipelines. These two aspects allow pipelines to be shared and studies to be replicated across different computing environments. Workflows can be run as traditional batch pipelines or coupled with OpenMOLE's advanced exploration methods in order to study the behavior of an application, or perform automatic parameter tuning. In this work, we briefly present the strong assets of OpenMOLE and detail recent improvements targeting re-executability of workflows across various Linux platforms. We have tightly coupled OpenMOLE with CARE, a standalone containerization solution that allows re-executing on a Linux host any application that has been packaged on another Linux host previously. The solution is evaluated against a Python-based pipeline involving packages such as scikit-learn as well as binary dependencies. All were packaged and re-executed successfully on various HPC environments, with identical numerical results (here prediction scores) obtained on each environment. Our results show that the pair formed by OpenMOLE and CARE is a reliable solution to generate reproducible results and re-executable pipelines. A demonstration of the flexibility of our solution showcases three neuroimaging pipelines harnessing distributed computing environments as heterogeneous as local clusters or the European Grid Infrastructure (EGI). PMID:28381997
Developing Learning Theory by Refining Conjectures Embodied in Educational Designs

ERIC Educational Resources Information Center

Sandoval, William A.

2004-01-01

Designed learning environments embody conjectures about learning and instruction, and the empirical study of learning environments allows such conjectures to be refined over time. The construct of embodied conjecture is introduced as a way to demonstrate the theoretical nature of learning environment design and to frame methodological issues in…
Virtual Learning Environment for Interactive Engagement with Advanced Quantum Mechanics

ERIC Educational Resources Information Center

Pedersen, Mads Kock; Skyum, Birk; Heck, Robert; Müller, Romain; Bason, Mark; Lieberoth, Andreas; Sherson, Jacob F.

2016-01-01

A virtual learning environment can engage university students in the learning process in ways that the traditional lectures and lab formats cannot. We present our virtual learning environment "StudentResearcher," which incorporates simulations, multiple-choice quizzes, video lectures, and gamification into a learning path for quantum…
Issues of Learning Games: From Virtual to Real

ERIC Educational Resources Information Center

Carron, Thibault; Pernelle, Philippe; Talbot, Stéphane

2013-01-01

Our research work deals with the development of new learning environments, and we are particularly interested in studying the different aspects linked to users' collaboration in these environments. We believe that Game-based Learning can significantly enhance learning. That is why we have developed learning environments grounded on graphical…
Agent-Based Learning Environments as a Research Tool for Investigating Teaching and Learning.

ERIC Educational Resources Information Center

Baylor, Amy L.

2002-01-01

Discusses intelligent learning environments for computer-based learning, such as agent-based learning environments, and their advantages over human-based instruction. Considers the effects of multiple agents; agents and research design; the use of Multiple Intelligent Mentors Instructing Collaboratively (MIMIC) for instructional design for…
Student-Centred Learning Environments: An Investigation into Student Teachers' Instructional Preferences and Approaches to Learning

ERIC Educational Resources Information Center

Baeten, Marlies; Dochy, Filip; Struyven, Katrien; Parmentier, Emmeline; Vanderbruggen, Anne

2016-01-01

The use of student-centred learning environments in education has increased. This study investigated student teachers' instructional preferences for these learning environments and how these preferences are related to their approaches to learning. Participants were professional Bachelor students in teacher education. Instructional preferences and…
Active Learning Environment with Lenses in Geometric Optics

ERIC Educational Resources Information Center

Tural, Güner

2015-01-01

Geometric optics is one of the difficult topics for students within physics discipline. Students learn better via student-centered active learning environments than the teacher-centered learning environments. So this study aimed to present a guide for middle school teachers to teach lenses in geometric optics via active learning environment…
Practical Applications and Experiences in K-20 Blended Learning Environments

ERIC Educational Resources Information Center

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

2014-01-01

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

PubMed

Baeten, Marlies; Dochy, Filip; Struyven, Katrien

2013-09-01

Research in higher education on the effects of student-centred versus lecture-based learning environments generally does not take into account the psychological need support provided in these learning environments. From a self-determination theory perspective, need support is important to study because it has been associated with benefits such as autonomous motivation and achievement. The purpose of the study is to investigate the effects of different learning environments on students' motivation for learning and achievement, while taking into account the perceived need support. First-year student teachers (N= 1,098) studying a child development course completed questionnaires assessing motivation and perceived need support. In addition, a prior knowledge test and case-based assessment were administered. A quasi-experimental pre-test/post-test design was set up consisting of four learning environments: (1) lectures, (2) case-based learning (CBL), (3) alternation of lectures and CBL, and (4) gradual implementation with lectures making way for CBL. Autonomous motivation and achievement were higher in the gradually implemented CBL environment, compared to the CBL environment. Concerning achievement, two additional effects were found; students in the lecture-based learning environment scored higher than students in the CBL environment, and students in the gradually implemented CBL environment scored higher than students in the alternated learning environment. Additionally, perceived need support was positively related to autonomous motivation, and negatively to controlled motivation. The study shows the importance of gradually introducing students to CBL, in terms of their autonomous motivation and achievement. Moreover, the study emphasizes the importance of perceived need support for students' motivation. © 2012 The British Psychological Society.
Understanding teacher responses to constructivist learning environments: Challenges and resolutions

NASA Astrophysics Data System (ADS)

Rosenfeld, Melodie; Rosenfeld, Sherman

2006-05-01

The research literature is just beginning to uncover factors involved in sustaining constructivist learning environments, such as Project-Based Learning (PBL). Our case study investigates teacher responses to the challenges of constructivist environments, since teachers can play strong roles in supporting or undermining even the best constructivist environments or materials. We were invited to work as mediators with a middle-school science staff that was experiencing conflicts regarding two learning environments, PBL (which was the school's politically correc learning environment) and traditional. With mediated group workshops, teachers were sensitized to their own and colleagues' individual learning differences (ILDs), as measured by two styles inventories (the LSI - Kolb, 1976; and the LCI - Johnston & Dainton, 1997). Using these inventories, a learning-environment questionnaire, field notes, and delayed interviews a year later, we found that there was a relationship between teachers' preferred styles, epistemological beliefs, and their preferred teaching environment. Moreover, when the participating teachers, including early-adopters and nonvolunteers to PBL, became more sensitive to their colleagues' preferences, many staff conflicts were resolved and some mismatched teachers expressed more openness to PBL. We argue that having teachers understand their own ILDs and related responses to constructivist learning environments can contribute to resolving staff conflicts and sustaining such environments. We present a cognitive model and a strategy which illustrate this argument.
Converting customer expectations into achievable results.

PubMed

Landis, G A

1999-11-01

It is not enough in today's environment to just meet customers' expectations--we must exceed them. Therefore, one must learn what constitutes expectations. These needs have expanded during the past few years from just manufacturing the product and looking at the outcome from a provincial standpoint. Now we must understand and satisfy the entire supply chain. To manage this process and satisfy the customer, the process now involves the supplier, the manufacturer, and the entire distribution system.

Adaptive functional systems: learning with chaos.

PubMed

Komarov, M A; Osipov, G V; Burtsev, M S

2010-12-01

We propose a new model of adaptive behavior that combines a winnerless competition principle and chaos to learn new functional systems. The model consists of a complex network of nonlinear dynamical elements producing sequences of goal-directed actions. Each element describes dynamics and activity of the functional system which is supposed to be a distributed set of interacting physiological elements such as nerve or muscle that cooperates to obtain certain goal at the level of the whole organism. During "normal" behavior, the dynamics of the system follows heteroclinic channels, but in the novel situation chaotic search is activated and a new channel leading to the target state is gradually created simulating the process of learning. The model was tested in single and multigoal environments and had demonstrated a good potential for generation of new adaptations. © 2010 American Institute of Physics.
Use of Heuristics to Facilitate Scientific Discovery Learning in a Simulation Learning Environment in a Physics Domain

ERIC Educational Resources Information Center

Veermans, Koen; van Joolingen, Wouter; de Jong, Ton

2006-01-01

This article describes a study into the role of heuristic support in facilitating discovery learning through simulation-based learning. The study compares the use of two such learning environments in the physics domain of collisions. In one learning environment (implicit heuristics) heuristics are only used to provide the learner with guidance…
The Impacts of Network Centrality and Self-Regulation on an E-Learning Environment with the Support of Social Network Awareness

ERIC Educational Resources Information Center

Lin, Jian-Wei; Huang, Hsieh-Hong; Chuang, Yuh-Shy

2015-01-01

An e-learning environment that supports social network awareness (SNA) is a highly effective means of increasing peer interaction and assisting student learning by raising awareness of social and learning contexts of peers. Network centrality profoundly impacts student learning in an SNA-related e-learning environment. Additionally,…
Students' Conception of Learning Environment and Their Approach to Learning and Its Implication on Quality Education

ERIC Educational Resources Information Center

Belaineh, Matheas Shemelis

2017-01-01

Quality of education in higher institutions can be affected by different factors. It partly rests on the learning environment created by teachers and the learning approach students are employing during their learning. The main purpose of this study is to examine the learning environment at Mizan Tepi University from students' perspective and their…
Technology and Its Use in Education: Present Roles and Future Prospects

ERIC Educational Resources Information Center

Courville, Keith

2011-01-01

(Purpose) This article describes two current trends in Educational Technology: distributed learning and electronic databases. (Findings) Topics addressed in this paper include: (1) distributed learning as a means of professional development; (2) distributed learning for content visualization; (3) usage of distributed learning for educational…
Distributed Learning Metadata Standards

ERIC Educational Resources Information Center

McClelland, Marilyn

2004-01-01

Significant economies can be achieved in distributed learning systems architected with a focus on interoperability and reuse. The key building blocks of an efficient distributed learning architecture are the use of standards and XML technologies. The goal of plug and play capability among various components of a distributed learning system…
Review of Opinions of Math Teachers Concerning the Learning Environment That They Design

ERIC Educational Resources Information Center

Aydin, Bünyamin; Yavuz, Ayse

2016-01-01

Design of appropriate learning environment has a significant importance in creation of aims of the math teaching. In the design of learning environments, teachers play a significant role. The aim of this study is determination of opinions of the math teachers concerning the learning environment that they design. In accordance with this aim, an…
An Effect of the Learning Environment Management System toward Student Quality of Thai Secondary School

ERIC Educational Resources Information Center

Wirussawa, Seatuch; Tesaputa, Kowat; Duangpaeng, Amporn

2016-01-01

This study aimed at 1) investigating the element of the learning environment management system in the secondary schools, 2) exploring the current states and problems of the system on the learning environment management in the secondary schools, 3) designing the learning environment management system for the secondary schools, and 4) identifying…
Authoring Adaptive 3D Virtual Learning Environments

ERIC Educational Resources Information Center

Ewais, Ahmed; De Troyer, Olga

2014-01-01

The use of 3D and Virtual Reality is gaining interest in the context of academic discussions on E-learning technologies. However, the use of 3D for learning environments also has drawbacks. One way to overcome these drawbacks is by having an adaptive learning environment, i.e., an environment that dynamically adapts to the learner and the…
Assessing the Quality of Learning Environments in Swedish Schools: Development and Analysis of a Theory-Based Instrument

ERIC Educational Resources Information Center

Westling Allodi, Mara

2007-01-01

The Goals, Attitudes and Values in School (GAVIS) questionnaire was developed on the basis of theoretical frameworks concerning learning environments, universal human values and studies of students' experience of learning environments. The theory hypothesises that learning environments can be described and structured in a circumplex model using…
Students' Perceptions of Computer-Based Learning Environments, Their Attitude towards Business Statistics, and Their Academic Achievement: Implications from a UK University

ERIC Educational Resources Information Center

Nguyen, ThuyUyen H.; Charity, Ian; Robson, Andrew

2016-01-01

This study investigates students' perceptions of computer-based learning environments, their attitude towards business statistics, and their academic achievement in higher education. Guided by learning environments concepts and attitudinal theory, a theoretical model was proposed with two instruments, one for measuring the learning environment and…
Blackboard as an Online Learning Environment: What Do Teacher Education Students and Staff Think?

ERIC Educational Resources Information Center

Heirdsfield, Ann; Walker, Susan; Tambyah, Mallihai; Beutel, Denise

2011-01-01

As online learning environments now have an established presence in higher education we need to ask the question: How effective are these environments for student learning? Online environments can provide a different type of learning experience than traditional face-to-face contexts (for on-campus students) or print-based materials (for distance…
Effects of the Physical Environment on Cognitive Load and Learning: Towards a New Model of Cognitive Load

ERIC Educational Resources Information Center

Choi, Hwan-Hee; van Merriënboer, Jeroen J. G.; Paas, Fred

2014-01-01

Although the theoretical framework of cognitive load theory has acknowledged a role for the learning environment, the specific characteristics of the physical learning environment that could affect cognitive load have never been considered, neither theoretically nor empirically. In this article, we argue that the physical learning environment, and…
Context Aware Ubiquitous Learning Environments for Peer-to-Peer Collaborative Learning

ERIC Educational Resources Information Center

Yang, Stephen J. H.

2006-01-01

A ubiquitous learning environment provides an interoperable, pervasive, and seamless learning architecture to connect, integrate, and share three major dimensions of learning resources: learning collaborators, learning contents, and learning services. Ubiquitous learning is characterized by providing intuitive ways for identifying right learning…
[The use of virtual learning environment in teaching basic and advanced life support].

PubMed

Cogo, Ana Luísa Petersen; Silveira, Denise Tolfo; Lírio, Aline de Morais; Severo, Carolina Lopes

2003-12-01

The present paper is the result of an experiment conducted as part of the Nursing: basic and advanced life support course, which was offered as a semi-online course using the virtual learning environment called Learning Space. The virtual learning environment optimizes classroom dynamics, since in the classroom setting, practical activities may be privileged; besides, learning is customized as students may access the environment whenever and wherever they wish.
Smile: Student Modification in Learning Environments. Establishing Congruence between Actual and Preferred Classroom Learning Environment.

ERIC Educational Resources Information Center

Yarrow, Allan; Millwater, Jan

1995-01-01

This study investigated whether classroom psychosocial environment, as perceived by student teachers, could be improved to their preferred level. Students completed the College and University Classroom Environment Inventory, discussed interventions, then completed it again. Significant deficiencies surfaced in the learning environment early in the…
Integrating Model-Driven and Data-Driven Techniques for Analyzing Learning Behaviors in Open-Ended Learning Environments

ERIC Educational Resources Information Center

Kinnebrew, John S.; Segedy, James R.; Biswas, Gautam

2017-01-01

Research in computer-based learning environments has long recognized the vital role of adaptivity in promoting effective, individualized learning among students. Adaptive scaffolding capabilities are particularly important in open-ended learning environments, which provide students with opportunities for solving authentic and complex problems, and…
A Comparison of Participation Patterns in Selected Formal, Non-Formal, and Informal Online Learning Environments

ERIC Educational Resources Information Center

Schwier, Richard A.; Seaton, J. X.

2013-01-01

Does learner participation vary depending on the learning context? Are there characteristic features of participation evident in formal, non-formal, and informal online learning environments? Six online learning environments were chosen as epitomes of formal, non-formal, and informal learning contexts and compared. Transcripts of online…
Student-Teachers' Approaches to Learning, Academic Performance and Teaching Efficacy

ERIC Educational Resources Information Center

Swee-Choo, Pauline Goh; Kung-Teck, Wong; Osman, Rosma

2012-01-01

Purpose: It is argued that the approaches to learning of students undergoing teacher training are likely to be related to their teaching and learning environment, especially as they move from a more regimented, structured learning environment in school to a tertiary learning environment that encourages more independent thinking and perhaps…
Visits to Cultural Learning Places in the Early Childhood

ERIC Educational Resources Information Center

Mudiappa, Michael; Kluczniok, Katharina

2015-01-01

Studies show the important role of the home learning environment in early childhood for later school success. This article focuses on a particular aspect of the home learning environment: visits to cultural learning places (e.g. museums) as a component of the quality of the home learning environment. Therefore the educational concept of…

Investigating Learning through Work: Learning Environment Scale & User Guide to the Provider. Support Document

ERIC Educational Resources Information Center

Hawke, Geof; Chappell, Clive

2008-01-01

This Support Document was produced by the authors based on their research for the report, "Investigating Learning through Work: The Development of the 'Provider Learning Environment Scale'" (ED503392). It provides readers with a complete copy of the "Provider Learning Environment Scale" (version 2.0); and an accompanying user…
Assessing and Monitoring Student Progress in an E-Learning Personnel Preparation Environment.

ERIC Educational Resources Information Center

Meyen, Edward L.; Aust, Ronald J.; Bui, Yvonne N.; Isaacson, Robert

2002-01-01

Discussion of e-learning in special education personnel preparation focuses on student assessment in e-learning environments. It includes a review of the literature, lessons learned by the authors from assessing student performance in e-learning environments, a literature perspective on electronic portfolios in monitoring student progress, and the…
A Context-Adaptive Teacher Training Model in a Ubiquitous Learning Environment

ERIC Educational Resources Information Center

Chen, Min; Chiang, Feng Kuang; Jiang, Ya Na; Yu, Sheng Quan

2017-01-01

In view of the discrepancies in teacher training and teaching practice, this paper put forward a context-adaptive teacher training model in a ubiquitous learning (u-learning) environment. The innovative model provides teachers of different subjects with adaptive and personalized learning content in a u-learning environment, implements intra- and…
Sampling over Nonuniform Distributions: A Neural Efficiency Account of the Primacy Effect in Statistical Learning.

