Eco-Schools Scotland: Lessons Learned from First-Hand Experience

ERIC Educational Resources Information Center

Fraser, Neil

2010-01-01

Secondary schools are tasked with becoming sustainable institutions but this can be difficult to achieve because of a lack of time, shortage of project ideas and limited environmental management expertise. The Eco-Schools initiative exists to overcome these issues, and lessons learned from some schools in Scotland can help other schools implement…

Learning to Overcome Cultural Conflict through Engaging with Intelligent Agents in Synthetic Cultures

ERIC Educational Resources Information Center

Hall, Lynne; Tazzyman, Sarah; Hume, Colette; Endrass, Birgit; Lim, Mei-Yii; Hofstede, GertJan; Paiva, Ana; Andre, Elisabeth; Kappas, Arvid; Aylett, Ruth

2015-01-01

Providing opportunities for children to engage with intercultural learning has frequently focused on exposure to the ritual, celebrations and festivals of cultures, with the view that such experiences will result in greater acceptance of cultural differences. Intercultural conflict is often avoided, bringing as it does particular pedagogical,…

A Social Constructionist Inquiry Study on the Lived Experiences of Educators with Dyslexia Overcoming Workplace Barriers and Increasing Their Capacity for Success

ERIC Educational Resources Information Center

Taylor, Kathryn R.

2017-01-01

The purpose of this qualitative research is to journey the lives of educators with dyslexia growing up as K-12 students, working in the K-12 educational environment, and the means by which those educators overcome workplace barriers as analyzed by three guidelines under the Universal Design for Learning (UDL) principle, multiple means of…

Digital or Didactic: Using Learning Technology to Confront the Challenge of Large Cohort Teaching

ERIC Educational Resources Information Center

Saunders, Fiona C.; Gale, Andrew W.

2012-01-01

This paper investigates whether the selective use of technology can begin to overcome the challenge of large cohort teaching and deliver an enhanced student learning experience. It describes the initial development and evaluation of a campus-based management course taught to 270 third year engineering undergraduates at The University of…

Excessive Stress Disrupts the Architecture of the Developing Brain. Working Paper #3

ERIC Educational Resources Information Center

National Scientific Council on the Developing Child, 2005

2005-01-01

New research suggests that exceptionally stressful experiences early in life may have long-term consequences for a child's learning, behavior, and both physical and mental health. Some types of "positive stress" in a child's life--overcoming the challenges and frustrations of learning a new, difficult task, for instance--can be beneficial. Severe,…

Web-Based Two-Tier Diagnostic Test and Remedial Learning Experiment

ERIC Educational Resources Information Center

Lai, Ah-Fur; Chen, Deng-Jyi

2010-01-01

Offering a series of diagnosis and individual remedial learning activities for a general class by means of web and multimedia technology can overcome the dilemma of conventional diagnosis and remedial instruction. The study proposes a three-layer conceptual framework and adopts a two-tier diagnostic test theory to develop a web-based two-tier…

The Impacts of Demographic Variables on Technological and Contextual Challenges of E-learning Implementation

NASA Astrophysics Data System (ADS)

Aldowah, Hanan; Ghazal, Samar; Naufal Umar, Irfan; Muniandy, Balakrishnan

2017-09-01

Information technology has achieved robust growth which has made it possible for learning to occur quickly. The rapid development of information, communication and technologies (ICT) has initiated an unparalleled transformation in universities all over the world. This development of technology and learning is offering new techniques to represent knowledge, new practices, and new global communities of learners. As a result, today’s economic and social changes force universities to try to find new learning approaches and systems. E-learning seems to be an appropriate approach in this aspect. However, the implementation of e-learning systems in universities is not an easy task because of some challenges related to context, technology, and other challenges. This paper studied the impacts of demographic data and reported the critical points for the decision makers to consider when planning and implementing e-learning in universities. A quantitative approach was used to study the effects of technological and contextual challenges on e-learning implementation in which a questionnaire was used for the data collection. According to the findings of the study, the most important challenges of the implementation of e-learning are related either to organizational (Contextual) and technological (technical) issues. The demographic variables have been found to play a direct and indirect role with the technological and contextual challenges of implementing e-learning. This paper showed that there are some significant differences in the two challenges faced by instructors in terms of the demographic variables. The result revealed that some significant differences exist between demographic variables and the two challenges of e-learning in terms of gender, age, teaching experience, ICT experience and e-learning experience. However, there is no significant difference in terms of e-learning experience. The obtained data, from such study, can provide information about what academic institutions can do before implementing e-learning to reduce and overcome the challenges in implementing e-learning in universities. So, university administrators interested in implementing e-learning should recognize the challenges that their instructors are facing and to provide the necessary policy and support to help overcome these challenges.

Exogenous attention facilitates location transfer of perceptual learning.

PubMed

Donovan, Ian; Szpiro, Sarit; Carrasco, Marisa

2015-01-01

Perceptual skills can be improved through practice on a perceptual task, even in adulthood. Visual perceptual learning is known to be mostly specific to the trained retinal location, which is considered as evidence of neural plasticity in retinotopic early visual cortex. Recent findings demonstrate that transfer of learning to untrained locations can occur under some specific training procedures. Here, we evaluated whether exogenous attention facilitates transfer of perceptual learning to untrained locations, both adjacent to the trained locations (Experiment 1) and distant from them (Experiment 2). The results reveal that attention facilitates transfer of perceptual learning to untrained locations in both experiments, and that this transfer occurs both within and across visual hemifields. These findings show that training with exogenous attention is a powerful regime that is able to overcome the major limitation of location specificity.

Exogenous attention facilitates location transfer of perceptual learning

PubMed Central

Donovan, Ian; Szpiro, Sarit; Carrasco, Marisa

2015-01-01

Perceptual skills can be improved through practice on a perceptual task, even in adulthood. Visual perceptual learning is known to be mostly specific to the trained retinal location, which is considered as evidence of neural plasticity in retinotopic early visual cortex. Recent findings demonstrate that transfer of learning to untrained locations can occur under some specific training procedures. Here, we evaluated whether exogenous attention facilitates transfer of perceptual learning to untrained locations, both adjacent to the trained locations (Experiment 1) and distant from them (Experiment 2). The results reveal that attention facilitates transfer of perceptual learning to untrained locations in both experiments, and that this transfer occurs both within and across visual hemifields. These findings show that training with exogenous attention is a powerful regime that is able to overcome the major limitation of location specificity. PMID:26426818

Conquering Space.