PubMed

Karuza, Elisabeth A; Li, Ping; Weiss, Daniel J; Bulgarelli, Federica; Zinszer, Benjamin D; Aslin, Richard N

2016-10-01

Successful knowledge acquisition requires a cognitive system that is both sensitive to statistical information and able to distinguish among multiple structures (i.e., to detect pattern shifts and form distinct representations). Extensive behavioral evidence has highlighted the importance of cues to structural change, demonstrating how, without them, learners fail to detect pattern shifts and are biased in favor of early experience. Here, we seek a neural account of the mechanism underpinning this primacy effect in learning. During fMRI scanning, adult participants were presented with two artificial languages: a familiar language (L1) on which they had been pretrained followed by a novel language (L2). The languages were composed of the same syllable inventory organized according to unique statistical structures. In the absence of cues to the transition between languages, posttest familiarity judgments revealed that learners on average more accurately segmented words from the familiar language compared with the novel one. Univariate activation and functional connectivity analyses showed that participants with the strongest learning of L1 had decreased recruitment of fronto-subcortical and posterior parietal regions, in addition to a dissociation between downstream regions and early auditory cortex. Participants with a strong new language learning capacity (i.e., higher L2 scores) showed the opposite trend. Thus, we suggest that a bias toward neural efficiency, particularly as manifested by decreased sampling from the environment, accounts for the primacy effect in learning. Potential implications of this hypothesis are discussed, including the possibility that "inefficient" learning systems may be more sensitive to structural changes in a dynamic environment.
Medical Student Perceptions of the Learning Environment in Medical School Change as Students Transition to Clinical Training in Undergraduate Medical School.

PubMed

Dunham, Lisette; Dekhtyar, Michael; Gruener, Gregory; CichoskiKelly, Eileen; Deitz, Jennifer; Elliott, Donna; Stuber, Margaret L; Skochelak, Susan E

2017-01-01

Phenomenon: The learning environment is the physical, social, and psychological context in which a student learns. A supportive learning environment contributes to student well-being and enhances student empathy, professionalism, and academic success, whereas an unsupportive learning environment may lead to burnout, exhaustion, and cynicism. Student perceptions of the medical school learning environment may change over time and be associated with students' year of training and may differ significantly depending on the student's gender or race/ethnicity. Understanding the changes in perceptions of the learning environment related to student characteristics and year of training could inform interventions that facilitate positive experiences in undergraduate medical education. The Medical School Learning Environment Survey (MSLES) was administered to 4,262 students who matriculated at one of 23 U.S. and Canadian medical schools in 2010 and 2011. Students completed the survey at the end of each year of medical school as part of a battery of surveys in the Learning Environment Study. A mixed-effects longitudinal model, t tests, Cohen's d effect size, and analysis of variance assessed the relationship between MSLES score, year of training, and demographic variables. After controlling for gender, race/ethnicity, and school, students reported worsening perceptions toward the medical school learning environment, with the worst perceptions in the 3rd year of medical school as students begin their clinical experiences, and some recovery in the 4th year after Match Day. The drop in MSLES scores associated with the transition to the clinical learning environment (-0.26 point drop in addition to yearly change, effect size = 0.52, p < .0001) is more than 3 times greater than the drop between the 1st and 2nd year (0.07 points, effect size = 0.14, p < .0001). The largest declines were from items related to work-life balance and informal student relationships. There was some, but not complete, recovery in perceptions of the medical school learning environment in the 4th year. Insights: Perceptions of the medical school learning environment worsen as students continue through medical school, with a stronger decline in perception scores as students' transition to the clinical learning environment. Students reported the greatest drop in finding time for outside activities and students helping one another in the 3rd year. Perceptions differed based on gender and race/ethnicity. Future studies should investigate the specific features of medical schools that contribute most significantly to student perceptions of the medical school learning environment, both positive and negative, to pinpoint potential interventions and improvements.
The Use of Deep and Surface Learning Strategies among Students Learning English as a Foreign Language in an Internet Environment

ERIC Educational Resources Information Center

Aharony, Noa

2006-01-01

Background: The learning context is learning English in an Internet environment. The examination of this learning process was based on the Biggs and Moore's teaching-learning model (Biggs & Moore, 1993). Aim: The research aims to explore the use of the deep and surface strategies in an Internet environment among EFL students who come from…
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…
A SCALE-UP Mock-Up: Comparison of Student Learning Gains in High- and Low-Tech Active-Learning Environments.

PubMed

Soneral, Paula A G; Wyse, Sara A

2017-01-01

Student-centered learning environments with upside-down pedagogies (SCALE-UP) are widely implemented at institutions across the country, and learning gains from these classrooms have been well documented. This study investigates the specific design feature(s) of the SCALE-UP classroom most conducive to teaching and learning. Using pilot survey data from instructors and students to prioritize the most salient SCALE-UP classroom features, we created a low-tech "Mock-up" version of this classroom and tested the impact of these features on student learning, attitudes, and satisfaction using a quasi--experimental setup. The same instructor taught two sections of an introductory biology course in the SCALE-UP and Mock-up rooms. Although students in both sections were equivalent in terms of gender, grade point average, incoming ACT, and drop/fail/withdraw rate, the Mock-up classroom enrolled significantly more freshmen. Controlling for class standing, multiple regression modeling revealed no significant differences in exam, in-class, preclass, and Introduction to Molecular and Cellular Biology Concept Inventory scores between the SCALE-UP and Mock-up classrooms. Thematic analysis of student comments highlighted that collaboration and whiteboards enhanced the learning experience, but technology was not important. Student satisfaction and attitudes were comparable. These results suggest that the benefits of a SCALE-UP experience can be achieved at lower cost without technology features. © 2017 P. A. G. Soneral and S. A. Wyse. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).
Analyses of plant biomarkers in modern ecosystems to improve vegetation reconstructions at hominid sites

NASA Astrophysics Data System (ADS)

Uno, K. T.; Boisserie, J. R.; Cerling, T. E.; Polissar, P. J.

2017-12-01

Reconstructing vegetation at hominid localities in eastern Africa remains a significant challenge for examining the role of climate and environment in human evolution. Plant wax biomarker approaches, particularly carbon isotopes of n-alkyl lipids, have been increasingly used to estimate the proportion of C3 and C4 vegetation in past environments. Identifying new biomarkers indicative of vegetation type, specifically those that can be used to identify (C3) grasses prior to the late Miocene C4 expansion, will enable vegetation reconstructions during the first half of the Neogene, where much remains to be learned about hominid environments. Here, we begin to look beyond carbon isotopes from n-alkyl lipids by analyzing molecular distributions and screening for new plant biomarkers that can be used to identify plant functional types or possibly, more specific taxonomic information. We evaluate molecular distributions, carbon isotope ratios, and pentacyclic triterpenoid methyl esters (PTMEs) in modern soils from a wide range of ecosystems in Ethiopia and Kenya where vegetation types, fraction woody cover, and climatic conditions are known. Preliminary data suggest PTMEs are associated with grassy ecosystems but absent from forested ones. We also find that woody cover can be estimated using n-alkane molecular distributions. This non-isotopic approach to reconstructing woody cover opens the door to reconstructing Neogene vegetation provided the molecular distributions of C3 grasses in the past are similar to those of modern C4 grasses.
Pre-registration student nurses perception of the hospital-learning environment during clinical placements.

PubMed

Midgley, Kirsten

2006-05-01

If we subscribe to the notion that nursing is an action profession, that nurses learn by doing [Neary, M., 2000. Responsive assessment: assessing student nurses' clinical competence. Nurse Education Today 21, 3-17], then the mastery of fundamental clinical skills must be a key component of courses leading to registration. The last two decades have seen widespread changes to nurse education but the clinical field remains an invaluable resource in preparing students for the reality of their professional role supporting the integration of theory and practice and linking the 'knowing what' with the 'knowing how'. The clinical-learning environment represents an essential element of nurse education that needs to be measurable and warrants further investigation. This exploratory cohort study (n = 67) examined pre-registration student nurses' perception of the hospital-learning environment during clinical placements together with the key characteristics of the students' preferred learning environment utilising an established tool, the clinical-learning environment inventory (CLEI) tool [Chan, D., 2001a. Development of an innovative tool to assess hospital-learning environments. Nurse Education Today 21, 624-631; Chan, D., 2001b. Combining qualitative and quantitative methods in assessing hospital-learning environments. International Journal of Nursing Studies 3, 447-459]. The results demonstrated that in comparison with the actual hospital environment, students would prefer an environment with higher levels of individualisation, innovation in teaching and learning strategies, student involvement, personalisation and task orientation.
Nursing students' perceptions of factors influencing their learning environment in a clinical skills laboratory: A qualitative study.

PubMed

Haraldseid, Cecilie; Friberg, Febe; Aase, Karina

2015-09-01

The mastery of clinical skills learning is required to become a trained nurse. Due to limited opportunities for clinical skills training in clinical practice, undergraduate training at clinical skills laboratories (CSLs) is an essential part of nursing education. In a sociocultural learning perspective learning is situated in an environment. Growing student cohorts, rapid introduction of technology-based teaching methods and a shift from a teaching- to a learning-centered education all influence the environment of the students. These changes also affect CSLs and therefore compel nursing faculties to adapt to the changing learning environment. This study aimed to explore students' perceptions of their learning environment in a clinical skills laboratory, and to increase the knowledge base for improving CSL learning conditions identifying the most important environmental factors according to the students. An exploratory qualitative methodology was used. Nineteen second-year students enrolled in an undergraduate nursing program in Norway participated in the study. They took the same clinical skills course. Eight were part-time students (group A) and 11 were full-time students (group B). Focus group interviews and content analysis were conducted to capture the students' perception of the CSL learning environment. The study documents students' experience of the physical (facilities, material equipment, learning tools, standard procedures), psychosocial (expectations, feedback, relations) and organizational (faculty resources, course structure) factors that affect the CSL learning environment. Creating an authentic environment, facilitating motivation, and providing resources for multiple methods and repetitions within clinical skills training are all important for improving CSL learning environments from the student perspective. Copyright © 2015 Elsevier Ltd. All rights reserved.
Case study on perspicacity of collaborative learning experiences

NASA Astrophysics Data System (ADS)

Abdullah, Fadzidah; Majid, Noor Hanita Abdul; Numen, Ibrahim; Kesuma Azmin, Aida; Abd. Rahim, Zaiton; Denan, Zuraini; Emin Sisman, Muhammet

2017-12-01

In the attempt to relate to the architectural practice, architectural education today has augmented the development of collaborative learning environment in the campus scenario. Presently, collaborative work among students from the same program and university is considered common. Hence, attempts of collaboration is extended into having learning and teaching collaboration by means of inter-universities. The School of Architecture, at the International Islamic University Malaysia (IIUM) has explored into having collaboration across the continent with Fatih Sultan Mehmet Waqf University (FSMWU), among faculty members and students of the two (2) universities This paper explicates the empirical study on students’ perspicacity of their collaborative learning experiences; in term of effectiveness, generative behaviour, and teamwork. Survey with three (3) open-ended questions are distributed to students to express their opinions on learning collaboration that they have had during the execution of the Joint Summer School Program (JSSP). Feedback on their perspicacity is obtained and organised into numerical and understandable data display, using qualitative data processing software. Albeit the relevancy of collaborative learning, students gave both positive and negative feedbacks on their experiences. Suggestions are given to enhance the quality of collaborative learning experience for future development
Audio Tracking in Noisy Environments by Acoustic Map and Spectral Signature.

PubMed

Crocco, Marco; Martelli, Samuele; Trucco, Andrea; Zunino, Andrea; Murino, Vittorio

2018-05-01

A novel method is proposed for generic target tracking by audio measurements from a microphone array. To cope with noisy environments characterized by persistent and high energy interfering sources, a classification map (CM) based on spectral signatures is calculated by means of a machine learning algorithm. Next, the CM is combined with the acoustic map, describing the spatial distribution of sound energy, in order to obtain a cleaned joint map in which contributions from the disturbing sources are removed. A likelihood function is derived from this map and fed to a particle filter yielding the target location estimation on the acoustic image. The method is tested on two real environments, addressing both speaker and vehicle tracking. The comparison with a couple of trackers, relying on the acoustic map only, shows a sharp improvement in performance, paving the way to the application of audio tracking in real challenging environments.
Validation of the Clinical Learning Environment Inventory.

PubMed

Chan, Dominic S

2003-08-01

One hundred eight preregistration nursing students took part in this survey study, which assessed their perceptions of the clinical learning environment. Statistical data based on the sample confirmed the reliability and validity of the Clinical Learning Environment Inventory (CLEI), which was developed using the concept of classroom learning environment studies. The study also found that there were significant differences between students' actual and preferred perceptions of the clinical learning environments. In terms of the CLEI scales, students preferred a more positive and favorable clinical environment than they perceived as being actually present. The achievement of certain outcomes of clinical field placements might be enhanced by attempting to change the actual clinical environment in ways that make it more congruent with that preferred by the students.
Nursing students' perceptions of learning in practice environments: a review.

PubMed

Henderson, Amanda; Cooke, Marie; Creedy, Debra K; Walker, Rachel

2012-04-01

Effective clinical learning requires integration of nursing students into ward activities, staff engagement to address individual student learning needs, and innovative teaching approaches. Assessing characteristics of practice environments can provide useful insights for development. This study identified predominant features of clinical learning environments from nursing students' perspectives across studies using the same measure in different countries over the last decade. Six studies, from three different countries, using the Clinical Leaning Environment Inventory (CLEI) were reviewed. Studies explored consistent trends about learning environment. Students rated sense of task accomplishment high. Affiliation also rated highly though was influenced by models of care. Feedback measuring whether students' individual needs and views were accommodated consistently rated lower. Across different countries students report similar perceptions about learning environments. Clinical learning environments are most effective in promoting safe practice and are inclusive of student learners, but not readily open to innovation and challenges to routine practices. Crown Copyright © 2011. Published by Elsevier Ltd. All rights reserved.
Benchmarking for Bayesian Reinforcement Learning

PubMed Central

Ernst, Damien; Couëtoux, Adrien

2016-01-01

In the Bayesian Reinforcement Learning (BRL) setting, agents try to maximise the collected rewards while interacting with their environment while using some prior knowledge that is accessed beforehand. Many BRL algorithms have already been proposed, but the benchmarks used to compare them are only relevant for specific cases. The paper addresses this problem, and provides a new BRL comparison methodology along with the corresponding open source library. In this methodology, a comparison criterion that measures the performance of algorithms on large sets of Markov Decision Processes (MDPs) drawn from some probability distributions is defined. In order to enable the comparison of non-anytime algorithms, our methodology also includes a detailed analysis of the computation time requirement of each algorithm. Our library is released with all source code and documentation: it includes three test problems, each of which has two different prior distributions, and seven state-of-the-art RL algorithms. Finally, our library is illustrated by comparing all the available algorithms and the results are discussed. PMID:27304891
Benchmarking for Bayesian Reinforcement Learning.

PubMed

Castronovo, Michael; Ernst, Damien; Couëtoux, Adrien; Fonteneau, Raphael

2016-01-01

In the Bayesian Reinforcement Learning (BRL) setting, agents try to maximise the collected rewards while interacting with their environment while using some prior knowledge that is accessed beforehand. Many BRL algorithms have already been proposed, but the benchmarks used to compare them are only relevant for specific cases. The paper addresses this problem, and provides a new BRL comparison methodology along with the corresponding open source library. In this methodology, a comparison criterion that measures the performance of algorithms on large sets of Markov Decision Processes (MDPs) drawn from some probability distributions is defined. In order to enable the comparison of non-anytime algorithms, our methodology also includes a detailed analysis of the computation time requirement of each algorithm. Our library is released with all source code and documentation: it includes three test problems, each of which has two different prior distributions, and seven state-of-the-art RL algorithms. Finally, our library is illustrated by comparing all the available algorithms and the results are discussed.
Influences of Formal Learning, Personal Learning Orientation, and Supportive Learning Environment on Informal Learning

ERIC Educational Resources Information Center

Choi, Woojae; Jacobs, Ronald L.

2011-01-01

While workplace learning includes formal and informal learning, the relationship between the two has been overlooked, because they have been viewed as separate entities. This study investigated the effects of formal learning, personal learning orientation, and supportive learning environment on informal learning among 203 middle managers in Korean…
Effects of Presence, Copresence, and Flow on Learning Outcomes in 3D Learning Spaces

ERIC Educational Resources Information Center

Hassell, Martin D.; Goyal, Sandeep; Limayem, Moez; Boughzala, Imed

2012-01-01

The level of satisfaction and effectiveness of 3D virtual learning environments were examined. Additionally, 3D virtual learning environments were compared with face-to-face learning environments. Students that experienced higher levels of flow and presence also experienced more satisfaction but not necessarily more effectiveness with 3D virtual…
Student Experiences on Interaction in an Online Learning Environment as Part of a Blended Learning Implementation: What Is Essential?

ERIC Educational Resources Information Center

Salmi, Laura

2013-01-01

Interaction and community building are essential elements of a well functioning online learning environment, especially in learning environments based on investigative learning with a strong emphasis on teamwork. In this paper, practical solutions covering quality criteria for interaction in online education are presented for a simple…

Investigating Learners' Attitudes toward Virtual Reality Learning Environments: Based on a Constructivist Approach

ERIC Educational Resources Information Center

Huang, Hsiu-Mei; Rauch, Ulrich; Liaw, Shu-Sheng

2010-01-01

The use of animation and multimedia for learning is now further extended by the provision of entire Virtual Reality Learning Environments (VRLE). This highlights a shift in Web-based learning from a conventional multimedia to a more immersive, interactive, intuitive and exciting VR learning environment. VRLEs simulate the real world through the…
Factors of Learner-Instructor Interaction Which Predict Perceived Learning Outcomes in Online Learning Environment

ERIC Educational Resources Information Center

Kang, M.; Im, T.

2013-01-01

Interaction in the online learning environment has been regarded as one of the most critical elements that affect learning outcomes. This study examined what factors in learner-instructor interaction can predict the learner's outcomes in the online learning environment. Learners in K Online University participated by answering the survey, and data…
Self-Regulated Learning in Technology Enhanced Learning Environments: An Investigation with University Students

ERIC Educational Resources Information Center

Lenne, Dominique; Abel, Marie-Helene; Trigano, Philippe; Leblanc, Adeline

2008-01-01

In Technology Enhanced Learning Environments, self-regulated learning (SRL) partly relies on the features of the technological tools. The authors present two environments they designed in order to facilitate SRL: the first one (e-Dalgo) is a website dedicated to the learning of algorithms and computer programming. It is structured as a classical…
Using Student-Centred Learning Environments to Stimulate Deep Approaches to Learning: Factors Encouraging or Discouraging Their Effectiveness

ERIC Educational Resources Information Center

Baeten, Marlies; Kyndt, Eva; Struyven, Katrien; Dochy, Filip

2010-01-01

This review outlines encouraging and discouraging factors in stimulating the adoption of deep approaches to learning in student-centred learning environments. Both encouraging and discouraging factors can be situated in the context of the learning environment, in students' perceptions of that context and in characteristics of the students…
Perceived Satisfaction, Perceived Usefulness and Interactive Learning Environments as Predictors to Self-Regulation in e-Learning Environments

ERIC Educational Resources Information Center

Liaw, Shu-Sheng; Huang, Hsiu-Mei

2013-01-01

The research purpose is to investigate learner self-regulation in e-learning environments. In order to better understand learner attitudes toward e-learning, 196 university students answer a questionnaire survey after use an e-learning system few months. The statistical results showed that perceived satisfaction, perceived usefulness, and…
Learning in a Changing Environment

ERIC Educational Resources Information Center

Speekenbrink, Maarten; Shanks, David R.

2010-01-01

Multiple cue probability learning studies have typically focused on stationary environments. We present 3 experiments investigating learning in changing environments. A fine-grained analysis of the learning dynamics shows that participants were responsive to both abrupt and gradual changes in cue-outcome relations. We found no evidence that…
Student-Teacher Interaction in Online Learning Environments

ERIC Educational Resources Information Center

Wright, Robert D., Ed.

2015-01-01

As face-to-face interaction between student and instructor is not present in online learning environments, it is increasingly important to understand how to establish and maintain social presence in online learning. "Student-Teacher Interaction in Online Learning Environments" provides successful strategies and procedures for developing…
Preferred-Actual Learning Environment "Spaces" and Earth Science Outcomes in Taiwan

ERIC Educational Resources Information Center

Chang, Chun-Yen; Hsiao, Chien-Hua; Barufaldi, James P.

2006-01-01

This study examines the possibilities of differential impacts on students' earth science learning outcomes between different preferred-actual learning environment spaces by using a newly developed ESCLEI (Earth Science Classroom Learning Environment Instrument). The instrument emphasizes three simultaneously important classroom components:…
Causal Model Progressions as a Foundation for Intelligent Learning Environments.

DTIC Science & Technology

1987-11-01

Foundation for Intelligent Learning Environments 3Barbara Y. White and John R. Frederiksen ~DTIC Novemr1987 ELECTE November1987 JUNO 9 88 Approved I )’I...Learning Environments 12. PERSONAL AUTHOR(S? Barbara Y. White and John R. Frederiksen 13a. TYPE OF REPORT 13b TIME COVERED 14. DATE OF REPORT (Year...architecture of a new type of learning environment that incorporates features of microworlds and of intelligent tutorng systems. The environment is based on
The use of deep and surface learning strategies among students learning English as a foreign language in an Internet environment.

PubMed

Aharony, Noa

2006-12-01

The learning context is learning English in an Internet environment. The examination of this learning process was based on the Biggs and Moore's teaching-learning model (Biggs & Moore, 1993). The research aims to explore the use of the deep and surface strategies in an Internet environment among EFL students who come from different socio-economic backgrounds. The results of the research may add an additional level to the understanding of students' functioning in the Internet environment. One hundred fourty-eight Israeli junior and high school students participated in this research. The methodology was based on special computer software: Screen Cam, which recorded the students' learning process. In addition, expert judges completed a questionnaire which examined and categorized the students' learning strategies. The research findings show a clear preference of participants from all socio-economic backgrounds towards the surface learning strategy. The findings also showed that students from the medium to high socio-economic background used both learning strategies more frequently than low socio-economic students. The results reflect the habits that students acquire during their adjustment process throughout their education careers. A brief encounter with the Internet learning environment apparently cannot change norms or habits, which were acquired in the non-Internet learning environment.
Designing new collaborative learning spaces in clinical environments: experiences from a children's hospital in Australia.

PubMed

Bines, Julie E; Jamieson, Peter

2013-09-01

Hospitals are complex places that provide a rich learning environment for students, staff, patients and their families, professional groups and the community. The "new" Royal Children's Hospital opened in late 2011. Its mission is focused on improving health and well-being of children and adolescents through leadership in healthcare, research and education. Addressing the need to create "responsive learning environments" aligned with the shift to student-centred pedagogy, two distinct learning environments were developed within the new Royal Children's Hospital; (i) a dedicated education precinct providing a suite of physical environments to promote a more active, collaborative and social learning experience for education and training programs conducted on the Royal Children's Hospital campus and (ii) a suite of learning spaces embedded within clinical areas so that learning becomes an integral part of the daily activities of this busy Hospital environment. The aim of this article is to present the overarching educational principles that lead the design of these learning spaces and describe the opportunities and obstacles encountered in the development of collaborative learning spaces within a large hospital development.
A Fast and Precise Indoor Localization Algorithm Based on an Online Sequential Extreme Learning Machine †

PubMed Central

Zou, Han; Lu, Xiaoxuan; Jiang, Hao; Xie, Lihua

2015-01-01

Nowadays, developing indoor positioning systems (IPSs) has become an attractive research topic due to the increasing demands on location-based service (LBS) in indoor environments. WiFi technology has been studied and explored to provide indoor positioning service for years in view of the wide deployment and availability of existing WiFi infrastructures in indoor environments. A large body of WiFi-based IPSs adopt fingerprinting approaches for localization. However, these IPSs suffer from two major problems: the intensive costs of manpower and time for offline site survey and the inflexibility to environmental dynamics. In this paper, we propose an indoor localization algorithm based on an online sequential extreme learning machine (OS-ELM) to address the above problems accordingly. The fast learning speed of OS-ELM can reduce the time and manpower costs for the offline site survey. Meanwhile, its online sequential learning ability enables the proposed localization algorithm to adapt in a timely manner to environmental dynamics. Experiments under specific environmental changes, such as variations of occupancy distribution and events of opening or closing of doors, are conducted to evaluate the performance of OS-ELM. The simulation and experimental results show that the proposed localization algorithm can provide higher localization accuracy than traditional approaches, due to its fast adaptation to various environmental dynamics. PMID:25599427
Neural correlates of the divergence of instrumental probability distributions.

PubMed

Liljeholm, Mimi; Wang, Shuo; Zhang, June; O'Doherty, John P

2013-07-24

Flexible action selection requires knowledge about how alternative actions impact the environment: a "cognitive map" of instrumental contingencies. Reinforcement learning theories formalize this map as a set of stochastic relationships between actions and states, such that for any given action considered in a current state, a probability distribution is specified over possible outcome states. Here, we show that activity in the human inferior parietal lobule correlates with the divergence of such outcome distributions-a measure that reflects whether discrimination between alternative actions increases the controllability of the future-and, further, that this effect is dissociable from those of other information theoretic and motivational variables, such as outcome entropy, action values, and outcome utilities. Our results suggest that, although ultimately combined with reward estimates to generate action values, outcome probability distributions associated with alternative actions may be contrasted independently of valence computations, to narrow the scope of the action selection problem.
Perceptions of Pre-Service Teachers on the Design of a Learning Environment Based on the Seven Principles of Good Practice

ERIC Educational Resources Information Center

Al-Furaih, Suad Abdul Aziz

2017-01-01

This study explored the perceptions of 88 pre-service teachers on the design of a learning environment using the Seven Principles of Good Practice and its effect on participants' abilities to create their Cloud Learning Environment (CLE). In designing the learning environment, a conceptual model under the name 7 Principles and Integrated Learning…
A Case Study of the Experiences of Instructors and Students in a Virtual Learning Environment (VLE) with Different Cultural Backgrounds

ERIC Educational Resources Information Center

Lim, Keol; Kim, Mi Hwa

2015-01-01

The use of virtual learning environments (VLEs) has become more common and educators recognized the potential of VLEs as educational environments. The learning community in VLEs can be a mixture of people from all over the world with different cultural backgrounds. However, despite many studies about the use of virtual environments for learning,…
Virtual Representations in 3D Learning Environments

ERIC Educational Resources Information Center

Shonfeld, Miri; Kritz, Miki

2013-01-01

This research explores the extent to which virtual worlds can serve as online collaborative learning environments for students by increasing social presence and engagement. 3D environments enable learning, which simulates face-to-face encounters while retaining the advantages of online learning. Students in Education departments created avatars…
A process-oriented guided inquiry approach to teaching medicinal chemistry.

PubMed

Brown, Stacy D

2010-09-10

To integrate process-oriented guided-inquiry learning (POGIL) team-based activities into a 1-semester medicinal chemistry course for doctor of pharmacy (PharmD) students and determine the outcomes. Students in the fall 2007 section of the Medicinal Chemistry course were taught in a traditional teacher-centered manner, with the majority of class time spent on lectures and a few practice question sets. Students in the fall 2008 and fall 2009 sections of Medicinal Chemistry spent approximately 40% of class time in structured self-selected teams where they worked through guided-inquiry exercises to supplement the lecture material. The mean examination score of students in the guided-inquiry sections (fall 2008 and fall 2009) was almost 3 percentage points higher than that of students in the fall 2007 class (P < 0.05). Furthermore, the grade distribution shifted from a B-C centered distribution (fall 2007 class) to an A-B centered distribution (fall 2008 and fall 2009 classes). The inclusion of the POGIL style team-based learning exercises improved grade outcomes for the students, encouraged active engagement with the material during class time, provided immediate feedback to the instructor regarding student-knowledge deficiencies, and created a classroom environment that was well received by students.
Complementary contributions of basolateral amygdala and orbitofrontal cortex to value learning under uncertainty

PubMed Central

Stolyarova, Alexandra; Izquierdo, Alicia

2017-01-01

We make choices based on the values of expected outcomes, informed by previous experience in similar settings. When the outcomes of our decisions consistently violate expectations, new learning is needed to maximize rewards. Yet not every surprising event indicates a meaningful change in the environment. Even when conditions are stable overall, outcomes of a single experience can still be unpredictable due to small fluctuations (i.e., expected uncertainty) in reward or costs. In the present work, we investigate causal contributions of the basolateral amygdala (BLA) and orbitofrontal cortex (OFC) in rats to learning under expected outcome uncertainty in a novel delay-based task that incorporates both predictable fluctuations and directional shifts in outcome values. We demonstrate that OFC is required to accurately represent the distribution of wait times to stabilize choice preferences despite trial-by-trial fluctuations in outcomes, whereas BLA is necessary for the facilitation of learning in response to surprising events. DOI: http://dx.doi.org/10.7554/eLife.27483.001 PMID:28682238
Optimizing T-Learning Course Scheduling Based on Genetic Algorithm in Benefit-Oriented Data Broadcast Environments

ERIC Educational Resources Information Center

Huang, Yong-Ming; Chen, Chao-Chun; Wang, Ding-Chau

2012-01-01

Ubiquitous learning receives much attention in these few years due to its wide spectrum of applications, such as the T-learning application. The learner can use mobile devices to watch the digital TV based course content, and thus, the T-learning provides the ubiquitous learning environment. However, in real-world data broadcast environments, the…
Analysis of Means for Building Context-Aware Recommendation System for Mobile Learning

ERIC Educational Resources Information Center

Shcherbachenko, Larysa; Nowakowski, Samuel

2017-01-01

One of the rapidly developing tools for online learning is learning through a mobile environment. Therefore, developing and improving mobile learning environments is an active topic now. One of the ways to adapt the learning environment to the user's needs is to use his context. Context of the user consists of the current context in online…

Design Patterns for Learning and Assessment: Facilitating the Introduction of a Complex Simulation-Based Learning Environment into a Community of Instructors

ERIC Educational Resources Information Center

Frezzo, Dennis C.; Behrens, John T.; Mislevy, Robert J.

2010-01-01

Simulation environments make it possible for science and engineering students to learn to interact with complex systems. Putting these capabilities to effective use for learning, and assessing learning, requires more than a simulation environment alone. It requires a conceptual framework for the knowledge, skills, and ways of thinking that are…
Descriptive analysis of context evaluation instrument for technical oral presentation skills evaluation: A case study in English technical communication course

NASA Astrophysics Data System (ADS)

Mohamed, Abdullah-Adnan; Asmawi, Adelina; Hamid, Mohd Rashid Ab; Mustafa, Zainol bin

2015-02-01

This paper reports a pilot study of Context Evaluation using a self-developed questionnaire distributed among engineering undergraduates at a university under study. The study aims to validate the self-developed questionnaires used in the Context evaluation, a component in the CIPP Model. The Context evaluation assesses background information for needs, assets, problems and opportunities relevant to beneficiaries of the study in a defined environment. Through the questionnaire, background information for the assessment of needs, assets and problems related to the engineering undergraduates' perceptions on the teaching and learning of technical oral presentation skills was collected and analysed. The questionnaire was developed using 5-points Likert scale to measure the constructs under study. They were distributed to 100 respondents with 79 returned. The respondents consisted of engineering undergraduates studied at various faculties at one technical university in Malaysia. The descriptive analysis of data for each item which makes up the construct for Context evaluation is found to be high. This implied that engineering undergraduates showed high interest in teaching and learning of technical oral presentation skills, thus their needs are met. Also, they agreed that assets and facilities are conducive to their learning. In conclusion, the context evaluation involving needs and assets factors are both considerably important; their needs are met and the assets and facilities do support their technical oral presentation skills learning experience.
A Framework for Evaluating Common Operating Environments: Piloting, Lessons Learned, and Opportunities

DTIC Science & Technology

2011-02-01

run a Microsoft OS. Apple iTunes Online sales and distribution of streaming and stored entertain- ment content www.itunes.com Apple provides the...Apple iTunes Online sales and distribu- tion of streaming and stored entertainment con- tent PodCast Creator Podcast Creator provides integrated...Commercial examples of software system COEs include Cisco WebEx, Microsoft NetMeet- CMU/SEI-2010-SR-025 | 16 ing, and Apple iTunes . Example Problem Space
Problem-based learning: Dental student's perception of their education environments at Qassim University.

PubMed

Alkhuwaiter, Shahad S; Aljuailan, Roqayah I; Banabilh, Saeed M

2016-01-01

The objectives of this study were to assess perceptions of the Saudi dental students of the problem-based learning (PBL) curriculum and to compare their perceptions among different sex and academic years. Data was collected through a questionnaire-based survey at Qassim College of dentistry. The questionnaire consisted of 19 questions regarding the perception of PBL curriculum and was distributed to 240 students. The chi-square test was used for statistical analysis of the data. Out of the 240 students recruited for this study, 146 returned a complete questionnaire (the response rate was 60.8%). The majority of the students perceived that PBL enhances the ability to speak in front of people (91.1%); improved the ability to find the information using the internet/library (81.5%); enhances the problem-solving skills (71.3%); increases the practice of cooperative and collaborative learning (69.2%); improves the decision-making skills (66.4%). Sixty-five percent ( n = 96) noted that some students dominate whereas others are passive during PBL discussion session. Statistically, significant differences were found in the following variables according to the academic year students assuming before responsibility for their own learning ( P < 0.037) and the role of facilitator in the process ( P < 0.034). Moreover, according to gender; there were statistically significant differences in the following variables, assuming responsibility for own learning ( P < 0.003); activating prior knowledge and learning to elaborate and organize their knowledge ( P < 0.009); enhancing the ability to find the information using the Internet/library ( P < 0.014); PBL is effective without having lecture of the same topic ( P < 0.025); helping in identifying the areas of weakness for improvement ( P < 0.031); student understanding the objectives of the PBL session better than the conventional way ( P < 0.040); and enhancing the ability to speak in front of people ( P < 0.040). Perceptions of Saudi dental students regarding their education environments at Qassim College of dentistry using PBL hybrid curriculum were more positive than negative. However, improvements are still required to provide students with stimulating favorable learning environment and to take the students recommendations into consideration.
Supporting the Transition of Learning Disabled Students to the Postsecondary Environment

ERIC Educational Resources Information Center

Gray, Patricia Jean

2012-01-01

Students with learning disabilities present a diverse spectrum of learning needs; research suggest they may have difficulty making the transition to the postsecondary environment. Learning disabled students at the subject high school were not successfully making the transition from the secondary to the postsecondary environment. This study was…
Utilizing Virtual and Personal Learning Environments for Optimal Learning

ERIC Educational Resources Information Center

Terry, Krista, Ed.; Cheney, Amy, Ed.