ERIC Educational Resources Information Center

Smith, Sylvia

1990-01-01

Designs a lesson to help secondary art students overcome the fear of a threatening blank page. Students learned proportional enlargement, how to evaluate objectively, and gained experience with visual balance. Displays three examples of student's artwork generated by geometric design problems. (DB)

Developing and Evaluating an Interactive Multimedia Instructional Tool: Learning Outcomes and User Experiences of Optometry Students

ERIC Educational Resources Information Center

Wang, Ling

2008-01-01

This study developed an interactive multimedia-based software program for Optics instruction, which was expected to overcome the imperfection of traditional optical labs. The researcher evaluated the effectiveness of the program through an experimental study that compared the learning outcomes of the students who used and did not use the software.…

Comparison of the Operative Outcomes and Learning Curves between Laparoscopic and Robotic Gastrectomy for Gastric Cancer

PubMed Central

Huang, Kuo-Hung; Lan, Yuan-Tzu; Fang, Wen-Liang; Chen, Jen-Hao; Lo, Su-Shun; Li, Anna Fen-Yau; Chiou, Shih-Hwa; Wu, Chew-Wun; Shyr, Yi-Ming

2014-01-01

Background Minimally invasive surgery, including laparoscopic and robotic gastrectomy, has become more popular in the treatment of gastric cancer. However, few studies have compared the learning curves between laparoscopic and robotic gastrectomy for gastric cancer. Methods Data were prospectively collected between July 2008 and Aug 2014. A total of 145 patients underwent minimally invasive gastrectomy for gastric cancer by a single surgeon, including 73 laparoscopic and 72 robotic gastrectomies. The clinicopathologic characteristics, operative outcomes and learning curves were compared between the two groups. Results Compared with the laparoscopic group, the robotic group was associated with less blood loss and longer operative time. After the surgeon learning curves were overcome for each technique, the operative outcomes became similar between the two groups except longer operative time in the robotic group. After accumulating more cases of robotic gastrectomy, the operative time in the laparoscopic group decreased dramatically. Conclusions After overcoming the learning curves, the operative outcomes became similar between laparoscopic and robotic gastrectomy. The experience of robotic gastrectomy could affect the learning process of laparoscopic gastrectomy. PMID:25360767

Time To Let Go.

ERIC Educational Resources Information Center

Kranowitz, Carol Stock

1998-01-01

Examines the limits of the teacher's responsibility to help at-risk children in the classroom. Offers three examples of teachers' efforts to try different strategies, modify classroom experience, and establish working relationships with parents to overcome children's learning difficulties. Problems illustrated include parents' refusal to…

The first Italian doctorate (PhD Course) in Physics Education Research

NASA Astrophysics Data System (ADS)

Michelini, Marisa; Santi, Lorenzo

2008-05-01

The first PhD Italian course in Physics Education Research in Udine aims to qualify young researchers and teachers coming from all the Italian groups of research in the field. It becomes a context for developing research projects carried out following parallel research lines on: Teaching/Learning paths for didactic innovation, cognitive research, ICT for strategies to overcome conceptual knots in physics; E-learning for personalization; d) Computer on-line experiments and modelling; e) Teacher formation and training; f) Informal learning in science.

In a year, memory will benefit from learning, tomorrow it won't: distance and construal level effects on the basis of metamemory judgments.

PubMed

Halamish, Vered; Nussinson, Ravit; Ben-Ari, Liat

2013-09-01

Metamemory judgments may rely on 2 bases of information: subjective experience and abstract theories about memory. On the basis of construal level theory, we predicted that psychological distance and construal level (i.e., concrete vs. abstract thinking) would have a qualitative impact on the relative reliance on these 2 bases: When considering learning from proximity or under a low-construal mindset, learners would rely more heavily on their experience, whereas when considering learning from a distance or under a high-construal mindset, they would rely more heavily on their abstract theories. Consistent with this prediction, results of 2 experiments revealed that temporal distance (Experiment 1) and construal level (Experiment 2) affected the stability bias--the failure to predict the benefits of learning. When considering learning from proximity or using a low-construal mindset, participants relied less heavily on their theory regarding the benefits of learning and were therefore insensitive to future learning. However, when considering learning from temporal distance or using a high-construal mindset, participants relied more heavily on their theory and were therefore better able to predict the benefits of future learning, thus overcoming the stability bias. PsycINFO Database Record (c) 2013 APA, all rights reserved.

A Blended Learning Experience for Teaching Microbiology

PubMed Central

Sancho, Pilar; Corral, Ricardo; Rivas, Teresa; González, María Jesús; Chordi, Andrés

2006-01-01

Objectives To create a virtual laboratory system in which experimental science students could learn required skills and competencies while overcoming such challenges as time limitations, high cost of resources, and lack of feedback often encountered in a traditional laboratory setting. Design A blended learning experience that combines traditional practices and e-learning was implemented to teach microbiological methods to pharmacy students. Virtual laboratory modules were used to acquire nonmanual skills such as visual and mental skills for data reading, calculations, interpretation of the results, deployment of an analytical protocol, and reporting results. Assesment Learning achievement was evaluated by questions about microbiology case-based problems. Students' perceptions were obtained by assessment questionnaire. Conclusion By combining different learning scenarios, the acquisition of the necessary but otherwise unreachable competences was achieved. Students achieved similar grades in the modules whose initiation was in the virtual laboratory to the grades they achieved with the modules whose complete or partial initiation took place in the laboratory. The knowledge acquired was satisfactory and the participants valued the experience. PMID:17149449

Overcoming Irrationality: The Popperian Approach

ERIC Educational Resources Information Center

Chitpin, Stephanie

2017-01-01

Purpose: The purpose of this paper is to illustrate how associationism mistakenly assumes that direct experience is possible; that is, there is expectation-free observation and association without prior expectation. Thus, associationism assumes that learning involves the absorption of information from the environment itself. However, contrary…

Physical Pendulum Experiments to Enhance the Understanding of Moments of Inertia and Simple Harmonic Motion

ERIC Educational Resources Information Center

Richardson, Tim H.; Brittle, Stuart A.

2012-01-01

This paper describes a set of experiments aimed at overcoming some of the difficulties experienced by students learning about the topics of moments of inertia and simple harmonic motion, both of which are often perceived to be complex topics amongst students during their first-year university courses. By combining both subjects in a discussion…

How do Dutch primary care providers overcome barriers to advance care planning with older people? A qualitative study.

PubMed

Glaudemans, Jolien J; de Jong, Anja E; Onwuteaka Philipsen, Bregje D; Wind, Jan; Willems, Dick L

2018-06-11

Few older people benefit from advance care planning (ACP), due to several barriers related to primary care professionals, such as insufficient knowledge, negative beliefs and a lack of time. Information on overcoming these barriers is limited. We assumed primary care professionals experienced in ACP with older patients are likely to have learned how to overcome these barriers. To investigate how Dutch primary care professionals experienced in ACP with older patients overcome these barriers. A qualitative study, based on semi-structured interviews, among a purposive sample of 14 Dutch primary care professionals experienced in ACP with older people. Transcripts were thematically analysed. We interviewed eight general practitioners (GPs), three nurses and three elderly care physicians, experienced in ACP with older people. Respondents overcame their own insufficient knowledge and skills, as well as their negative attitudes and beliefs by gaining experience through practicing ACP in their daily practices, exchanging and reflecting on those experiences with peers, pursuing continuing education, teaching and participating in research. To overcome patients' and families' lack of initiative and openness to ACP, respondents prepared them for further steps in ACP. To overcome a lack of time, respondents used tools and information communication technology, delegated parts of ACP to other primary care professionals, acquired financing and systematized documentation of ACP. Primary care professionals can overcome barriers to ACP with older patients by practicing, reflecting on experiences and pursuing continuing education, by preparing patients and involving family and by investing in support to approach ACP more efficiently.