2016-01-01

The integration of emerging technologies in higher education presents a new set of challenges and opportunities for educators. With a growing need for customized lesson plans in online education, educators are rethinking the design and development of their learning environments. "Utilizing Virtual and Personal Learning Environments for…
Flipped Education: Transitioning to the Homeschool Environment

ERIC Educational Resources Information Center

Alamry, Adel; karaali, Abeer

2016-01-01

This paper seeks to introduce flipped learning as a viable learning method that can be used in the homeschool environment. Flipped learning can become a valuable aspect of homeschooling when the learning environment is conducive to the application of self-taught knowledge. In fact, the sessions evidently act as clarification bridges and…
Visualising Learning Design in LAMS: A Historical View

ERIC Educational Resources Information Center

Dalziel, James

2011-01-01

The Learning Activity Management System (LAMS) provides a web-based environment for the creation, sharing, running and monitoring of Learning Designs. A central feature of LAMS is the visual authoring environment, where educators use a drag-and-drop environment to create sequences of learning activities. The visualisation is based on boxes…
Determination of Science Teachers' Opinions about Outdoor Education

ERIC Educational Resources Information Center

Kubat, Ulas

2017-01-01

The aim of this research is to discover what science teachers' opinions about outdoor education learning environments are. Outdoor education learning environments contribute to problem-solving, critical and creative thinking skills of students. For this reason, outdoor education learning environments are very important for students to learn by…
Offering a Framework for Value Co-Creation in Virtual Academic Learning Environments

ERIC Educational Resources Information Center

Ranjbarfard, Mina; Heidari Sureshjani, Mahboobeh

2018-01-01

Purpose: This research aims to convert the traditional teacher-student models, in which teachers determine the learning resources, into a flexible structure and an active learning environment so that students can participate in the educational processes and value co-creation in virtual academic learning environments (VALEs).…
Constructivist Learning Environment among Palestinian Science Students

ERIC Educational Resources Information Center

Zeidan, Afif

2015-01-01

The purpose of this study was to investigate the constructivist learning environment among Palestinian science students. The study also aimed to investigate the effects of gender and learning level of these students on their perceptions of the constructivist learning environment. Data were collected from 125 male and 101 female students from the…
Disrupting a Learning Environment for Promotion of Geometry Teaching

ERIC Educational Resources Information Center

Jojo, Zingiswa

2017-01-01

Creating a classroom learning environment that is suitably designed for promotion of learners' performance in geometry, a branch of mathematics that addresses spatial sense and geometric reasoning, is a daunting task. This article focuses on how grade 8 teachers' action learning changed the learning environment for the promotion of geometry…
Criteria, Strategies and Research Issues of Context-Aware Ubiquitous Learning

ERIC Educational Resources Information Center

Hwang, Gwo-Jen; Tsai, Chin-Chung; Yang, Stephen J. H.

2008-01-01

Recent progress in wireless and sensor technologies has lead to a new development of learning environments, called context-aware ubiquitous learning environment, which is able to sense the situation of learners and provide adaptive supports. Many researchers have been investigating the development of such new learning environments; nevertheless,…
Kitchen Science Investigators: Promoting Identity Development as Scientific Reasoners and Thinkers

ERIC Educational Resources Information Center

Clegg, Tamara Lynnette

2010-01-01

My research centers upon designing transformative learning environments and supporting technologies. Kitchen Science Investigators (KSI) is an out-of-school transformative learning environment we designed to help young people learn science through cooking. My dissertation considers the question, "How can we design a learning environment in which…
Improving Collaborative Learning by Supporting Casual Encounters in Distance Learning.

ERIC Educational Resources Information Center

Contreras, Juan; Llamas, Rafael; Vizcaino, Aurora; Vavela, Jesus

Casual encounters in a learning environment are very useful in reinforcing previous knowledge and acquiring new knowledge. Such encounters are very common in traditional learning environments and can be used successfully in social environments in which students can discover and construct knowledge through a process of dialogue, negotiation, or…
Citizen Science as a REAL Environment for Authentic Scientific Inquiry

ERIC Educational Resources Information Center

Meyer, Nathan J.; Scott, Siri; Strauss, Andrea Lorek; Nippolt, Pamela L.; Oberhauser, Karen S.; Blair, Robert B.

2014-01-01

Citizen science projects can serve as constructivist learning environments for programming focused on science, technology, engineering, and math (STEM) for youth. Attributes of "rich environments for active learning" (REALs) provide a framework for design of Extension STEM learning environments. Guiding principles and design strategies…
Nursing Students' Qualitative Experiences in the Medical-Surgical Clinical Learning Environment: A Cross-Cultural Integrative Review.

PubMed

Hooven, Katie

2015-08-01

The nature of the clinical learning environment has a huge impact on student learning. For instance, research has supported the idea that a positive learning environment increases student learning. Therefore, the ability to gain information from the student perspective about the learning environment is essential to nursing education. This article reviews qualitative research on nursing students' experiences of the clinical learning environment. The significance of the issue, the purpose of the integrative review, the methods used in the literature search, and the results of the review are presented. Seventeen studies from 12 countries are identified for review, and six common themes are discussed. An exhaustive literature review revealed that among the 17 articles evaluated, six themes were common. The findings indicate the need to continue quality improvement to advance clinical education. Copyright 2015, SLACK Incorporated.
The Relationship among Self-Regulated Learning, Procrastination, and Learning Behaviors in Blended Learning Environment

ERIC Educational Resources Information Center

Yamada, Masanori; Goda, Yoshiko; Matsuda, Takeshi; Kato, Hiroshi; Miyagawa, Hiroyuki

2015-01-01

This research aims to investigate the relationship among the awareness of self-regulated learning (SRL), procrastination, and learning behaviors in blended learning environment. One hundred seventy nine freshmen participated in this research, conducted in the blended learning style class using learning management system. Data collection was…
Behavioral Feature Extraction to Determine Learning Styles in e-Learning Environments

ERIC Educational Resources Information Center

Fatahi, Somayeh; Moradi, Hadi; Farmad, Elaheh

2015-01-01

Learning Style (LS) is an important parameter in the learning process. Therefore, learning styles should be considered in the design, development, and implementation of e-learning environments. Consequently, an important capability of an e-learning system could be the automatic determination of a student's learning style. In this paper, a set of…
Effects of Collaborative Learning Styles on Performance of Students in a Ubiquitous Collaborative Mobile Learning Environment

ERIC Educational Resources Information Center

Fakomogbon, Michael Ayodele; Bolaji, Hameed Olalekan

2017-01-01

Collaborative learning is an approach employed by instructors to facilitate learning and improve learner's performance. Mobile learning can accommodate a variety of learning approaches. This study, therefore, investigated the effects of collaborative learning styles on performance of students in a mobile learning environment. The specific purposes…

Equitable Learning Outcomes: Supporting Economically and Culturally Disadvantaged Students in "Formative Learning Environments"

ERIC Educational Resources Information Center

Clark, Ian

2014-01-01

The central and distinguishing thesis of social and cultural perspectives on outcome equity is that public school classrooms are culturally biased environments. Such environments disaffect children who arrive at school from the economic or cultural margin. The "formative learning environment" (FoLE) establishes and sustains legitimate…
Characteristics of an Innovative Learning Environment According to Students' Perceptions: Actual versus Preferred

ERIC Educational Resources Information Center

Magen-Nagar, Noga; Steinberger, Pnina

2017-01-01

An innovative learning environment is the current outcome of the constructivist approach, the essence of which is co-construction of knowledge in an Information and Communication Technology (ICT) environment. We examined how Israeli students perceived 10 characteristics of their classroom learning environment--student cohesiveness, teacher…
Conducting and Supporting a Goal-Based Scenario Learning Environment.

ERIC Educational Resources Information Center

Montgomery, Joel; And Others

1994-01-01

Discussion of goal-based scenario (GBS) learning environments focuses on a training module designed to prepare consultants with new skills in managing clients, designing user-friendly graphical computer interfaces, and working in a client/server computing environment. Transforming the environment from teaching focused to learning focused is…
Anatomy Education Environment Measurement Inventory: A Valid Tool to Measure the Anatomy Learning Environment

ERIC Educational Resources Information Center

Hadie, Siti Nurma Hanim; Hassan, Asma'; Ismail, Zul Izhar Mohd; Asari, Mohd Asnizam; Khan, Aaijaz Ahmed; Kasim, Fazlina; Yusof, Nurul Aiman Mohd; Manan@Sulong, Husnaida Abdul; Tg Muda, Tg Fatimah Murniwati; Arifin, Wan Nor; Yusoff, Muhamad Saiful Bahri

2017-01-01

Students' perceptions of the education environment influence their learning. Ever since the major medical curriculum reform, anatomy education has undergone several changes in terms of its curriculum, teaching modalities, learning resources, and assessment methods. By measuring students' perceptions concerning anatomy education environment,…
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)
The Prepared Environment and Its Relationship to Learning.

ERIC Educational Resources Information Center

Loeffler, Margaret Howard

A "prepared environment" is a planned learning facility for young children which offers a supportive and stimulating environment. Current thinking on early learning and the resultant implications for the design of a physical environment which would encourage conceptual development are examined in this book. Each section considers a particular…
The development and validation of a questionnaire to measure the clinical learning environment for undergraduate dental students (DECLEI).

PubMed

Kossioni, A E; Lyrakos, G; Ntinalexi, I; Varela, R; Economu, I

2014-05-01

The aim of this study was to develop and validate according to psychometric standards a self-administered instrument to measure the students' self-perceptions of the undergraduate clinical dental environment (DECLEI). The initial questionnaire was developed using feedback from dental students, experts' opinion and an extensive literature review. Critical incident technique (CIT) analysis was used to generate items and identify domains. Thirty clinical dental students participated in a pilot validation that generated a 67-item questionnaire. To develop a shorter and more practical version of the instrument, DECLEI-67 was distributed to 153 clinical students at the University of Athens and its English version to 51 students from various dental schools, attending the 2012 European Dental Students Association meeting. This final procedure aimed to select items, identify subscales and measure internal consistency and discriminant validity. A total of 202 students returned the questionnaires (response rate 99%). The final instrument included 24 items divided into three subscales: (i) organisation and learning opportunities, (ii) professionalism and communication and (iii) satisfaction and commitment to the dental studies. Cronbach's α for the total questionnaire was 0.89. The interscale correlations ranged from 0.39 to 0.48. The instrument identified differences related to school of origin, age and duration of clinical experience. An interpretation of the scores (range 0–100) has been proposed. The 24-item DECLEI seemed to be a practical and valid instrument to measure a dental school's undergraduate clinical learning environment.
An Empirical Verification of a-priori Learning Models on Mailing Archives in the Context of Online Learning Activities of Participants in Free\\Libre Open Source Software (FLOSS) Communities

ERIC Educational Resources Information Center

Mukala, Patrick; Cerone, Antonio; Turini, Franco

2017-01-01

Free\\Libre Open Source Software (FLOSS) environments are increasingly dubbed as learning environments where practical software engineering skills can be acquired. Numerous studies have extensively investigated how knowledge is acquired in these environments through a collaborative learning model that define a learning process. Such a learning…
Directive versus Facilitative Peer Tutoring? A View on Students' Appraisal, Reported Learning Gains and Experiences within Two Differently-Tutored Learning Environments

ERIC Educational Resources Information Center

Berghmans, Inneke; Michiels, Lotte; Salmon, Sara; Dochy, Filip; Struyven, Katrien

2014-01-01

The present study aimed to shed light on students' appraisal and reported learning gains in two differently-tutored learning environments (i.e. directively and facilitatively tutored). In order to investigate this, a quasi-experimental study was set up in the context of a clinical skills learning environment. Not only were participating…
A Collaborative Knowledge Plane for Autonomic Networks

NASA Astrophysics Data System (ADS)

Mbaye, Maïssa; Krief, Francine

Autonomic networking aims to give network components self-managing capabilities. Several autonomic architectures have been proposed. Each of these architectures includes sort of a knowledge plane which is very important to mimic an autonomic behavior. Knowledge plane has a central role for self-functions by providing suitable knowledge to equipment and needs to learn new strategies for more accuracy.However, defining knowledge plane's architecture is still a challenge for researchers. Specially, defining the way cognitive supports interact each other in knowledge plane and implementing them. Decision making process depends on these interactions between reasoning and learning parts of knowledge plane. In this paper we propose a knowledge plane's architecture based on machine learning (inductive logic programming) paradigm and situated view to deal with distributed environment. This architecture is focused on two self-functions that include all other self-functions: self-adaptation and self-organization. Study cases are given and implemented.
Machine learning based Intelligent cognitive network using fog computing

NASA Astrophysics Data System (ADS)

Lu, Jingyang; Li, Lun; Chen, Genshe; Shen, Dan; Pham, Khanh; Blasch, Erik

2017-05-01

In this paper, a Cognitive Radio Network (CRN) based on artificial intelligence is proposed to distribute the limited radio spectrum resources more efficiently. The CRN framework can analyze the time-sensitive signal data close to the signal source using fog computing with different types of machine learning techniques. Depending on the computational capabilities of the fog nodes, different features and machine learning techniques are chosen to optimize spectrum allocation. Also, the computing nodes send the periodic signal summary which is much smaller than the original signal to the cloud so that the overall system spectrum source allocation strategies are dynamically updated. Applying fog computing, the system is more adaptive to the local environment and robust to spectrum changes. As most of the signal data is processed at the fog level, it further strengthens the system security by reducing the communication burden of the communications network.
Smart Learning Adoption in Employees and HRD Managers

ERIC Educational Resources Information Center

Lee, Junghwan; Zo, Hangjung; Lee, Hwansoo

2014-01-01

The innovation of online technologies and the rapid diffusion of smart devices are changing workplace learning environment. Smart learning, as emerging learning paradigm, enables employees' learning to take place anywhere and anytime. Workplace learning studies, however, have focused on traditional e-learning environment, and they have failed…
Perception of hospital learning environment: a survey of Hong Kong nursing students.

PubMed

Chan, Dominic S K; Ip, Wan Y

2007-10-01

The last two decades have seen widespread changes to nurse education but the clinical field remains an essential and invaluable resource in preparing students for the reality of their professional role, supporting the integration of theory and practice, and linking the 'knowing what' to do with the 'knowing how' to deliver care. The clinical learning environment represents a vital element of nurse education that needs to be measurable and warrants further investigation. This survey study examined Hong Kong nursing students' perception of the social climate of the clinical learning environment. Participants were invited to complete the two versions, the Actual and Preferred Forms, of the Clinical Learning Environment Inventory following the completion of their clinical field placement. Two hundred eighty one Actual Forms and 243 Preferred Forms returned. SPPS version 11 was employed to analyse data with descriptive and inferential statistics. It was found that there were significant differences between students' perceptions of the actual clinical learning environment and the ideal clinical learning environment they desired. The study highlights the need for a supportive clinical learning environment which is of paramount importance for students in clinical practice.
Relationship between clinical fieldwork educator performance and health professional students' perceptions of their practice education learning environments.

PubMed

Brown, Ted; Williams, Brett; Lynch, Marty

2013-12-01

The Dundee Ready Education Environment Measure, Clinical Teaching Effectiveness Instrument, and Clinical Learning Environment Inventory were completed by 548 undergraduate students (54.5% response rate) enrolled in eight health professional bachelor degree courses. Regression analysis was used to investigate the significant predictors of the Clinical Teaching Effectiveness Instrument with the Dundee Ready Education Environment Measure and Clinical Learning Environment Inventory subscales as independent variables. The results indicated that the Dundee Ready Education Environment Measure and Clinical Learning Environment Inventory Actual version subscale scores explained 44% of the total variance in the Clinical Teaching Effectiveness Instrument score. The Dundee Ready Education Environment Measure subscale Academic Self-Perception explained 1.1% of the variance in the Clinical Teaching Effectiveness Instrument score. The Clinical Learning Environment Inventory Actual subscales accounted for the following variance percentages in the Clinical Teaching Effectiveness Instrument score: personalization, 1.1%; satisfaction, 1.7%; task orientation, 5.1%; and innovation, 6.2%. Aspects of the clinical learning environment appear to be predictive of the effectiveness of the clinical teaching that students experience. Fieldwork educator performance might be a significant contributing factor toward student skill development and practitioner success. © 2013 Wiley Publishing Asia Pty Ltd.
Distributional Language Learning: Mechanisms and Models of ategory Formation.

PubMed

Aslin, Richard N; Newport, Elissa L

2014-09-01

In the past 15 years, a substantial body of evidence has confirmed that a powerful distributional learning mechanism is present in infants, children, adults and (at least to some degree) in nonhuman animals as well. The present article briefly reviews this literature and then examines some of the fundamental questions that must be addressed for any distributional learning mechanism to operate effectively within the linguistic domain. In particular, how does a naive learner determine the number of categories that are present in a corpus of linguistic input and what distributional cues enable the learner to assign individual lexical items to those categories? Contrary to the hypothesis that distributional learning and category (or rule) learning are separate mechanisms, the present article argues that these two seemingly different processes---acquiring specific structure from linguistic input and generalizing beyond that input to novel exemplars---actually represent a single mechanism. Evidence in support of this single-mechanism hypothesis comes from a series of artificial grammar-learning studies that not only demonstrate that adults can learn grammatical categories from distributional information alone, but that the specific patterning of distributional information among attested utterances in the learning corpus enables adults to generalize to novel utterances or to restrict generalization when unattested utterances are consistently absent from the learning corpus. Finally, a computational model of distributional learning that accounts for the presence or absence of generalization is reviewed and the implications of this model for linguistic-category learning are summarized.
Nursing students' satisfaction of the clinical learning environment: a research study.

PubMed

Papastavrou, Evridiki; Dimitriadou, Maria; Tsangari, Haritini; Andreou, Christos

2016-01-01

The acquisition of quality clinical experience within a supportive and pedagogically adjusted clinical learning environment is a significant concern for educational institutions. The quality of clinical learning usually reflects the quality of the curriculum structure. The assessment of the clinical settings as learning environment is a significant concern within the contemporary nursing education. The nursing students' satisfaction is considered as an important factor of such assessment, contributing to any potential reforms in order to optimize the learning activities and achievements within clinical settings. The aim of the study was to investigate nursing students' satisfaction of the clinical settings as learning environments. A quantitative descriptive, correlational design was used. A sample of 463 undergraduate nursing students from the three universities in Cyprus were participated. Data were collected using the Clinical Learning Environment, Supervision and Nurse Teacher (CLES + T). Nursing students were highly satisfied with the clinical learning environment and their satisfaction has been positively related to all clinical learning environment constructs namely the pedagogical atmosphere, the Ward Manager's leadership style, the premises of Nursing in the ward, the supervisory relationship (mentor) and the role of the Nurse Teacher (p < 0.001). Students who had a named mentor reported more satisfied with the supervisory relationship. The frequency of meetings among the students and the mentors increased the students' satisfaction with the clinical learning environment. It was also revealed that 1st year students were found to be more satisfied than the students in other years. The supervisory relationship was evaluated by the students as the most influential factor in their satisfaction with the clinical learning environment. Student's acceptance within the nursing team and a well-documented individual nursing care is also related with students' satisfaction. The pedagogical atmosphere is considered pivotal, with reference to students' learning activities and competent development within the clinical setting. Therefore, satisfaction could be used as an important contributing factor towards the development of clinical learning environments in order to satisfy the needs and expectations of students. The value of the development of an organized mentorship system is illustrated in the study.
Implementing an Active Learning Environment to Influence Students' Motivation in Biochemistry

ERIC Educational Resources Information Center

Cicuto, Camila Aparecida Tolentino; Torres, Bayardo Baptista

2016-01-01

The Biochemistry: Biomolecules Structure and Metabolism course's goal is to promote meaningful learning through an active learning environment. Thus, study periods (SP) and discussion groups (DG) are used as a substitute for lecture classes. The goal of this study was to evaluate how this learning environment influences students' motivation (n =…
Using Coherence Analysis to Characterize Self-Regulated Learning Behaviours in Open-Ended Learning Environments

ERIC Educational Resources Information Center

Segedy, James R.; Kinnebrew, John S.; Biswas, Gautam

2015-01-01

Researchers have long recognized the potential benefits of open-ended computer- based learning environments (OELEs) to help students develop self-regulated learning (SRL) behaviours. However, measuring self-regulation in these environments is a difficult task. In this paper, we present our work in developing and evaluating "coherence…
Emotional Presence in Online Learning Scale: A Scale Development Study

ERIC Educational Resources Information Center

Sarsar, Firat; Kisla, Tarik

2016-01-01

Although emotions are not a new topic in learning environments, the emerging technologies have changed not only the type of learning environments but also the perspectives of emotions in learning environments. This study designed to develop a survey to assist online instructors to understand students' emotional statement in online learning…
Validation of a Spanish Version of the Distance Education Learning Environments Survey (DELES) in Spain

ERIC Educational Resources Information Center

Fernández-Pascual, Maria Dolores; Ferrer-Cascales, Rosario; Reig-Ferrer, Abilio; Albaladejo-Blázquez, Natalia; Walker, Scott L.

2015-01-01

The aim of this study was to examine the validity of the Spanish version of the Distance Education Learning Environments Survey (Sp-DELES). This instrument assesses students' perceptions of virtual learning environments using six scales: Instructor Support, Student Interaction and Collaboration, Personal Relevance, Authentic Learning, Active…

The Relationship between Motivation, Learning Strategies and Choice of Environment whether Traditional or Including an Online Component

ERIC Educational Resources Information Center

Clayton, Karen; Blumberg, Fran; Auld, Daniel P.

2010-01-01

This study examined how students' achievement goals, self-efficacy and learning strategies influenced their choice of an online, hybrid or traditional learning environment. One hundred thirty-two post-secondary students completed surveys soliciting their preferences for learning environments, reasons for their preference, their motivational…
Open Learning Environments and the Impact of a Pedagogical Agent

ERIC Educational Resources Information Center

Clarebout, Geraldine; Elen, Jan

2006-01-01

Research reveals that in highly structured learning environments pedagogical agents can act as tools to direct students' learning processes by providing content or problem solving guidance. It has not yet been addressed whether pedagogical agents have a similar impact in more open learning environments that aim at fostering students' acquisition…
Clinical Environment as a Learning Environment: Student Nurses' Perceptions Concerning Clinical Learning Experiences.

ERIC Educational Resources Information Center

Papp, Inkeri; Markkanen, Marjatta; von Bonsdorff, Mikaela

2003-01-01

Finnish student nurses (n=16) described their clinical learning experiences. Several themes were identified: feeling appreciated and supported, the quality of mentoring and patient care, and self-directedness. School and clinical staff cooperation helped create a good learning environment in which theory and practice complemented each other.…
Determinants of Computer Self-Efficacy--An Examination of Learning Motivations and Learning Environments

ERIC Educational Resources Information Center

Hsu, Wen-Kai K.; Huang, Show-Hui S.

2006-01-01

The purpose of this article is to discuss determinants of computer self-efficacy from the perspective of participant internal learning motivations and external learning environments. The former consisted of three motivations--interest, trend, and employment--while the latter comprised two environments--home and school. Through an intermediate…
Architecture and Children: Learning Environments and Design Education.

ERIC Educational Resources Information Center

Taylor, Anne, Ed.; Muhlberger, Joe, Ed.

1998-01-01

This issue addresses (1) growing international interest in learning environments and their effects on behavior, and (2) design education, an integrated model for visual-spatial lifelong learning. It focuses on this new and emerging integrated field which integrates elements in education, new learning environment design, and the use of more two-…
Learning System Design Consideration in Creating an Online Learning Environment.

ERIC Educational Resources Information Center

Schaffer, Scott

This paper describes the design of a Web-based learning environment for leadership facilitators in a United States military organization. The overall aim of this project was to design a prototype of an online learning environment that supports leadership facilitators' knowledge development in the content area of motivation. The learning…
Learning Environments as Basis for Cognitive Achievements of Students in Basic Science Classrooms in Nigeria

ERIC Educational Resources Information Center

Atomatofa, Rachel; Okoye, Nnamdi; Igwebuike, Thomas

2016-01-01

The nature of classroom learning environments created by teachers had been considered very important for learning to take place effectively. This study investigated the effect of creating constructivist and transmissive learning environments on achievements of science students of different ability levels. 243 students formed the entire study…
The Effects of Different Learning Environments on Students' Motivation for Learning and Their Achievement

ERIC Educational Resources Information Center

Baeten, Marlies; Dochy, Filip; Struyven, Katrien

2013-01-01

Background: Research in higher education on the effects of student-centred versus lecture-based learning environments generally does not take into account the psychological need support provided in these learning environments. From a self-determination theory perspective, need support is important to study because it has been associated with…
Preservice Teachers' Perception and Use of Personal Learning Environments (PLEs)

ERIC Educational Resources Information Center

Sahin, Sami; Uluyol, Çelebi

2016-01-01

Personal learning environments (PLEs) are Web 2.0 tools and services by which users' access, construct, manage, and share educational contents in order to meet their learning needs. These environments enable users to manage their learning according to their own personal preferences. They further promote socialization and collaboration with their…
Seamless Learning Environments in Higher Education with Mobile Devices and Examples

ERIC Educational Resources Information Center

Marín, Victoria I.; Jääskelä, Päivikki; Häkkinen, Päivi; Juntunen, Merja; Rasku-Puttonen, Helena; Vesisenaho, Mikko

2016-01-01

The use of seamless learning environments that have the potential to support lifelong learning anytime and anywhere has become a reality. In this sense, many educational institutions have started to consider introducing seamless learning environments into their programs. The aim of this study is to analyze how various educational university…
Virtual Virtuosos: A Case Study in Learning Music in Virtual Learning Environments in Spain

ERIC Educational Resources Information Center

Alberich-Artal, Enric; Sangra, Albert

2012-01-01

In recent years, the development of Information and Communication Technologies (ICT) has contributed to the generation of a number of interesting initiatives in the field of music education and training in virtual learning environments. However, music education initiatives employing virtual learning environments have replicated and perpetuated the…
Development and Validation of the Blended Learning Environment Instrument (BLEI) in Higher Education

ERIC Educational Resources Information Center

Aljahni, Areej; Al-Begain, Khalid; Skinner, Heather

2014-01-01

Part of ongoing research into the efficacy of blended learning in higher education within the Kingdom of Saudi Arabia (KSA). The need for, and development of, a Blended Learning Environment Instrument (BLEI) are explained. This new instrument assesses student perceptions across five core aspects of blended learning environments: Infrastructure,…
Promoting Students' Problem Solving Skills and Knowledge of STEM Concepts in a Data-Rich Learning Environment: Using Online Data as a Tool for Teaching about Renewable Energy Technologies

ERIC Educational Resources Information Center

Thurmond, Brandi

2011-01-01

This study sought to compare a data-rich learning (DRL) environment that utilized online data as a tool for teaching about renewable energy technologies (RET) to a lecture-based learning environment to determine the impact of the learning environment on students' knowledge of Science, Technology, Engineering, and Math (STEM) concepts related…
A Distributed Problem-Solving Approach to Rule Induction: Learning in Distributed Artificial Intelligence Systems

DTIC Science & Technology

1990-11-01

Intelligence Systems," in Distributed Artifcial Intelligence , vol. II, L. Gasser and M. Huhns (eds), Pitman, London, 1989, pp. 413-430. Shaw, M. Harrow, B...IDTIC FILE COPY A Distributed Problem-Solving Approach to Rule Induction: Learning in Distributed Artificial Intelligence Systems N Michael I. Shaw...SUBTITLE 5. FUNDING NUMBERS A Distributed Problem-Solving Approach to Rule Induction: Learning in Distributed Artificial Intelligence Systems 6
A multi-agent intelligent environment for medical knowledge.

PubMed

Vicari, Rosa M; Flores, Cecilia D; Silvestre, André M; Seixas, Louise J; Ladeira, Marcelo; Coelho, Helder

2003-03-01

AMPLIA is a multi-agent intelligent learning environment designed to support training of diagnostic reasoning and modelling of domains with complex and uncertain knowledge. AMPLIA focuses on the medical area. It is a system that deals with uncertainty under the Bayesian network approach, where learner-modelling tasks will consist of creating a Bayesian network for a problem the system will present. The construction of a network involves qualitative and quantitative aspects. The qualitative part concerns the network topology, that is, causal relations among the domain variables. After it is ready, the quantitative part is specified. It is composed of the distribution of conditional probability of the variables represented. A negotiation process (managed by an intelligent MediatorAgent) will treat the differences of topology and probability distribution between the model the learner built and the one built-in in the system. That negotiation process occurs between the agents that represent the expert knowledge domain (DomainAgent) and the agent that represents the learner knowledge (LearnerAgent).
A Model-Based Expert System for Space Power Distribution Diagnostics

NASA Technical Reports Server (NTRS)

Quinn, Todd M.; Schlegelmilch, Richard F.

1994-01-01

When engineers diagnose system failures, they often use models to confirm system operation. This concept has produced a class of advanced expert systems that perform model-based diagnosis. A model-based diagnostic expert system for the Space Station Freedom electrical power distribution test bed is currently being developed at the NASA Lewis Research Center. The objective of this expert system is to autonomously detect and isolate electrical fault conditions. Marple, a software package developed at TRW, provides a model-based environment utilizing constraint suspension. Originally, constraint suspension techniques were developed for digital systems. However, Marple provides the mechanisms for applying this approach to analog systems such as the test bed, as well. The expert system was developed using Marple and Lucid Common Lisp running on a Sun Sparc-2 workstation. The Marple modeling environment has proved to be a useful tool for investigating the various aspects of model-based diagnostics. This report describes work completed to date and lessons learned while employing model-based diagnostics using constraint suspension within an analog system.
Factors that influence acceptance of web-based e-learning systems for the in-service education of junior high school teachers in Taiwan.

PubMed

Chen, Hong-Ren; Tseng, Hsiao-Fen

2012-08-01

Web-based e-learning is not restricted by time or place and can provide teachers with a learning environment that is flexible and convenient, enabling them to efficiently learn, quickly develop their professional expertise, and advance professionally. Many research reports on web-based e-learning have neglected the role of the teacher's perspective in the acceptance of using web-based e-learning systems for in-service education. We distributed questionnaires to 402 junior high school teachers in central Taiwan. This study used the Technology Acceptance Model (TAM) as our theoretical foundation and employed the Structure Equation Model (SEM) to examine factors that influenced intentions to use in-service training conducted through web-based e-learning. The results showed that motivation to use and Internet self-efficacy were significantly positively associated with behavioral intentions regarding the use of web-based e-learning for in-service training through the factors of perceived usefulness and perceived ease of use. The factor of computer anxiety had a significantly negative effect on behavioral intentions toward web-based e-learning in-service training through the factor of perceived ease of use. Perceived usefulness and motivation to use were the primary reasons for the acceptance by junior high school teachers of web-based e-learning systems for in-service training. Copyright © 2011 Elsevier Ltd. All rights reserved.
The development and validation of the On-the-job Learning Styles Questionnaire for the Nursing Profession.

PubMed

Berings, Marjolein G M C; Poell, Rob F; Simons, P Robert-Jan; van Veldhoven, Marc J P M

2007-06-01

This paper is a report of a study to develop and test the psychometric properties of the On-the-job Learning Style Questionnaire for the Nursing Profession. Although numerous questionnaires measuring learning styles have been developed, none are suitable for working environments. Existing instruments do not meet the requirements for use in workplace settings and tend to ignore the influence of different learning situations. The questionnaire was constructed using a situation-response design, measuring learning activities in different on-the-job learning situations. Content validity was ensured by basing the questionnaire on interview studies. The questionnaire was distributed to 912 Registered Nurses working in different departments of 13 general hospitals in the Netherlands at the end of 2005. The response rate was 41% (372 questionnaires). The internal factor structure of the questionnaire was partly based on the learning activities in which nurses participate and partly on the learning situation in which they are performed. The internal consistency was good. The situation-response design of the questionnaire demonstrated its added value. Construct validity was estimated using intercorrelations between the scales, and criterion validity was estimated based on the relationships of the scales with perceived professional competence. The On-the-job Learning Styles Questionnaire for the Nursing Profession is well suited to describing nurses' learning styles in on-the-job settings and has satisfactory psychometric properties.
Test-enhanced learning: the potential for testing to promote greater learning in undergraduate science courses.

PubMed

Brame, Cynthia J; Biel, Rachel

2015-01-01

Testing within the science classroom is commonly used for both formative and summative assessment purposes to let the student and the instructor gauge progress toward learning goals. Research within cognitive science suggests, however, that testing can also be a learning event. We present summaries of studies that suggest that repeated retrieval can enhance long-term learning in a laboratory setting; various testing formats can promote learning; feedback enhances the benefits of testing; testing can potentiate further study; and benefits of testing are not limited to rote memory. Most of these studies were performed in a laboratory environment, so we also present summaries of experiments suggesting that the benefits of testing can extend to the classroom. Finally, we suggest opportunities that these observations raise for the classroom and for further research. © 2015 C. J. Brame and R. Biel. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).
Investigating Factors That Influence Students' Management of Study Environment in Online Collaborative Groupwork

ERIC Educational Resources Information Center

Du, Jianxia; Xu, Jianzhong; Fan, Xitao

2015-01-01

The present study examines empirical models of students' management of the learning environment in the context of online collaborative groupwork. Such environment management is an important component of students' overall self-regulated learning strategy for effective learning. Student- and group-level predictors for study environment management in…

Changing the Metacognitive Orientation of a Classroom Environment to Enhance Students' Metacognition Regarding Chemistry Learning

ERIC Educational Resources Information Center

Thomas, Gregory P.; Anderson, David

2014-01-01

Concerns persist regarding science classroom learning environments and the lack of development of students' metacognition and reasoning processes within such environments. Means of shaping learning environments so that students are encouraged to develop their metacognition are required in order to enhance students' reasoning and…
Creating Multisensory Environments: Practical Ideas for Teaching and Learning. David Fulton/Nasen

ERIC Educational Resources Information Center

Davies, Christopher

2011-01-01

Multi-sensory environments in the classroom provide a wealth of stimulating learning experiences for all young children whose senses are still under development. "Creating Multisensory Environments: Practical Ideas for Teaching and Learning" is a highly practical guide to low-cost cost, easy to assemble multi-sensory environments. With a…
Creating Electronic Learning Environments: Games, Flow, and the User Interface.