A Case Study of a Learner's Transition from Mainstream Schooling to a School for Learners with Special Educational Needs (LSEN): Lessons for Mainstream Education

ERIC Educational Resources Information Center

Pillay, Jace; Di Terlizzi, Marisa

2009-01-01

Currently there is an international shift towards inclusive education, a means of education according to which the learner is schooled in the least restrictive environment possible, to overcome his or her challenges to learning and development. Bearing this in mind we considered the experiences of a learner with learning difficulties who transited…

Overcoming Barriers to Skills Training in Borderline Personality Disorder: A Qualitative Interview Study.

PubMed

Barnicot, Kirsten; Couldrey, Laura; Sandhu, Sima; Priebe, Stefan

2015-01-01

Despite evidence suggesting that skills training is an important mechanism of change in dialectical behaviour therapy, little research exploring facilitators and barriers to this process has been conducted. The study aimed to explore clients' experiences of barriers to dialectical behaviour therapy skills training and how they felt they overcame these barriers, and to compare experiences between treatment completers and dropouts. In-depth qualitative interviews were conducted with 40 clients with borderline personality disorder who had attended a dialectical behaviour therapy programme. A thematic analysis of participants' reported experiences found that key barriers to learning the skills were anxiety during the skills groups and difficulty understanding the material. Key barriers to using the skills were overwhelming emotions which left participants feeling unable or unwilling to use them. Key ways in which participants reported overcoming barriers to skills training were by sustaining their commitment to attending therapy and practising the skills, personalising the way they used them, and practising them so often that they became an integral part of their behavioural repertoire. Participants also highlighted a number of key ways in which they were supported with their skills training by other skills group members, the group therapists, their individual therapist, friends and family. Treatment dropouts were more likely than completers to describe anxiety during the skills groups as a barrier to learning, and were less likely to report overcoming barriers to skills training via the key processes outlined above. The findings of this qualitative study require replication, but could be used to generate hypotheses for testing in further research on barriers to skills training, how these relate to dropout, and how they can be overcome. The paper outlines several such suggestions for further research.

Overcoming Barriers to Skills Training in Borderline Personality Disorder: A Qualitative Interview Study

PubMed Central

Barnicot, Kirsten; Couldrey, Laura; Sandhu, Sima; Priebe, Stefan

2015-01-01

Despite evidence suggesting that skills training is an important mechanism of change in dialectical behaviour therapy, little research exploring facilitators and barriers to this process has been conducted. The study aimed to explore clients’ experiences of barriers to dialectical behaviour therapy skills training and how they felt they overcame these barriers, and to compare experiences between treatment completers and dropouts. In-depth qualitative interviews were conducted with 40 clients with borderline personality disorder who had attended a dialectical behaviour therapy programme. A thematic analysis of participants’ reported experiences found that key barriers to learning the skills were anxiety during the skills groups and difficulty understanding the material. Key barriers to using the skills were overwhelming emotions which left participants feeling unable or unwilling to use them. Key ways in which participants reported overcoming barriers to skills training were by sustaining their commitment to attending therapy and practising the skills, personalising the way they used them, and practising them so often that they became an integral part of their behavioural repertoire. Participants also highlighted a number of key ways in which they were supported with their skills training by other skills group members, the group therapists, their individual therapist, friends and family. Treatment dropouts were more likely than completers to describe anxiety during the skills groups as a barrier to learning, and were less likely to report overcoming barriers to skills training via the key processes outlined above. The findings of this qualitative study require replication, but could be used to generate hypotheses for testing in further research on barriers to skills training, how these relate to dropout, and how they can be overcome. The paper outlines several such suggestions for further research. PMID:26465757

Seductive Details in Multimedia Messages

ERIC Educational Resources Information Center

Rey, Gunter Daniel

2011-01-01

The seductive detail principle asserts that people learn more deeply from a multimedia presentation when interesting but irrelevant adjuncts are excluded rather than included. However, critics could argue that studies about this principle contain methodological problems. The recent experiment attempts to overcome these problems. Students (N = 108)…

The Journey of a Sandwich: Computer-Based Laboratory Experiments about the Human Digestive System in High School Biology Teaching

ERIC Educational Resources Information Center

Sorgo, Andrej; Hajdinjak, Zdravka; Briski, Darko

2008-01-01

Teaching high school students about the digestive system can be a challenge for a teacher when s/he wants to overcome rote learning of facts without a deeper understanding of the physiological processes inside the alimentary tract. A series of model experiments illustrating the journey of a sandwich was introduced into teaching high school…

Learning in a Gene Technology Laboratory with Educational Focus: Results of a Teaching Unit with Authentic Experiments

ERIC Educational Resources Information Center

Scharfenberg, Franz-Josef; Bogner, Franz X.; Klautke, Siegfried

2007-01-01

In an effort to overcome deficiencies in teaching molecular biology at school, a workshop in an out-of-school laboratory including only authentic experiments was developed. Evaluation of 337 A-level 12th graders followed a quasi-experimental design, with one hands-on group, two non-experimental control groups (at school/in the laboratory), and one…

Overcoming Content-Associated Challenges Using Attention-Focused Methods

ERIC Educational Resources Information Center

Lebec, Michael T.; Kesteloot, Lauren

2015-01-01

A common challenge in higher education is teaching required content for which students traditionally have lower levels of interest. Physical therapist education programs experience this challenge when training entry-level students to document in the medical record. The authors compared learning outcomes among physical therapy students taught…

Salience in Second Language Acquisition: Physical Form, Learner Attention, and Instructional Focus

PubMed Central

Cintrón-Valentín, Myrna C.; Ellis, Nick C.