ERIC Educational Resources Information Center

Jones, Marshall G.

A difficult task in creating rich, exploratory interactive learning environments is building an environment that is truly engaging. Engagement can be defined as the nexus of intrinsic knowledge and/or interest and external stimuli that promote the initial interest in, and continued use of a computer-based learning environment. Complete and total…
What Teachers Need to Know about Augmented Reality Enhanced Learning Environments

ERIC Educational Resources Information Center

Wasko, Christopher

2013-01-01

Augmented reality (AR) enhanced learning environments have been designed to teach a variety of subjects by having learners act like professionals in the field as opposed to students in a classroom. The environments, grounded in constructivist and situated learning theories, place students in a meaningful, non-classroom environment and force them…
Benefits of Informal Learning Environments: A Focused Examination of STEM-Based Program Environments

ERIC Educational Resources Information Center

Denson, Cameron D.; Austin Stallworth, Chandra; Hailey, Christine; Householder, Daniel L.

2015-01-01

This paper examines STEM-based informal learning environments for underrepresented students and reports on the aspects of these programs that are beneficial to students. This qualitative study provides a nuanced look into informal learning environments and determines what is unique about these experiences and makes them beneficial for students. We…
Seeking Construct Validity Grounded in Constructivist Epistemology: Development of the Survey of Contemporary Learning Environments

ERIC Educational Resources Information Center

Schuh, Kathy L.; Kuo, Yi-Lung

2015-01-01

This study focused on the development of a new classroom environment instrument for late-elementary students. The development of the survey of contemporary learning environments (SoCLE) followed a content analysis of three similar instruments on constructivist learning environments and the literature on characteristics of contemporary learning…
A Framework and a Methodology for Developing Authentic Constructivist e-Learning Environments

ERIC Educational Resources Information Center

Zualkernan, Imran A.

2006-01-01

Semantically rich domains require operative knowledge to solve complex problems in real-world settings. These domains provide an ideal environment for developing authentic constructivist e-learning environments. In this paper we present a framework and a methodology for developing authentic learning environments for such domains. The framework is…
Students' Personal Networks in Virtual and Personal Learning Environments: A Case Study in Higher Education Using Learning Analytics Approach

ERIC Educational Resources Information Center

Casquero, Oskar; Ovelar, Ramón; Romo, Jesús; Benito, Manuel; Alberdi, Mikel

2016-01-01

The main objective of this paper is to analyse the effect of the affordances of a virtual learning environment and a personal learning environment (PLE) in the configuration of the students' personal networks in a higher education context. The results are discussed in light of the adaptation of the students to the learning network made up by two…
Living and learning in a rural environment: a nursing student perspective.

PubMed

Pront, Leeanne; Kelton, Moira; Munt, Rebecca; Hutton, Alison

2013-03-01

This study investigates the influences on nursing student learning who live and learn in the same rural environment. A declining health workforce has been identified both globally and in Australia, the effects of which have become significantly apparent in the rural nursing sector. In support of rural educational programs the literature portrays rural clinical practice experiences as significant to student learning. However, there is little available research on what influences learning for the nursing student who studies in their own rural community. The aim of this study was to understand what influences student learning in the rural clinical environment. Through a multiple case study design five nursing students and two clinical preceptors from a rural clinical venue were interviewed. The interviews were transcribed and thematically analysed to identify factors that influenced student learning outcomes. The most significant influence on nursing student learning in the rural clinical environment was found to include the environment itself, the complex relationships unique to living and studying in a rural community along with the capacity to link theory to practice. The rural environment influences those in it, the demands placed on them, the relationships they form, the ability to promote learning and the time to teach and learn. Copyright © 2012. Published by Elsevier Ltd.
Profiling medical school learning environments in Malaysia: a validation study of the Johns Hopkins Learning Environment Scale.

PubMed

Tackett, Sean; Bakar, Hamidah Abu; Shilkofski, Nicole A; Coady, Niamh; Rampal, Krishna; Wright, Scott

2015-01-01

While a strong learning environment is critical to medical student education, the assessment of medical school learning environments has confounded researchers. Our goal was to assess the validity and utility of the Johns Hopkins Learning Environment Scale (JHLES) for preclinical students at three Malaysian medical schools with distinct educational and institutional models. Two schools were new international partnerships, and the third was school leaver program established without international partnership. First- and second-year students responded anonymously to surveys at the end of the academic year. The surveys included the JHLES, a 28-item survey using five-point Likert scale response options, the Dundee Ready Educational Environment Measure (DREEM), the most widely used method to assess learning environments internationally, a personal growth scale, and single-item global learning environment assessment variables. The overall response rate was 369/429 (86%). After adjusting for the medical school year, gender, and ethnicity of the respondents, the JHLES detected differences across institutions in four out of seven domains (57%), with each school having a unique domain profile. The DREEM detected differences in one out of five categories (20%). The JHLES was more strongly correlated than the DREEM to two thirds of the single-item variables and the personal growth scale. The JHLES showed high internal reliability for the total score (α=0.92) and the seven domains (α, 0.56-0.85). The JHLES detected variation between learning environment domains across three educational settings, thereby creating unique learning environment profiles. Interpretation of these profiles may allow schools to understand how they are currently supporting trainees and identify areas needing attention.
Profiling medical school learning environments in Malaysia: a validation study of the Johns Hopkins Learning Environment Scale

PubMed Central

Tackett, Sean; Bakar, Hamidah Abu; Shilkofski, Nicole A.; Coady, Niamh; Rampal, Krishna; Wright, Scott

2015-01-01

Purpose: While a strong learning environment is critical to medical student education, the assessment of medical school learning environments has confounded researchers. Our goal was to assess the validity and utility of the Johns Hopkins Learning Environment Scale (JHLES) for preclinical students at three Malaysian medical schools with distinct educational and institutional models. Two schools were new international partnerships, and the third was school leaver program established without international partnership. Methods: First- and second-year students responded anonymously to surveys at the end of the academic year. The surveys included the JHLES, a 28-item survey using five-point Likert scale response options, the Dundee Ready Educational Environment Measure (DREEM), the most widely used method to assess learning environments internationally, a personal growth scale, and single-item global learning environment assessment variables. Results: The overall response rate was 369/429 (86%). After adjusting for the medical school year, gender, and ethnicity of the respondents, the JHLES detected differences across institutions in four out of seven domains (57%), with each school having a unique domain profile. The DREEM detected differences in one out of five categories (20%). The JHLES was more strongly correlated than the DREEM to two thirds of the single-item variables and the personal growth scale. The JHLES showed high internal reliability for the total score (α=0.92) and the seven domains (α, 0.56-0.85). Conclusion: The JHLES detected variation between learning environment domains across three educational settings, thereby creating unique learning environment profiles. Interpretation of these profiles may allow schools to understand how they are currently supporting trainees and identify areas needing attention. PMID:26165949
The Impact of Congruency Between Preferred and Actual Learning Environments on Tenth Graders' Science Literacy in Taiwan

NASA Astrophysics Data System (ADS)

Chang, Chun-Yen; Yeh, Ting-Kuang; Lin, Chun-Yen; Chang, Yueh-Hsia; Chen, Chia-Li D.

2010-08-01

This study explored the effects of congruency between preferred and actual learning environment (PLE & ALE) perceptions on students' science literacy in terms of science concepts, attitudes toward science, and the understanding of the nature of science in an innovative curriculum of High Scope Project, namely Sci-Tech Mind and Humane Heart (STMHH). A pre-/post-treatment experiment was conducted with 34 Taiwanese tenth graders involved in this study. Participating students' preferred learning environment perception and pre-instruction scientific literacy were evaluated before the STMHH curriculum. Their perceptions toward the actual STMHH learning environment and post-instruction scientific literacy were also examined after the STMHH. Students were categorized into two groups; "preferred alignment with actual learning environment" (PAA) and "preferred discordant with actual learning environment" (PDA), according to their PLEI and ALEI scores. The results of this study revealed that most of the students in this study preferred learning in a classroom environment where student-centered and teacher-centered learning environments coexisted. Furthermore, the ANCOVA analysis showed marginally statistically significant difference between groups in terms of students' post-test scores on scientific literacy with the students' pre-test scores as the covariate. As a pilot study with a small sample size aiming to probe the research direction of this problem, the result of marginally statistically significant and approaching large sized effect magnitude is likely to implicate that the congruency between preferred and actual learning environments on students' scientific literacy is noteworthy. Future study of this nature appears to merit further replications and investigations.
Self-directed learning readiness of Asian students: students perspective on a hybrid problem based learning curriculum.

PubMed

Leatemia, Lukas D; Susilo, Astrid P; van Berkel, Henk

2016-12-03

To identify the student's readiness to perform self-directed learning and the underlying factors influencing it on the hybrid problem based learning curriculum. A combination of quantitative and qualitative studies was conducted in five medical schools in Indonesia. In the quantitative study, the Self Directed Learning Readiness Scale was distributed to all students in all batches, who had experience with the hybrid problem based curriculum. They were categorized into low- and high -level based on the score of the questionnaire. Three focus group discussions (low-, high-, and mixed level) were conducted in the qualitative study with six to twelve students chosen randomly from each group to find the factors influencing their self-directed learning readiness. Two researchers analysed the qualitative data as a measure of triangulation. The quantitative study showed only half of the students had a high-level of self-directed learning readiness, and a similar trend also occurred in each batch. The proportion of students with a high level of self-directed learning readiness was lower in the senior students compared to more junior students. The qualitative study showed that problem based learning processes, assessments, learning environment, students' life styles, students' perceptions of the topics, and mood, were factors influencing their self-directed learning. A hybrid problem based curriculum may not fully affect the students' self-directed learning. The curriculum system, teacher's experiences, student's background and cultural factors might contribute to the difficulties for the student's in conducting self-directed learning.
Shaping and Being Shaped by Environments for Learning Science: Continuities with the Space and Democratic Vision of a Century Ago

ERIC Educational Resources Information Center

Cavicchi, Elizabeth

2017-01-01

Environments of learning often remain unnoticed and unacknowledged. This study follows a student and myself as we became aware of our local environment at MIT and welcomed that environment as a vibrant contributor to our learning. We met this environment in part through its educational heritage in two centennial anniversaries: John Dewey's 1916…
A Blended Mobile Learning Environment for Museum Learning

ERIC Educational Resources Information Center

Hou, Huei-Tse; Wu, Sheng-Yi; Lin, Peng-Chun; Sung, Yao-Ting; Lin, Jhe-Wei; Chang, Kuo-En

2014-01-01

The use of mobile devices for informal learning has gained attention over recent years. Museum learning is also regarded as an important research topic in the field of informal learning. This study explored a blended mobile museum learning environment (BMMLE). Moreover, this study applied three blended museum learning modes: (a) the traditional…
Investigation of the Relationship between Learning Process and Learning Outcomes in E-Learning Environments

ERIC Educational Resources Information Center

Yurdugül, Halil; Menzi Çetin, Nihal

2015-01-01

Problem Statement: Learners can access and participate in online learning environments regardless of time and geographical barriers. This brings up the umbrella concept of learner autonomy that contains self-directed learning, self-regulated learning and the studying process. Motivation and learning strategies are also part of this umbrella…
The ergonomics of learning: educational design and learning performance.

PubMed

Smith, T J

2007-10-01

The application of ergonomics/human factors (E/HF) principles and practices, and the implementation of ergonomics programmes, have achieved proven success in improving performance, productivity, competitiveness, and safety and health in most occupational sectors. However, the benefits that the application of E/HF science might bring to promoting student learning have yet to be widely recognized. This paper deals with the fundamental purpose of education - student learning - and with the question of how the ergonomic design of the learning environment influences learning performance. The underlying premise, embodied in the quote below, is that student learning performance to a substantial degree is context specific - influenced and specialized in relation to specific design factors in the learning environment. The basic scientific question confronting learning ergonomics is which design characteristics in the learning environment have the greatest influence on variability in learning performance. Practically, the basic challenge is to apply this scientific understanding to ergonomic interventions directed at design improvements of learning environments to benefit learning. This paper expands upon these themes by addressing the origins and scope of learning ergonomics, differing perspectives on the nature of learning, evidence for context specificity in learning and conclusions and research implications regarding an ergonomics perspective on learning.
The Asset-Based Context Matrix: A Tool for Assessing Children's Learning Opportunities and Participation in Natural Environments

ERIC Educational Resources Information Center

Wilson, Linda L.; Mott, Donald W.; Batman, Deb

2004-01-01

This article provides a description of the "Asset-Based Context Matrix" (ABC Matrix). The ABC Matrix is an assessment tool for designing interventions for children in natural learning environments. The tool is based on research evidence indicating that children's learning is enhanced in contextually meaningful learning environments. The ABC Matrix…
Sociocultural Perspective of Science in Online Learning Environments. Communities of Practice in Online Learning Environments

ERIC Educational Resources Information Center

Erdogan, Niyazi

2016-01-01

Present study reviews empirical research studies related to learning science in online learning environments as a community. Studies published between 1995 and 2015 were searched by using ERIC and EBSCOhost databases. As a result, fifteen studies were selected for review. Identified studies were analyzed with a qualitative content analysis method…
Differentiated Learning Environment--A Classroom for Quadratic Equation, Function and Graphs

ERIC Educational Resources Information Center

Dinç, Emre

2017-01-01

This paper will cover the design of a learning environment as a classroom regarding the Quadratic Equations, Functions and Graphs. The goal of the learning environment offered in the paper is to design a classroom where students will enjoy the process, use their skills they already have during the learning process, control and plan their learning…

Adult Learners' Learning Environment Perceptions and Satisfaction in Formal Education--Case Study of Four East-European Countries

ERIC Educational Resources Information Center

Radovan, Marko; Makovec, Danijela

2015-01-01

The purpose of this paper is to explore attitudes towards learning and perceptions of the learning environment. Our theoretical examination is based on the social-cognitive theory of motivation and research that emphasizes the connections between an individual's perceptions of the learning environment and his/her motivation, interest, attitudes…
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…
A Decision-Tree-Oriented Guidance Mechanism for Conducting Nature Science Observation Activities in a Context-Aware Ubiquitous Learning

ERIC Educational Resources Information Center

Hwang, Gwo-Jen; Chu, Hui-Chun; Shih, Ju-Ling; Huang, Shu-Hsien; Tsai, Chin-Chung

2010-01-01

A context-aware ubiquitous learning environment is an authentic learning environment with personalized digital supports. While showing the potential of applying such a learning environment, researchers have also indicated the challenges of providing adaptive and dynamic support to individual students. In this paper, a decision-tree-oriented…
Learning How to Design a Technology Supported Inquiry-Based Learning Environment

ERIC Educational Resources Information Center

Hakverdi-Can, Meral; Sonmez, Duygu

2012-01-01

This paper describes a study focusing on pre-service teachers' experience of learning how to design a technology supported inquiry-based learning environment using the Internet. As part of their elective course, pre-service science teachers were asked to develop a WebQuest environment targeting middle school students. A WebQuest is an…
Campus Life for International Students: Exploring Students' Perceptions of Quality Learning Environment at a Private University in Malaysia

ERIC Educational Resources Information Center

Seng, Ernest Lim Kok; Khoo-Lattimore, Catheryn

2012-01-01

The number of international students enrolling at higher learning institutions in Malaysia is increasing each year. However, the quality of learning environment is not always easy to measure, particularly for private universities which are not financially aided by the government, where the learning environment is characterized by their physical…
Using Design-Based Research in Informal Environments

ERIC Educational Resources Information Center

Reisman, Molly

2008-01-01

Design-Based Research (DBR) has been a tool of the learning sciences since the early 1990s, used as a way to improve and study learning environments. Using an iterative process of design with the goal of reining theories of learning, researchers and educators now use DBR seek to identify "how" to make a learning environment work. They then draw…
Facilitating Application of Language Skills in Authentic Environments with a Mobile Learning System

ERIC Educational Resources Information Center

Shadiev, R.; Hwang, W.-Y.; Huang, Y.-M.; Liu, T.-Y.

2018-01-01

We uncovered two critical issues in earlier studies: (a) some studies have shown that mobile learning technology is not beneficial for all students due to complexity of learning environments and student prior knowledge, skills, and experience and (b) familiarity of students with the authentic environments in which they learn using mobile…
Farm Education and the Value of Learning in an Authentic Learning Environment

ERIC Educational Resources Information Center

Smeds, Pia; Jeronen, Eila; Kurppa, Sirpa

2015-01-01

Farm education is a newly emerging field of research that utilises authentic learning environments, environments that combine a subject of academic study with its real-world surroundings, actors, and activities--in this case, the practical context of a farm. The aim of the study was to investigate the effects of various learning environments…
Can More Become Less? Effects of an Intensive Assessment Environment on Students' Learning Performance

ERIC Educational Resources Information Center

Khawaja, M. Asif; Prusty, Gangadhara B.; Ford, Robin A. J.; Marcus, Nadine; Russell, Carol

2013-01-01

Online interactive systems offer the beguiling prospect of an improved environment for learning at minimum extra cost. We have developed online interactive tutorials that adapt the learning environment to the current learning status of each individual student. These Adaptive Tutorials (ATs) modify the tasks given to each student according to their…
The Effects of Cross-Modality and Level of Self-Regulated Learning on Knowledge Acquisition with Smartpads

ERIC Educational Resources Information Center

Lee, Hye Yeon; Lee, Hyeon Woo

2018-01-01

Recently, there has been a transition from traditional paper or computer-based learning environments to smartpad-based learning environments, which are based on touch and involve various cognitive strategies such as touch operation and note taking. Accordingly, the use of smartpads can provide an effective learning environment through…
Educators' Preparation to Teach, Perceived Teaching Presence, and Perceived Teaching Presence Behaviors in Blended and Online Learning Environments

ERIC Educational Resources Information Center

Gurley, Lisa E.