2016-01-01

We consider the role of physical form, prior experience, and form focused instruction (FFI) in adult language learning. (1) When presented with competing cues to interpretation, learners are more likely to attend to physically more salient cues in the input. (2) Learned attention is an associative learning phenomenon where prior-learned cues block those that are experienced later. (3) The low salience of morphosyntactic cues can be overcome by FFI, which leads learners to attend cues which might otherwise be ignored. Experiment 1 used eye-tracking to investigate how language background influences learners’ attention to morphological cues, as well as the attentional processes whereby different types of FFI overcome low cue salience, learned attention and blocking. Chinese native speakers (no L1 verb-tense morphology) viewed Latin utterances combining lexical and morphological cues to temporality under control conditions (CCs) and three types of explicit FFI: verb grammar instruction (VG), verb salience with textual enhancement (VS), and verb pretraining (VP), and their use of these cues was assessed in a subsequent comprehension test. CC participants were significantly more sensitive to the adverbs than verb morphology. Instructed participants showed greater sensitivity to the verbs. These results reveal attentional processes whereby learners’ prior linguistic experience can shape their attention toward cues in the input, and whereby FFI helps learners overcome the long-term blocking of verb-tense morphology. Experiment 2 examined the role of modality of input presentation – aural or visual – in L1 English learners’ attentional focus on morphological cues and the effectiveness of different FFI manipulations. CC participants showed greater sensitivity toward the adverb cue. FFI was effective in increasing attention to verb-tense morphology, however, the processing of morphological cues was considerably more difficult under aural presentation. From visual exposure, the FFI conditions were broadly equivalent at tuning attention to the morphology, although VP resulted in balanced attention to both cues. The effectiveness of morphological salience-raising varied across modality: VS was effective under visual exposure, but not under aural exposure. From aural exposure, only VG was effective. These results demonstrate how salience in physical form, learner attention, and instructional focus all variously affect the success of L2 acquisition. PMID:27621715

Barriers to learning from reflection: a study of the use of groupwork with post-registration nurses.

PubMed

Platzer, H; Blake, D; Ashford, D

2000-05-01

There are few studies which describe the use of groups to facilitate reflection and even fewer which evaluate the effectiveness of such groups. Much of the literature discussing the techniques used to facilitate reflection suggests that learners willingly engage in such processes and find them enjoyable. This paper reports on a qualitative study of the use of groups to develop learning through reflection on a part-time post-registration diploma programme for nurses. The findings suggest that there are many barriers to learning which must be overcome before practitioners can use the opportunities to reflect on and learn from their experience. It is also contended that such learning may not necessarily be an enjoyable experience. The findings suggest that previous educational experience and the current culture in which nurses and midwives work, impose tremendous barriers to reflecting on, and learning from, experience. In particular these affect the willingness of learners to expose themselves to the judgement of others and their ability to be open to taking responsibility for their own learning. Other barriers to learning in groups are the effects of other group members, their commitment or resistance to shared learning, the ways in which group members interact with each other and facilitation styles.

Collaborative Classroom Simulation (CCS): An Innovative Pedagogy Using Simulation in Nursing Education.

PubMed

Berndt, Jodi; Dinndorf-Hogenson, Georgia; Herheim, Rena; Hoover, Carrie; Lanc, Nicole; Neuwirth, Janet; Tollefson, Bethany

2015-01-01

Collaborative Classroom Simulation (CCS) is a pedagogy designed to provide a simulation learning experience for a classroom of students simultaneously through the use of unfolding case scenarios. The purpose of this descriptive study was to explore the effectiveness of CCS based on student perceptions. Baccalaureate nursing students (n = 98) participated in the study by completing a survey after participation in the CCS experience. Opportunities for collaboration, clinical judgment, and participation as both observer and active participant were seen as strengths of the experience. Developed as a method to overcome barriers to simulation, CCS was shown to be an effective active learning technique that may prove to be sustainable.

Becoming Animate in Education: Immanent Materiality and Outdoor Learning for Sustainability

ERIC Educational Resources Information Center

Clarke, David A. G.; Mcphie, Jamie

2014-01-01

Outdoor environmental education has long postulated a link between experiences outdoors in "natural" environments and environmental concern. This paper suggests a straightforward relationship is problematic due to its implicit assumption of a nature/culture divide. Critical outdoor education has sought to overcome this dualism by…

Learning from the Best: Overcoming Barriers to Reforms-Based Elementary Science Teaching

ERIC Educational Resources Information Center

Banchi, Heather May

2009-01-01

This study explored the characteristics of elementary science teachers who employ reforms-based practices. Particular attention was paid to the consistency of teachers' practices and their beliefs, the impact of professional development experiences on practices, and how teachers mitigated barriers to reforms-based instruction. Understanding how…

Using Technology to Promote Active and Social Learning Experiences in Health Professions Education

ERIC Educational Resources Information Center

Ruckert, Elizabeth; McDonald, Paige L.; Birkmeier, Marissa; Walker, Bryan; Cotton, Linda; Lyons, Laurie B.; Straker, Howard O.; Plack, Margaret M.

2014-01-01

Time and space constraints, large class sizes, competition for clinical internships, and geographic separation between classroom and clinical rotations for student interaction with peers and faculty pose challenges for health professions educational programs. This article presents a model for effectively incorporating technology to overcome these…

Drawing on Curiosity: Between Two Worlds

ERIC Educational Resources Information Center

Wigglesworth, Ron

2017-01-01

This narrative of my research on drawing shares my experience of relearning drawing by hand and how the act of drawing can stimulate curiosity. This article examines its potential to enhance learning/observation in science. It describes a kinaesthetic drawing methodology and addresses pedagogical solutions for overcoming a student's declaration…

Wonder as a Tool to Engage Preservice Elementary Teachers in Science Learning and Teaching

ERIC Educational Resources Information Center

Gilbert, Andrew; Byers, Christie C.

2017-01-01

This exploratory project considers the use of "wonder" as a pedagogical tool with preservice elementary teachers (PSETs). An ongoing vexation facing science teacher educators is helping future elementary teachers overcome anxiety and negative associations with science due to their own school science experiences, while simultaneously…

Adolescents' struggles with swallowing tablets: barriers, strategies and learning.

PubMed

Hansen, Dana Lee; Tulinius, Ditte; Hansen, Ebba Holme

2008-01-01

To explore adolescents' struggles with taking oral medications. Copenhagen, Denmark. Semi-structured qualitative interviews were conducted with 89 adolescents (33 boys, 56 girls) between the ages of 11 and 20. Adolescents were recruited through four public schools. To identify struggles with taking oral medication, interview transcripts were systematically searched for statements including the terms swallow, chew, crush and eat. Thematic analysis of the identified statements was carried out to reveal dominant themes in the adolescents' accounts. Over one-third of the adolescents spontaneously provided accounts of the difficulties they experienced with taking oral medications, especially with swallowing tablets. Three themes were dominant in their narratives: barriers, strategies and learning. Barriers experienced by the adolescents involved the medications' properties, e.g. taste. Adolescents developed strategies to overcome these barriers, e.g. crushing tablets. Via a process of learning-by-doing and the acquisition of increased experience and autonomy, many adolescents mastered the skill of swallowing tablets. Many adolescents experienced barriers in their attempts to swallow tablets. They developed various strategies to overcome these barriers and gradually mastered taking medicines in a learning-by-doing process.

Overcoming the positive-capture strategy in young children: learning about indeterminacy.