2018-01-01

Teaching in blended and online learning environments requires different pedagogical approaches than teaching in face-to-face learning environments. How educators are prepared to teach potentially impacts the quality of instruction provided in blended and online learning courses. Teaching presence is essential to achieving student learning…
Level of Intrinsic Motivation of Distance Education Students in e-Learning Environments

ERIC Educational Resources Information Center

Firat, Mehmet; Kilinç, Hakan; Yüzer, Tevfik Volkan

2018-01-01

According to researches, motivation that initiates and sustains behaviour is one of the most significant components of learning in any environment. Accordingly, level of intrinsic motivation triggers and sustains the interest of the open and distance education students when it comes to learning on their own in e-learning environments. Despite a…
Learning in 3D Virtual Environments: Collaboration and Knowledge Spirals

ERIC Educational Resources Information Center

Burton, Brian G.; Martin, Barbara N.

2010-01-01

The purpose of this case study was to determine if learning occurred within a 3D virtual learning environment by determining if elements of collaboration and Nonaka and Takeuchi's (1995) knowledge spiral were present. A key portion of this research was the creation of a Virtual Learning Environment. This 3D VLE utilized the Torque Game Engine…
Learner Self-Regulation and Web 2.0 Tools Management in Personal Learning Environment

ERIC Educational Resources Information Center

Yen, Cherng-Jyh; Tu, Chih-Hsiung; Sujo-Montes, Laura E.; Armfield, Shadow W. J.; Chan, Junn-Yih

2013-01-01

Web 2.0 technology integration requires a higher level of self-regulated learning skills to create a Personal Learning Environment (PLE). This study examined each of the four aspects of learner self-regulation in online learning (i.e., environment structuring, goal setting, time management, & task strategies) as the predictor for level of…
College Science Students' Perception Gaps in Preferred-Actual Learning Environment in a Reformed Introductory Earth Science Course in Taiwan

ERIC Educational Resources Information Center

Chang, Chun-Yeh; Chang, Yueh-Hsia

2010-01-01

This study used an instrument to examine undergraduate students' preferred and actual learning environment perceptions in an introductory earth science course. The results show that science students expect to learn in a learning environment combining teacher-centred and student-centred approaches. However, an expectation incongruence was found in…
Semiautomatic mapping of permafrost in the Yukon Flats, Alaska

NASA Astrophysics Data System (ADS)

Gulbrandsen, Mats Lundh; Minsley, Burke J.; Ball, Lyndsay B.; Hansen, Thomas Mejer

2016-12-01

Thawing of permafrost due to global warming can have major impacts on hydrogeological processes, climate feedback, arctic ecology, and local environments. To understand these effects and processes, it is crucial to know the distribution of permafrost. In this study we exploit the fact that airborne electromagnetic (AEM) data are sensitive to the distribution of permafrost and demonstrate how the distribution of permafrost in the Yukon Flats, Alaska, is mapped in an efficient (semiautomatic) way, using a combination of supervised and unsupervised (machine) learning algorithms, i.e., Smart Interpretation and K-means clustering. Clustering is used to sort unfrozen and frozen regions, and Smart Interpretation is used to predict the depth of permafrost based on expert interpretations. This workflow allows, for the first time, a quantitative and objective approach to efficiently map permafrost based on large amounts of AEM data.
Semiautomatic mapping of permafrost in the Yukon Flats, Alaska

USGS Publications Warehouse

Gulbrandsen, Mats Lundh; Minsley, Burke J.; Ball, Lyndsay B.; Hansen, Thomas Mejer

2016-01-01

Thawing of permafrost due to global warming can have major impacts on hydrogeological processes, climate feedback, arctic ecology, and local environments. To understand these effects and processes, it is crucial to know the distribution of permafrost. In this study we exploit the fact that airborne electromagnetic (AEM) data are sensitive to the distribution of permafrost and demonstrate how the distribution of permafrost in the Yukon Flats, Alaska, is mapped in an efficient (semiautomatic) way, using a combination of supervised and unsupervised (machine) learning algorithms, i.e., Smart Interpretation and K-means clustering. Clustering is used to sort unfrozen and frozen regions, and Smart Interpretation is used to predict the depth of permafrost based on expert interpretations. This workflow allows, for the first time, a quantitative and objective approach to efficiently map permafrost based on large amounts of AEM data.
Features of an effective operative dentistry learning environment: students' perceptions and relationship with performance.

PubMed

Suksudaj, N; Lekkas, D; Kaidonis, J; Townsend, G C; Winning, T A

2015-02-01

Students' perceptions of their learning environment influence the quality of outcomes they achieve. Learning dental operative techniques in a simulated clinic environment is characterised by reciprocal interactions between skills training, staff- and student-related factors. However, few studies have examined how students perceive their operative learning environments and whether there is a relationship between their perceptions and subsequent performance. Therefore, this study aimed to clarify which learning activities and interactions students perceived as supporting their operative skills learning and to examine relationships with their outcomes. Longitudinal data about examples of operative laboratory sessions that were perceived as effective or ineffective for learning were collected twice a semester, using written critical incidents and interviews. Emergent themes from these data were identified using thematic analysis. Associations between perceptions of learning effectiveness and performance were analysed using chi-square tests. Students indicated that an effective learning environment involved interactions with tutors and peers. This included tutors arranging group discussions to clarify processes and outcomes, providing demonstrations and constructive feedback. Feedback focused on mistakes, and not improvement, was reported as being ineffective for learning. However, there was no significant association between students' perceptions of the effectiveness of their learning experiences and subsequent performance. It was clear that learning in an operative technique setting involved various factors related not only to social interactions and observational aspects of learning but also to cognitive, motivational and affective processes. Consistent with studies that have demonstrated complex interactions between students, their learning environment and outcomes, other factors need investigation. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.
A Parallel Multiclassification Algorithm for Big Data Using an Extreme Learning Machine.

PubMed

Duan, Mingxing; Li, Kenli; Liao, Xiangke; Li, Keqin

2018-06-01

As data sets become larger and more complicated, an extreme learning machine (ELM) that runs in a traditional serial environment cannot realize its ability to be fast and effective. Although a parallel ELM (PELM) based on MapReduce to process large-scale data shows more efficient learning speed than identical ELM algorithms in a serial environment, some operations, such as intermediate results stored on disks and multiple copies for each task, are indispensable, and these operations create a large amount of extra overhead and degrade the learning speed and efficiency of the PELMs. In this paper, an efficient ELM based on the Spark framework (SELM), which includes three parallel subalgorithms, is proposed for big data classification. By partitioning the corresponding data sets reasonably, the hidden layer output matrix calculation algorithm, matrix decomposition algorithm, and matrix decomposition algorithm perform most of the computations locally. At the same time, they retain the intermediate results in distributed memory and cache the diagonal matrix as broadcast variables instead of several copies for each task to reduce a large amount of the costs, and these actions strengthen the learning ability of the SELM. Finally, we implement our SELM algorithm to classify large data sets. Extensive experiments have been conducted to validate the effectiveness of the proposed algorithms. As shown, our SELM achieves an speedup on a cluster with ten nodes, and reaches a speedup with 15 nodes, an speedup with 20 nodes, a speedup with 25 nodes, a speedup with 30 nodes, and a speedup with 35 nodes.
Personalized Virtual Learning Environment from the Detection of Learning Styles

ERIC Educational Resources Information Center

Martínez Cartas, M. L.; Cruz Pérez, N.; Deliche Quesada, D.; Mateo Quero, S.

2013-01-01

Through the previous detection of existing learning styles in a classroom, a Virtual Learning Environment (VLE) has been designed for students of several Engineering degrees, using the Learning Management System (LMS) utilized in the University of Jaen, ILIAS. Learning styles of three different Knowledge Areas; Chemical Engineering, Materials…

Dynamic Learner Profiling and Automatic Learner Classification for Adaptive E-Learning Environment

ERIC Educational Resources Information Center

Premlatha, K. R.; Dharani, B.; Geetha, T. V.

2016-01-01

E-learning allows learners individually to learn "anywhere, anytime" and offers immediate access to specific information. However, learners have different behaviors, learning styles, attitudes, and aptitudes, which affect their learning process, and therefore learning environments need to adapt according to these differences, so as to…
Teachers engaging in Authentic Education Research as They Engage Students in Authentic Science Research: A Collaboration Among Scientists, Education Researchers and Practitioners

NASA Astrophysics Data System (ADS)

Schielack, J. F.; Herbert, B. E.

2004-12-01

The ITS Center for Teaching and Learning (http://its.tamu.edu) is a five-year NSF-funded collaborative effort to engage scientists, educational researchers, and educators in the use of information technology to enhance science teaching and learning at Grades 7 - 16. The ITS program combines graduate courses in science and science education leadership for both science and education graduate students with professional development experiences for classroom teachers. The design of the ITS professional development experience is based upon the assumption that science and mathematics teaching and learning will be improved when they become more connected to the authentic science research done in field settings or laboratories. The effective use of information technology to support inquiry in science classrooms has been shown to help achieve this objective. In particular, the professional development for teachers centers around support for implementing educational research in their own classrooms on the impacts of using information technology to promote authentic science experiences for their students. As a design study that is "working toward a greater understanding of the "learning ecology," the research related to the creation and refinement of the ITS Center's collaborative environment for integrating professional development for faculty, graduate students, and classroom teachers is contributing information about an important setting not often included in the descriptions of professional development, a setting that incorporates distributed expertise and resulting distributed growth in the various categories of participants: scientists, science graduate students, education researchers, science education graduate students, and master teachers. Design-based research is an emerging paradigm for the study of learning in context through the systematic design and study of instructional strategies and tools. In this presentation, we will discuss the results of the formative evaluation process that has moved the ITS Center's collaborative environment for professional development through the iterative process from Phase I (the planned program designed in-house) to Phase II (the experimental program being tested in-house). Phase II highlighted learning experiences over two summers focused on the exploration of environmentally-related science, technology, engineering or mathematics (STEM) topics through the use of modeling, visualization and complex data sets to explore authentic scientific questions that can be integrated within the 7-16 curriculum.
Understanding the science-learning environment: A genetically sensitive approach.

PubMed

Haworth, Claire M A; Davis, Oliver S P; Hanscombe, Ken B; Kovas, Yulia; Dale, Philip S; Plomin, Robert

2013-02-01

Previous studies have shown that environmental influences on school science performance increase in importance from primary to secondary school. Here we assess for the first time the relationship between the science-learning environment and science performance using a genetically sensitive approach to investigate the aetiology of this link. 3000 pairs of 14-year-old twins from the UK Twins Early Development Study reported on their experiences of the science-learning environment and were assessed for their performance in science using a web-based test of scientific enquiry. Multivariate twin analyses were used to investigate the genetic and environmental links between environment and outcome. The most surprising result was that the science-learning environment was almost as heritable (43%) as performance on the science test (50%), and showed negligible shared environmental influence (3%). Genetic links explained most (56%) of the association between learning environment and science outcome, indicating gene-environment correlation.
Online EEG-Based Workload Adaptation of an Arithmetic Learning Environment.

PubMed

Walter, Carina; Rosenstiel, Wolfgang; Bogdan, Martin; Gerjets, Peter; Spüler, Martin

2017-01-01

In this paper, we demonstrate a closed-loop EEG-based learning environment, that adapts instructional learning material online, to improve learning success in students during arithmetic learning. The amount of cognitive workload during learning is crucial for successful learning and should be held in the optimal range for each learner. Based on EEG data from 10 subjects, we created a prediction model that estimates the learner's workload to obtain an unobtrusive workload measure. Furthermore, we developed an interactive learning environment that uses the prediction model to estimate the learner's workload online based on the EEG data and adapt the difficulty of the learning material to keep the learner's workload in an optimal range. The EEG-based learning environment was used by 13 subjects to learn arithmetic addition in the octal number system, leading to a significant learning effect. The results suggest that it is feasible to use EEG as an unobtrusive measure of cognitive workload to adapt the learning content. Further it demonstrates that a promptly workload prediction is possible using a generalized prediction model without the need for a user-specific calibration.
[Social learning as an uncertainty-reduction strategy: an adaptationist approach].

PubMed

Nakanishi, Daisuke; Kameda, Tatsuya; Shinada, Mizuho

2003-04-01

Social learning is an effective mechanism to reduce uncertainty about environmental knowledge, helping individuals adopt an adaptive behavior in the environment at small cost. Although this is evident for learning about temporally stable targets (e.g., acquiring avoidance of toxic foods culturally), the functional value of social learning in a temporally unstable environment is less clear; knowledge acquired by social learning may be outdated. This paper addressed adaptive values of social learning in a non-stationary environment empirically. When individual learning about the non-stationary environment is costly, a hawk-dove-game-like equilibrium is expected to emerge in the population, where members who engage in costly individual learning and members who skip the information search and free-ride on other members' search efforts coexist at a stable ratio. Such a "producer-scrounger" structure should qualify effectiveness of social/cultural learning severely, especially "conformity bias" when using social information (Boyd & Richerson, 1985). We tested these predictions by an experiment implementing a non-stationary uncertain environment in a laboratory. The results supported our thesis. Implications of these findings and some future directions were discussed.
Engaging Learners through Interactive Media: Findings and Implications from a Technology Enhanced Problem-Based Learning Environment

ERIC Educational Resources Information Center

Horton, Lucas; Liu, Min; Olmanson, Justin; Toprac, Paul

2011-01-01

In this paper we explore students' engagement in a new media enhanced problem-based learning (PBL) environment and investigate the characteristics of these environments that facilitate learning. We investigated both student experiences using a new media enhanced PBL environment and the specific elements students found most supportive of their…
A Computer Environment for Beginners' Learning of Sorting Algorithms: Design and Pilot Evaluation

ERIC Educational Resources Information Center

Kordaki, M.; Miatidis, M.; Kapsampelis, G.

2008-01-01

This paper presents the design, features and pilot evaluation study of a web-based environment--the SORTING environment--for the learning of sorting algorithms by secondary level education students. The design of this environment is based on modeling methodology, taking into account modern constructivist and social theories of learning while at…
Examine Middle School Students' Constructivist Environment Perceptions in Turkey: School Location and Class Size

ERIC Educational Resources Information Center

Yigit, Nevzat; Alpaslan, Muhammet Mustafa; Cinemre, Yasin; Balcin, Bilal

2017-01-01

This study aims to examine the middle school students' perceptions of the classroom learning environment in the science course in Turkey in terms of school location and class size. In the study the Assessing of Constructivist Learning Environment (ACLE) questionnaire was utilized to map students' perceptions of the classroom learning environment.…
An Experimental Comparison of the Flexibility in the Use of Thinking Styles in Traditional and Hypermedia Learning Environments

ERIC Educational Resources Information Center

Fan, Weiqiao

2012-01-01

The objective of the instructional experiment was to examine if the use of thinking styles is flexible in traditional and hypermedia learning environments, and if a hypermedia learning environment possesses obvious advantages than a traditional environment in adapting to students with different thinking styles. The participant university students…
Impact of audio narrated animation on students' understanding and learning environment based on gender

NASA Astrophysics Data System (ADS)

Nasrudin, Ajeng Ratih; Setiawan, Wawan; Sanjaya, Yayan

2017-05-01

This study is titled the impact of audio narrated animation on students' understanding in learning humanrespiratory system based on gender. This study was conducted in eight grade of junior high school. This study aims to investigate the difference of students' understanding and learning environment at boys and girls classes in learning human respiratory system using audio narrated animation. Research method that is used is quasy experiment with matching pre-test post-test comparison group design. The procedures of study are: (1) preliminary study and learning habituation using audio narrated animation; (2) implementation of learning using audio narrated animation and taking data; (3) analysis and discussion. The result of analysis shows that there is significant difference on students' understanding and learning environment at boys and girls classes in learning human respiratory system using audio narrated animation, both in general and specifically in achieving learning indicators. The discussion related to the impact of audio narrated animation, gender characteristics, and constructivist learning environment. It can be concluded that there is significant difference of students' understanding at boys and girls classes in learning human respiratory system using audio narrated animation. Additionally, based on interpretation of students' respond, there is the difference increment of agreement level in learning environment.
Invited Reaction: Influences of Formal Learning, Personal Learning Orientation, and Supportive Learning Environment on Informal Learning

ERIC Educational Resources Information Center

Cseh, Maria; Manikoth, Nisha N.

2011-01-01

As the authors of the preceding article (Choi and Jacobs, 2011) have noted, the workplace learning literature shows evidence of the complementary and integrated nature of formal and informal learning in the development of employee competencies. The importance of supportive learning environments in the workplace and of employees' personal learning…
Investigating Agricultural Instructors' Attitudes toward E-Learning in Iran

ERIC Educational Resources Information Center

Mohammadi, Davoud; Hosseini, Seyed Mahmoud; Fami, Hossein Shabanali

2011-01-01

With the rapid changes in all types of learning and teaching environments, there is a need to implement electronic learning (e-learning) to train students with new technologies. However the trend of using e-learning as learning and/or teaching tool is now rapidly expanding into education. Although e-learning environments are popular, there is…
Effects of Situated Mobile Learning Approach on Learning Motivation and Performance of EFL Students

ERIC Educational Resources Information Center

Huang, Chester S. J.; Yang, Stephen J. H.; Chiang, Tosti H. C.; Su, Addison Y. S.