PubMed

Klahr, David; Chen, Zhe

2003-01-01

Two experiments were conducted to examine whether and how 4- and 5-year-olds learn to distinguish determinate from indeterminate evidence. Children were asked to decide whether various patterns of evidence were sufficient to reach unambiguous conclusions. This study replicated the finding that young children tend to use a strategy that, although generally successful, fails on evidence patterns in which a single positive instance co-occurs with an unexplored source of evidence. Experiment 1 demonstrated that this positive-capture strategy is deeply entrenched, even in a meaningful, pragmatic context. With a microgenetic design, Experiment 2 revealed that young children are capable of replacing the positive-capture strategy with a correct strategy when they are exposed to various analogous tasks in several training sessions.

Success by Failure

ERIC Educational Resources Information Center

Andrews, Benjamin D.

2017-01-01

By taking the step to talk openly about his failure, the author stumbled upon one of several important lessons that he learned from this experience. The author recognized that he did not have to pretend anymore. In this article, the author shares his story of developing a "growth mindset" to overcome his own failure and support his…

Integrating Attachment Theory to Support a Client Coming to Terms with Infidelity

ERIC Educational Resources Information Center

Claire, Carolyn A.

2010-01-01

Finding it difficult to overcome the emotional distress experienced when considering her husband's infidelity, a client seeks counselling support. The client's goal was to learn about herself and to use the experience as an opportunity for self transformation. The case study utilizes Attachment Theory and Cognitive Behavioural Therapy to help the…

Retrieval Cues on Tests: A Strategy for Helping Students Overcome Retrieval Failure

ERIC Educational Resources Information Center

Gallagher, Kristel M.

2017-01-01

Students often struggle to recall information on tests, frequently claiming to experience a "retrieval failure" of learned information. Thus, the retrieval of information from memory may be a roadblock to student success. I propose a relatively simple adjustment to the wording of test items to help eliminate this potential barrier.…

Getting Started: Overcoming "Writer's Block" in EFL Students.

ERIC Educational Resources Information Center

Renner, Christopher E.

1992-01-01

Second language learners need to be given tools with which they can make language learning a personal experience. In writing, this means that they are given the skills needed to collect, organize, and present information that stimulates acquisition of new vocabulary and production of authentic writing that encourages language-related risk-taking.…

A New Local Bipolar Autoassociative Memory Based on External Inputs of Discrete Recurrent Neural Networks With Time Delay.

PubMed

Zhou, Caigen; Zeng, Xiaoqin; Luo, Chaomin; Zhang, Huaguang

In this paper, local bipolar auto-associative memories are presented based on discrete recurrent neural networks with a class of gain type activation function. The weight parameters of neural networks are acquired by a set of inequalities without the learning procedure. The global exponential stability criteria are established to ensure the accuracy of the restored patterns by considering time delays and external inputs. The proposed methodology is capable of effectively overcoming spurious memory patterns and achieving memory capacity. The effectiveness, robustness, and fault-tolerant capability are validated by simulated experiments.In this paper, local bipolar auto-associative memories are presented based on discrete recurrent neural networks with a class of gain type activation function. The weight parameters of neural networks are acquired by a set of inequalities without the learning procedure. The global exponential stability criteria are established to ensure the accuracy of the restored patterns by considering time delays and external inputs. The proposed methodology is capable of effectively overcoming spurious memory patterns and achieving memory capacity. The effectiveness, robustness, and fault-tolerant capability are validated by simulated experiments.

Overcoming adversity-a critical step toward career satisfaction and leadership in academic surgery.

PubMed

Raper, Steven E; Hoffman, Rebecca L; Jurkovich, Gregory J; Kelz, Rachel R

2018-04-01

The experiences of life are what shape us. This article relays stories of adversity and resiliency as experienced and told by members of our own surgical community at the Academic Surgical Congress in Las Vegas, NV in February 2017. We aim to express in words the lessons of each experience so that others can learn about life and leadership. Copyright © 2018 Elsevier Inc. All rights reserved.

Implicit Learning in Science: Activating and Suppressing Scientific Intuitions to Enhance Conceptual Change

NASA Astrophysics Data System (ADS)

Wang, Jeremy Yi-Ming

This dissertation examines the thesis that implicit learning plays a role in learning about scientific phenomena, and subsequently, in conceptual change. Decades of research in learning science demonstrate that a primary challenge of science education is overcoming prior, naive knowledge of natural phenomena in order to gain scientific understanding. Until recently, a key assumption of this research has been that to develop scientific understanding, learners must abandon their prior scientific intuitions and replace them with scientific concepts. However, a growing body of research shows that scientific intuitions persist, even among science experts. This suggests that naive intuitions are suppressed, not supplanted, as learners gain scientific understanding. The current study examines two potential roles of implicit learning processes in the development of scientific knowledge. First, implicit learning is a source of cognitive structures that impede science learning. Second, tasks that engage implicit learning processes can be employed to activate and suppress prior intuitions, enhancing the likelihood that scientific concepts are adopted and applied. This second proposal is tested in two experiments that measure training-induced changes in intuitive and conceptual knowledge related to sinking and floating objects in water. In Experiment 1, an implicit learning task was developed to examine whether implicit learning can induce changes in performance on near and far transfer tasks. The results of this experiment provide evidence that implicit learning tasks activate and suppress scientific intuitions. Experiment 2 examined the effects of combining implicit learning with traditional, direct instruction to enhance explicit learning of science concepts. This experiment demonstrates that sequencing implicit learning task before and after direct instruction has different effects on intuitive and conceptual knowledge. Together, these results suggest a novel approach for enhancing learning for conceptual change in science education.

Does language help regularity learning? The influence of verbalizations on implicit sequential regularity learning and the emergence of explicit knowledge in children, younger and older adults.

PubMed

Ferdinand, Nicola K; Kray, Jutta

2017-03-01

This study aimed at investigating the ability to learn regularities across the life span and examine whether this learning process can be supported or hampered by verbalizations. For this purpose, children (aged 8-10 years) and younger (aged 19-30 years) and older (aged 70-80 years) adults took part in a sequence learning experiment. We found that verbalizing sequence-congruent information during learning is a powerful tool to generate explicit knowledge and it is especially helpful for younger adults. Although recent research suggests that implicit learning can be influenced by directing the participants' attention to relevant aspects of the task, verbalizations had a much weaker influence on implicit than explicit learning. Our results show that verbalizing during learning slows down reaction times (RTs) but does not influence the amount of implicit learning. Especially older adults were not able to overcome the cost of the dual-task situation. Younger adults, in contrast, show an initial dual-tasking cost that, in the case of a helpful verbalization, is overcome with practice and turns into a RT and learning benefit. However, when the verbalization is omitted this benefit is lost, that is, better implicit learning seems to be confined to situations in which the supporting verbalization is maintained. Additionally, we did not find reliable age differences in implicit learning in the no verbalization groups, which speaks in favor of age-invariant models of implicit learning across the life span. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Crossing the Bridge: Overcoming Entrenched Disadvantage through Student-centred Learning

ERIC Educational Resources Information Center

Black, Rosalyn

2007-01-01

A quality school education is essential if young people are to have access to the greatest possible opportunities in life, but it is not a universal experience in Australia. Instead, too many young people are disengaged from school, especially those in the middle years of schooling and those living in disadvantaged areas. This study examined the…

Eating up Experiments: Teaching Research Methods with Classroom Simulation and "Food Detectives"

ERIC Educational Resources Information Center

Gray, Jennifer B.

2014-01-01

The subject of research methods is often unknown, foreboding, and unappealing to undergraduate communication majors. Thus, in the research methods course, two ways to overcome such issues and achieve learning are by: (1) making the unfamiliar more familiar and accessible; and (2) placing abstract knowledge in its useful real-world context. Making…

Rebuilding Haiti's Educational Access: A Phenomenological Study of Technology Use in Education Delivery

ERIC Educational Resources Information Center

Sandiford, Gladwyn A.

2013-01-01

There is a lack of access to technology blended with face-to-face instruction and learning in Haiti. Despite this lack of access, some Haitian college students have nevertheless leveraged technology to overcome the obstacles of poverty and obtain a higher education. This phenomenological study explored the lived experiences of 20 adult…

Practice-based learning and improvement: a dream that can become a reality.

PubMed

Manning, Phil R

2003-01-01

Systematically enhancing learning from experience (practice-based learning) dominates the teachings of Sir William Osler and adult learning theorists such as Eduard Lindeman, Malcolm Knowles, and Cyril Houle. Because of time constraints, most physicians have not implemented methods that systematically facilitate learning from day-to-day work, but improvements in information technology offer the promise of making systematic practice-based learning practical. At least four ingredients need to be incorporated to significantly enhance learning from experience: a database that makes it possible to study individual practices; methods for supplying short, quick answers to questions while seeing patients; a reminder system to avoid errors of omission; and the opportunity to discuss practice data with colleagues. Great progress has been made, but significant barriers still must be overcome before a majority of physicians will participate. In particular, methods of data collection must be simplified, the delivery of point-of-care information and reminders must become more automatic, and physicians must develop skills to make the discussion of practice data acceptable, stimulating, and not unduly punitive.

78 FR 68987 - Guides for Private Vocational and Distance Education Schools

Federal Register 2010, 2011, 2012, 2013, 2014

2013-11-18

... placement assistance and assistance overcoming language barriers or learning disabilities, it will provide... learning, the source of funding for student loans, and security policies and crime statistics. In response... misrepresentations relating to student financial assistance, assistance overcoming language barriers or learning...

Trials of large group teaching in Malaysian private universities: a cross sectional study of teaching medicine and other disciplines

PubMed Central

2011-01-01

Background This is a pilot cross sectional study using both quantitative and qualitative approach towards tutors teaching large classes in private universities in the Klang Valley (comprising Kuala Lumpur, its suburbs, adjoining towns in the State of Selangor) and the State of Negeri Sembilan, Malaysia. The general aim of this study is to determine the difficulties faced by tutors when teaching large group of students and to outline appropriate recommendations in overcoming them. Findings Thirty-two academics from six private universities from different faculties such as Medical Sciences, Business, Information Technology, and Engineering disciplines participated in this study. SPSS software was used to analyse the data. The results in general indicate that the conventional instructor-student approach has its shortcoming and requires changes. Interestingly, tutors from Medicine and IT less often faced difficulties and had positive experience in teaching large group of students. Conclusion However several suggestions were proposed to overcome these difficulties ranging from breaking into smaller classes, adopting innovative teaching, use of interactive learning methods incorporating interactive assessment and creative technology which enhanced students learning. Furthermore the study provides insights on the trials of large group teaching which are clearly identified to help tutors realise its impact on teaching. The suggestions to overcome these difficulties and to maximize student learning can serve as a guideline for tutors who face these challenges. PMID:21902839

Trials of large group teaching in Malaysian private universities: a cross sectional study of teaching medicine and other disciplines.

PubMed

Thomas, Susan; Subramaniam, Shamini; Abraham, Mathew; Too, Laysan; Beh, Loosee

2011-09-09

This is a pilot cross sectional study using both quantitative and qualitative approach towards tutors teaching large classes in private universities in the Klang Valley (comprising Kuala Lumpur, its suburbs, adjoining towns in the State of Selangor) and the State of Negeri Sembilan, Malaysia. The general aim of this study is to determine the difficulties faced by tutors when teaching large group of students and to outline appropriate recommendations in overcoming them. Thirty-two academics from six private universities from different faculties such as Medical Sciences, Business, Information Technology, and Engineering disciplines participated in this study. SPSS software was used to analyse the data. The results in general indicate that the conventional instructor-student approach has its shortcoming and requires changes. Interestingly, tutors from Medicine and IT less often faced difficulties and had positive experience in teaching large group of students. However several suggestions were proposed to overcome these difficulties ranging from breaking into smaller classes, adopting innovative teaching, use of interactive learning methods incorporating interactive assessment and creative technology which enhanced students learning. Furthermore the study provides insights on the trials of large group teaching which are clearly identified to help tutors realise its impact on teaching. The suggestions to overcome these difficulties and to maximize student learning can serve as a guideline for tutors who face these challenges.

Using Appropriate Digital Tools to Overcome Barriers to Collaborative Learning in Classrooms

ERIC Educational Resources Information Center

Wardlow, Liane; Harm, Eian

2015-01-01

Collaborative learning provides students with vital opportunities to create and build knowledge. Existing technologies can facilitate collaborative learning. However, barriers exist to enacting collaborative practices related to the coverage of material for assessments and classroom management concerns, among others. Teachers can overcome these…

Ideas for Creating and Overcoming Student Silences

ERIC Educational Resources Information Center

Woods, Donald R.; Sheardown, Heather

2009-01-01

The key idea is that 50 minutes of teacher talk with passive student listening is relatively ineffective in developing student learning. Teachers can create silences for productive active student learning. Students can also change from passive listeners to active talker-discussers of their learning. Ideas are given about how to overcome silences…

Software management tools: Lessons learned from use

NASA Technical Reports Server (NTRS)

Reifer, D. J.; Valett, J.; Knight, J.; Wenneson, G.

1985-01-01

Experience in inserting software project planning tools into more than 100 projects producing mission critical software are discussed. The problems the software project manager faces are listed along with methods and tools available to handle them. Experience is reported with the Project Manager's Workstation (PMW) and the SoftCost-R cost estimating package. Finally, the results of a survey, which looked at what could be done in the future to overcome the problems experienced and build a set of truly useful tools, are presented.