2016-01-01

This study developed a 5-step vocabulary learning (FSVL) strategy and a mobile learning tool in a situational English vocabulary learning environment and assessed their effects on the learning motivation and performance of English as a foreign language (EFL) students in a situational English vocabulary learning environment. Overall, 80 EFL…
Student Motivation in Constructivist Learning Environment

ERIC Educational Resources Information Center

Cetin-Dindar, Ayla

2016-01-01

The purpose of this study was to investigate the relation between constructivist learning environment and students'motivation to learn science by testing whether students' self-efficacy in learning science, intrinsically and extrinsically motivated science learning increase and students' anxiety about science assessment decreases when more…
Theoretical Foundations of Learning Environments. Second Edition

ERIC Educational Resources Information Center

Jonassen, David, Ed.; Land, Susan, Ed.

2012-01-01

"Theoretical Foundations of Learning Environments" provides students, faculty, and instructional designers with a clear, concise introduction to the major pedagogical and psychological theories and their implications for the design of new learning environments for schools, universities, or corporations. Leading experts describe the most…
Development of Web-Based Learning Environment Model to Enhance Cognitive Skills for Undergraduate Students in the Field of Electrical Engineering

ERIC Educational Resources Information Center

Lakonpol, Thongmee; Ruangsuwan, Chaiyot; Terdtoon, Pradit

2015-01-01

This research aimed to develop a web-based learning environment model for enhancing cognitive skills of undergraduate students in the field of electrical engineering. The research is divided into 4 phases: 1) investigating the current status and requirements of web-based learning environment models. 2) developing a web-based learning environment…
A Study of Learning and Motivation in a New Media Enriched Environment for Middle School Science

ERIC Educational Resources Information Center

Liu, Min; Horton, Lucas; Olmanson, Justin; Toprac, Paul

2011-01-01

This study examines middle school students' learning and motivation as they engaged in a new media enriched problem-based learning (PBL) environment for middle school science. Using a mixed-method design with both quantitative and qualitative data, we investigated the effect of a new media environment on sixth graders' science learning, their…
A Drawing and Multi-Representational Computer Environment for Beginners' Learning of Programming Using C: Design and Pilot Formative Evaluation

ERIC Educational Resources Information Center

Kordaki, Maria

2010-01-01

This paper presents both the design and the pilot formative evaluation study of a computer-based problem-solving environment (named LECGO: Learning Environment for programming using C using Geometrical Objects) for the learning of computer programming using C by beginners. In its design, constructivist and social learning theories were taken into…
When Are Powerful Learning Environments Effective? The Role of Learner Activities and of Students' Conceptions of Educational Technology

ERIC Educational Resources Information Center

Gerjets, Peter H.; Hesse, Friedrich W.

2004-01-01

The goal of this chapter is to outline a theoretical and empirical perspective on how learners' conceptions of educational technology might influence their learning activities and thereby determine the power of computer-based learning environments. Starting with an introduction to the concept of powerful learning environments we outline how recent…
Quality of the Home Learning Environment during Preschool Age--Domains and Contextual Conditions

ERIC Educational Resources Information Center

Kluczniok, Katharina; Lehrl, Simone; Kuger, Susanne; Rossbach, Hans-Guenther

2013-01-01

The quality of the home learning environment has been proven to be of major importance for child development, but little is known about the role of domain specificity in promoting early childhood learning at home and its dependence on family background. This article presents a framework of the home learning environment in early childhood that…

Conceptualization, Development and Validation of an Instrument for Investigating Elements of Undergraduate Physics Laboratory Learning Environments: The UPLLES (Undergraduate Physics Laboratory Learning Environment Survey)

ERIC Educational Resources Information Center

Thomas, Gregory P; Meldrum, Al; Beamish, John

2013-01-01

First-year undergraduate physics laboratories are important physics learning environments. However, there is a lack of empirically informed literature regarding how students perceive their overall laboratory learning experiences. Recipe formats persist as the dominant form of instructional design in these sites, and these formats do not adequately…
Designing a Secure Exam Management System (SEMS) for M-Learning Environments

ERIC Educational Resources Information Center

Kaiiali, Mustafa; Ozkaya, Armagan; Altun, Halis; Haddad, Hatem; Alier, Marc

2016-01-01

M-learning has enhanced the e-learning by making the learning process learner-centered. However, enforcing exam security in open environments where each student has his/her own mobile/tablet device connected to a Wi-Fi network through which it is further connected to the Internet can be one of the most challenging tasks. In such environments,…
Research Results of Two Personal Learning Environments Experiments in a Higher Education Institution

ERIC Educational Resources Information Center

Marín Juarros, Victoria; Salinas Ibáñez, Jesús; de Benito Crosetti, Bárbara

2014-01-01

This paper focuses on institutionally powered personal learning environments (iPLEs). The concept of the iPLE can be seen as a way universities can incorporate learner-centred approach into the architecture of their technology-enhanced learning environments. The aim of this paper is to pose that there are other ways to learn complementary to…
Reflective Practicum in Higher Education: The Influence of the Learning Environment on the Quality of Learning

ERIC Educational Resources Information Center

Bruno, Andreina; Dell'Aversana, Giuseppina

2018-01-01

Sustaining students in becoming reflective practitioners is considered as a valued outcome of higher education. The paper aims to evaluate the impact of the learning environment conditions inspired by Schön's theory of reflective practicum, by discussing a case study of a master's degree class. The learning environment was designed to sustain…
The evolution of continuous learning of the structure of the environment

PubMed Central

Kolodny, Oren; Edelman, Shimon; Lotem, Arnon

2014-01-01

Continuous, ‘always on’, learning of structure from a stream of data is studied mainly in the fields of machine learning or language acquisition, but its evolutionary roots may go back to the first organisms that were internally motivated to learn and represent their environment. Here, we study under what conditions such continuous learning (CL) may be more adaptive than simple reinforcement learning and examine how it could have evolved from the same basic associative elements. We use agent-based computer simulations to compare three learning strategies: simple reinforcement learning; reinforcement learning with chaining (RL-chain) and CL that applies the same associative mechanisms used by the other strategies, but also seeks statistical regularities in the relations among all items in the environment, regardless of the initial association with food. We show that a sufficiently structured environment favours the evolution of both RL-chain and CL and that CL outperforms the other strategies when food is relatively rare and the time for learning is limited. This advantage of internally motivated CL stems from its ability to capture statistical patterns in the environment even before they are associated with food, at which point they immediately become useful for planning. PMID:24402920
Virtual Learning Environment for Interactive Engagement with Advanced Quantum Mechanics

NASA Astrophysics Data System (ADS)

Pedersen, Mads Kock; Skyum, Birk; Heck, Robert; Müller, Romain; Bason, Mark; Lieberoth, Andreas; Sherson, Jacob F.

2016-06-01

A virtual learning environment can engage university students in the learning process in ways that the traditional lectures and lab formats cannot. We present our virtual learning environment StudentResearcher, which incorporates simulations, multiple-choice quizzes, video lectures, and gamification into a learning path for quantum mechanics at the advanced university level. StudentResearcher is built upon the experiences gathered from workshops with the citizen science game Quantum Moves at the high-school and university level, where the games were used extensively to illustrate the basic concepts of quantum mechanics. The first test of this new virtual learning environment was a 2014 course in advanced quantum mechanics at Aarhus University with 47 enrolled students. We found increased learning for the students who were more active on the platform independent of their previous performances.
Students' perceptions of constructivist Internet learning environments by a physics virtual laboratory: the gap between ideal and reality and gender differences.

PubMed

Chuang, Shih-Chyueh; Hwang, Fu-Kwun; Tsai, Chin-Chung

2008-04-01

The purpose of this study was to investigate the perceptions of Internet users of a physics virtual laboratory, Demolab, in Taiwan. Learners' perceptions of Internet-based learning environments were explored and the role of gender was examined by using preferred and actual forms of a revised Constructivist Internet-based Learning Environment Survey (CILES). The students expressed a clear gap between ideal and reality, and they showed higher preferences for many features of constructivist Internet-based learning environments than for features they had actually learned in Demolab. The results further suggested that male users prefer to be involved in the process of discussion and to show critical judgments. In addition, male users indicated they enjoyed the process of negotiation and discussion with others and were able to engage in reflective thoughts while learning in Demolab. In light of these findings, male users seemed to demonstrate better adaptability to the constructivist Internet-based learning approach than female users did. Although this study indicated certain differences between males and females in their responses to Internet-based learning environments, they also shared numerous similarities. A well-established constructivist Internet-based learning environment may encourage more female learners to participate in the science community.
45 CFR 2516.600 - How are funds for school-based service-learning programs distributed?

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 4 2010-10-01 2010-10-01 false How are funds for school-based service-learning... (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Distribution of Funds § 2516.600 How are funds for school-based service-learning programs distributed? (a) Of...
45 CFR 2516.600 - How are funds for school-based service-learning programs distributed?

Code of Federal Regulations, 2011 CFR

2011-10-01

... 45 Public Welfare 4 2011-10-01 2011-10-01 false How are funds for school-based service-learning... (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Distribution of Funds § 2516.600 How are funds for school-based service-learning programs distributed? (a) Of...
45 CFR 2517.600 - How are funds for community-based service-learning programs distributed?

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 4 2010-10-01 2010-10-01 false How are funds for community-based service-learning... (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE COMMUNITY-BASED SERVICE-LEARNING PROGRAMS Distribution of Funds § 2517.600 How are funds for community-based service-learning programs distributed? All...
45 CFR 2517.600 - How are funds for community-based service-learning programs distributed?

Code of Federal Regulations, 2011 CFR

2011-10-01

... 45 Public Welfare 4 2011-10-01 2011-10-01 false How are funds for community-based service-learning... (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE COMMUNITY-BASED SERVICE-LEARNING PROGRAMS Distribution of Funds § 2517.600 How are funds for community-based service-learning programs distributed? All...
Students perception on the usage of PowerPoint in learning calculus

NASA Astrophysics Data System (ADS)

Othman, Zarith Sofiah; Tarmuji, Nor Habibah; Hilmi, Zulkifli Ab Ghani

2017-04-01

Mathematics is a core subject in most of the science and technology courses and in some social sciences programs. However, the low achievement of students in the subject especially in topics such as Differentiation and Integration is always an issue. Many factors contribute to the low performance such as motivation, environment, method of learning, academic background and others. The purpose of this paper is to determine the perception of learning mathematics using PowerPoint on Integration concepts at the undergraduate level with respect to mathematics anxiety, learning enjoyment, mobility and learning satisfaction. The main content of the PowerPoint presentation focused on the integration method with historical elements as an added value. The study was conducted on 48 students randomly selected from students in computer and applied sciences program as experimental group. Questionnaires were distributed to students to explore their learning experiences. Another 51 students who were taught using the traditional chalkboard method were used as the control group. Both groups were given a test on Integration. The statistical methods used were descriptive statistics and independent sample t-test between the experimental and the control group. The finding showed that most students perceived positively to the PowerPoint presentations with respect to mobility and learning satisfaction. The experimental group performed better than the control group.
Learning spatially coherent properties of the visual world in connectionist networks

NASA Astrophysics Data System (ADS)

Becker, Suzanna; Hinton, Geoffrey E.

1991-10-01

In the unsupervised learning paradigm, a network of neuron-like units is presented with an ensemble of input patterns from a structured environment, such as the visual world, and learns to represent the regularities in that input. The major goal in developing unsupervised learning algorithms is to find objective functions that characterize the quality of the network's representation without explicitly specifying the desired outputs of any of the units. The sort of objective functions considered cause a unit to become tuned to spatially coherent features of visual images (such as texture, depth, shading, and surface orientation), by learning to predict the outputs of other units which have spatially adjacent receptive fields. Simulations show that using an information-theoretic algorithm called IMAX, a network can be trained to represent depth by observing random dot stereograms of surfaces with continuously varying disparities. Once a layer of depth-tuned units has developed, subsequent layers are trained to perform surface interpolation of curved surfaces, by learning to predict the depth of one image region based on depth measurements in surrounding regions. An extension of the basic model allows a population of competing neurons to learn a distributed code for disparity, which naturally gives rise to a representation of discontinuities.
Appreciation of learning environment and development of higher-order learning skills in a problem-based learning medical curriculum.

PubMed

Mala-Maung; Abdullah, Azman; Abas, Zoraini W

2011-12-01

This cross-sectional study determined the appreciation of the learning environment and development of higher-order learning skills among students attending the Medical Curriculum at the International Medical University, Malaysia which provides traditional and e-learning resources with an emphasis on problem based learning (PBL) and self-directed learning. Of the 708 participants, the majority preferred traditional to e-resources. Students who highly appreciated PBL demonstrated a higher appreciation of e-resources. Appreciation of PBL is positively and significantly correlated with higher-order learning skills, reflecting the inculcation of self-directed learning traits. Implementers must be sensitive to the progress of learners adapting to the higher education environment and innovations, and to address limitations as relevant.
Hybrid evolutionary computing model for mobile agents of wireless Internet multimedia

NASA Astrophysics Data System (ADS)

Hortos, William S.

2001-03-01

The ecosystem is used as an evolutionary paradigm of natural laws for the distributed information retrieval via mobile agents to allow the computational load to be added to server nodes of wireless networks, while reducing the traffic on communication links. Based on the Food Web model, a set of computational rules of natural balance form the outer stage to control the evolution of mobile agents providing multimedia services with a wireless Internet protocol WIP. The evolutionary model shows how mobile agents should behave with the WIP, in particular, how mobile agents can cooperate, compete and learn from each other, based on an underlying competition for radio network resources to establish the wireless connections to support the quality of service QoS of user requests. Mobile agents are also allowed to clone themselves, propagate and communicate with other agents. A two-layer model is proposed for agent evolution: the outer layer is based on the law of natural balancing, the inner layer is based on a discrete version of a Kohonen self-organizing feature map SOFM to distribute network resources to meet QoS requirements. The former is embedded in the higher OSI layers of the WIP, while the latter is used in the resource management procedures of Layer 2 and 3 of the protocol. Algorithms for the distributed computation of mobile agent evolutionary behavior are developed by adding a learning state to the agent evolution state diagram. When an agent is in an indeterminate state, it can communicate to other agents. Computing models can be replicated from other agents. Then the agents transitions to the mutating state to wait for a new information-retrieval goal. When a wireless terminal or station lacks a network resource, an agent in the suspending state can change its policy to submit to the environment before it transitions to the searching state. The agents learn the facts of agent state information entered into an external database. In the cloning process, two agents on a host station sharing a common goal can be merged or married to compose a new agent. Application of the two-layer set of algorithms for mobile agent evolution, performed in a distributed processing environment, is made to the QoS management functions of the IP multimedia IM sub-network of the third generation 3G Wideband Code-division Multiple Access W-CDMA wireless network.
Examining Self-Determination in a Service Learning Course

ERIC Educational Resources Information Center

Levesque-Bristol, Chantal; Stanek, Layla R.

2009-01-01

This article examines students' perceptions of the learning environment in a service learning research course and increases in student motivation and skill development. According to self-determination theory (Deci & Ryan, 1985), positive learning environments increase levels of student motivation and learning outcomes. Survey responses…
eLearning--Theories, Design, Software and Applications

ERIC Educational Resources Information Center

Ghislandi, Patrizia, Ed.

2012-01-01

Chapters in this book include: (1) New e-Learning Environments: e-Merging Networks in the Relational Society (Blanca C. Garcia); (2) Knowledge Building in E-Learning (Xinyu Zhang and Lu Yuhao); (3) E-Learning and Desired Learning Outcomes (Ralph Palliam); (4) Innovative E-Learning Solutions and Environments for Small and Medium Sized Companies…
Toward a Learner-Centered System for Adult Learning

ERIC Educational Resources Information Center

Hermans, Henry; Kalz, Marco; Koper, Rob

2013-01-01

Purpose: The purpose of this paper is to present an e-learning system that integrates the use of concepts of virtual learning environments, personal learning environments, and social network sites. The system is based on a learning model which comprises and integrates three learning contexts for the adult learner: the formal, instructional…
An Ontology to Support the Classification of Learning Material in an Organizational Learning Environment: An Evaluation

ERIC Educational Resources Information Center

Valaski, Joselaine; Reinehr, Sheila; Malucelli, Andreia

2017-01-01

Purpose: The purpose of this research was to evaluate whether ontology integrated in an organizational learning environment may support the automatic learning material classification in a specific knowledge area. Design/methodology/approach: An ontology for recommending learning material was integrated in the organizational learning environment…
Learning Tools for Knowledge Nomads: Using Personal Digital Assistants (PDAs) in Web-based Learning Environments.

ERIC Educational Resources Information Center

Loh, Christian Sebastian

2001-01-01

Examines how mobile computers, or personal digital assistants (PDAs), can be used in a Web-based learning environment. Topics include wireless networks on college campuses; online learning; Web-based learning technologies; synchronous and asynchronous communication via the Web; content resources; Web connections; and collaborative learning. (LRW)

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