Review of "Overcoming the Governance Challenge in K-12 Online Learning"

ERIC Educational Resources Information Center

Barbour, Michael

2012-01-01

This fifth and final paper in the Fordham Institute's series examining digital learning policy is "Overcoming the Governance Challenge in K-12 Online Learning". The purpose of this report is to outline the steps required to move the governance of K-12 online learning from the local district level to the less restrictive state level and to create a…

Delivering accessible fieldwork: preliminary findings from a collaborative international study

NASA Astrophysics Data System (ADS)

Stokes, Alison; Atchison, Christopher; Feig, Anthony; Gilley, Brett

2017-04-01

Students with disabilities are commonly excluded from full participation in geoscience programs, and encounter significant barriers when accessing field-learning experiences. In order to increase talent and diversity in the geoscience workforce, more inclusive learning experiences must be developed that will enable all students to complete the requirements of undergraduate degree programs, including fieldwork. We discuss the outcomes of a completely accessible field course developed through the collaborative effort of geoscience education practitioners from the US, Canada and the UK. This unique field workshop has brought together current geoscience academics and students with disabilities to share perspectives on commonly-encountered barriers to learning in the field, and explore methods and techniques for overcoming them. While the student participants had the opportunity to learn about Earth processes while situated in the natural environment, participating geoscience instructors began to identify how to improve the design of field courses, making them fully inclusive of learners with disabilities. The outcomes from this experience will be used to develop guidelines to facilitate future development and delivery of accessible geoscience fieldwork.

Improving interprofessional competence in undergraduate students using a novel blended learning approach.

PubMed

Riesen, Eleanor; Morley, Michelle; Clendinneng, Debra; Ogilvie, Susan; Ann Murray, Mary

2012-07-01

Interprofessional simulation interventions, especially when face-to-face, involve considerable resources and require that all participants convene in a single location at a specific time. Scheduling multiple people across different programs is an important barrier to implementing interprofessional education interventions. This study explored a novel way to overcome the challenges associated with scheduling interprofessional learning experiences through the use of simulations in a virtual environment (Web.Alive™) where learners interact as avatars. In this study, 60 recent graduates from nursing, paramedic, police, and child and youth service programs participated in a 2-day workshop designed to improve interprofessional competencies through a blend of learning environments that included virtual face-to-face experiences, traditional face-to-face experiences and online experiences. Changes in learners' interprofessional competence were assessed through three outcomes: change in interprofessional attitudes pre- to post-workshop, self-perceived changes in interprofessional competence and observer ratings of performance across three clinical simulations. Results from the study indicate that from baseline to post-intervention, there was significant improvement in learners' interprofessional competence across all outcomes, and that the blended learning environment provided an acceptable way to develop these competencies.

Promoting Hmong refugees' well-being through mutual learning: valuing knowledge, culture, and experience.

PubMed

Goodkind, Jessica R

2006-03-01

Refugees who resettle in a new country face numerous struggles, including overcoming past traumas and coping with post-migration stressors, such as lack of meaningful social roles, poverty, discrimination, lack of environmental mastery, and social isolation. Thus, in addition to needing to learn concrete language skills and gain access to resources and employment, it is important for refugees to become a part of settings where their experiences, knowledge, and identity are valued and validated. The Refugee Well-Being Project (RWBP) was developed to promote the well-being of Hmong refugees by creating settings for mutual learning to occur between Hmong adults and undergraduate students. The RWBP had two major components: (1) Learning Circles, which involved cultural exchange and one-on-one learning opportunities, and (2) an advocacy component, which involved undergraduates advocating for and transferring advocacy skills to Hmong families to increase their access to resources in their communities. The project was evaluated using a mixed quantitative and qualitative approach. This article discusses data from qualitative interviews with participants, during which the importance of reciprocal helping relationships and mutual learning emerged as significant themes.

Open-Inquiry Driven Overcoming of Epistemological Difficulties in Engineering Undergraduates: A Case Study in the Context of Thermal Science

ERIC Educational Resources Information Center

Pizzolato, Nicola; Fazio, Claudio; Sperandeo Mineo, Rosa Maria; Persano Adorno, Dominique

2014-01-01

This paper addresses the efficacy of an open-inquiry approach that allows students to build on traditionally received knowledge. A sample of thirty engineering undergraduates, having already attended traditional university physics instruction, was selected for this study. The students were involved in a six-week long learning experience of…

Re-thinking pain educational strategies: Pain a new model using e-learning and PBL.

PubMed

Keyte, Donna; Richardson, Cliff

2011-02-01

Despite some high profile reorganisation including the introduction of acute pain teams, many patients still experience unnecessary pain. Traditional teaching and learning strategies seem to have made little impact in clinical practice. This paper explores the possible reasons for this and identifies the need to help postregistration students transfer (re-contextualise) what they are learning to practice. A new, more flexible pain management module utilising a blended face to face/e-learning approach within a problem-based learning philosophy was introduced to increase knowledge in pain management whilst also attempting to overcome the barriers to knowledge transfer into practice. This is done by challenging attitudes and encouraging students to explore their clinical practice alongside theoretical concepts. Copyright © 2010 Elsevier Ltd. All rights reserved.

Efficient Grammar Induction Algorithm with Parse Forests from Real Corpora

NASA Astrophysics Data System (ADS)

Kurihara, Kenichi; Kameya, Yoshitaka; Sato, Taisuke

The task of inducing grammar structures has received a great deal of attention. The reasons why researchers have studied are different; to use grammar induction as the first stage in building large treebanks or to make up better language models. However, grammar induction has inherent computational complexity. To overcome it, some grammar induction algorithms add new production rules incrementally. They refine the grammar while keeping their computational complexity low. In this paper, we propose a new efficient grammar induction algorithm. Although our algorithm is similar to algorithms which learn a grammar incrementally, our algorithm uses the graphical EM algorithm instead of the Inside-Outside algorithm. We report results of learning experiments in terms of learning speeds. The results show that our algorithm learns a grammar in constant time regardless of the size of the grammar. Since our algorithm decreases syntactic ambiguities in each step, our algorithm reduces required time for learning. This constant-time learning considerably affects learning time for larger grammars. We also reports results of evaluation of criteria to choose nonterminals. Our algorithm refines a grammar based on a nonterminal in each step. Since there can be several criteria to decide which nonterminal is the best, we evaluate them by learning experiments.

Who is that masked educator? Deconstructing the teaching and learning processes of an innovative humanistic simulation technique.

PubMed

McAllister, Margaret; Searl, Kerry Reid; Davis, Susan

2013-12-01

Simulation learning in nursing has long made use of mannequins, standardized actors and role play to allow students opportunity to practice technical body-care skills and interventions. Even though numerous strategies have been developed to mimic or amplify clinical situations, a common problem that is difficult to overcome in even the most well-executed simulation experiences, is that students may realize the setting is artificial and fail to fully engage, remember or apply the learning. Another problem is that students may learn technical competence but remain uncertain about communicating with the person. Since communication capabilities are imperative in human service work, simulation learning that only achieves technical competence in students is not fully effective for the needs of nursing education. Furthermore, while simulation learning is a burgeoning space for innovative practices, it has been criticized for the absence of a basis in theory. It is within this context that an innovative simulation learning experience named "Mask-Ed (KRS simulation)", has been deconstructed and the active learning components examined. Establishing a theoretical basis for creative teaching and learning practices provides an understanding of how, why and when simulation learning has been effective and it may help to distinguish aspects of the experience that could be improved. Three conceptual theoretical fields help explain the power of this simulation technique: Vygotskian sociocultural learning theory, applied theatre and embodiment. Copyright © 2013 Elsevier Ltd. All rights reserved.

Enhancing Teacher Preparation and Improving Faculty Teaching Skills: Lessons Learned from Implementing ``Science That Matters'' a Standards Based Interdisciplinary Science Course Sequence

NASA Astrophysics Data System (ADS)

Potter, Robert; Meisels, Gerry

2005-06-01

In a highly collaborative process we developed an introductory science course sequence to improve science literacy especially among future elementary and middle school education majors. The materials and course features were designed using the results of research on teaching and learning to provide a rigorous, relevant and engaging, standard based science experience. More than ten years of combined planning, development, implementation and assessment of this college science course sequence for nonmajors/future teachers has provided significant insights and success in achieving our goal. This paper describes the history and iterative nature of our ongoing improvements, changes in faculty instructional practice, strategies used to overcome student resistance, significant student learning outcomes, support structures for faculty, and the essential and informative role of assessment in improving the outcomes. Our experience with diverse institutions, students and faculty provides the basis for the lessons we have learned and should be of help to others involved in advancing science education.

Optimism as a Prior Belief about the Probability of Future Reward

PubMed Central

Kalra, Aditi; Seriès, Peggy

2014-01-01

Optimists hold positive a priori beliefs about the future. In Bayesian statistical theory, a priori beliefs can be overcome by experience. However, optimistic beliefs can at times appear surprisingly resistant to evidence, suggesting that optimism might also influence how new information is selected and learned. Here, we use a novel Pavlovian conditioning task, embedded in a normative framework, to directly assess how trait optimism, as classically measured using self-report questionnaires, influences choices between visual targets, by learning about their association with reward progresses. We find that trait optimism relates to an a priori belief about the likelihood of rewards, but not losses, in our task. Critically, this positive belief behaves like a probabilistic prior, i.e. its influence reduces with increasing experience. Contrary to findings in the literature related to unrealistic optimism and self-beliefs, it does not appear to influence the iterative learning process directly. PMID:24853098

Using appreciative inquiry to help students identify strategies to overcome handicaps of their learning styles.

PubMed

Kumar, Latha Rajendra; Chacko, Thomas Vengail

2012-01-01

In India, as in some other neighboring Asian countries, students and teachers are generally unaware of the differences in the learning styles among learners, which can handicap students with learning styles alien to the common teaching/learning modality within the institution. This study aims to find out whether making students aware of their learning styles and then using the Appreciative Inquiry approach to help them discover learning strategies that worked for them and others with similar learning styles within the institution made them perceive that this experience improved their learning and performance in exams. The visual, auditory, read-write, and kinesthetic (VARK) inventory of learning styles questionnaire was administered to all 100 first-year medical students of the Father Muller's Medical College in Mangalore India to make them aware of their individual learning styles. An Appreciate Inquiry intervention was administered to 62 student volunteers who were counseled about the different learning styles and their adaptive strategies. Pre and post intervention change in student's perception about usefulness of knowing learning styles on their learning, learning behavior, and performance in examinations was collected from the students using a prevalidated questionnaire. Post intervention mean scores showed a significant change (P < 0.0001) in student's self-perceptions about usefulness of knowing one's learning style and discovering strategies that worked within the institutional environment. There was agreement among students that the intervention helped them become more confident in learning (84%), facilitating learning in general (100%), and in understanding concepts (100%). However, only 29% of the students agreed that the intervention has brought about their capability improvement in application of learning and 31% felt it improved their performance in exams. Appreciate Inquiry was perceived as useful in helping students discover learning strategies that work for different individual learning styles and sharing them within the group helped students choose strategies to help overcome the handicap presented by the school's teaching methods.

Contingency learning is not affected by conflict experience: Evidence from a task conflict-free, item-specific Stroop paradigm.

PubMed

Levin, Yulia; Tzelgov, Joseph

2016-02-01

A contingency learning account of the item-specific proportion congruent effect has been described as an associative stimulus-response learning process that has nothing to do with controlling the Stroop conflict. As supportive evidence, contingency learning has been demonstrated with response conflict-free stimuli, such as neutral words. However, what gives rise to response conflict and to Stroop interference in general is task conflict. The present study investigated whether task conflict can constitute a trigger or, alternatively, a booster to the contingency learning process. This was done by employing a "task conflict-free" condition (i.e., geometric shapes) and comparing it with a "task conflict" condition (i.e., neutral words). The results showed a significant contingency learning effect in both conditions, refuting the possibility that contingency learning is triggered by the presence of a task conflict. Contingency learning was also not enhanced by the task conflict experience, indicating its complete insensitivity to Stroop conflict(s). Thus, the results showed no evidence that performance optimization as a result of contingency learning is greater under conflict, implying that contingency learning is not recruited to assist the control system to overcome conflict. Copyright © 2015 Elsevier B.V. All rights reserved.

Overcoming practical challenges to conducting clinical research in the inpatient stroke rehabilitation setting.

PubMed

Campbell, Grace B; Skidmore, Elizabeth R; Whyte, Ellen M; Matthews, Judith T

2015-10-01

There is a shortage of published empirical studies conducted in acute inpatient stroke rehabilitation, though such studies are greatly needed in order to shed light on the most efficacious inpatient stroke rehabilitation interventions. The inherent challenges of inpatient research may dissuade researchers from undertaking this important work. This paper describes our institution's experience devising practical solutions to research barriers in this setting. Through concentrated efforts to overcome research barriers, such as by cultivating collaborative relationships and capitalizing on unanticipated benefits, we successfully facilitated conduct of five simultaneous inpatient stroke studies. Tangible benefits realized include increased effectiveness of research participant identification and enrollment, novel collaborative projects, innovative clinical care initiatives, and enhanced emotional and practical support for patients and their families. We provide recommendations based on lessons learned during our experience, and discuss benefits of this collaboration for our research participants, clinical staff, and the research team.

Being "Chill" with Teachers and "Frozen" by Peers in Science: Overcoming Social and Educational Barriers in a Learning Community

ERIC Educational Resources Information Center

Kim, Hannah; Scantlebury, Kathryn

2013-01-01

This forum discusses the issue of "othering" and how intersectionality is a useful analytical framework for understanding the students' immigrant experiences in, and out of, the science classroom. We use a feminist perspective to discuss Minjung's study because gender is a key aspect of one's identity other aspects such as…

Learning without Limits: How Not to Leave Some Learners with a Thin Gruel of a Curriculum

ERIC Educational Resources Information Center

Kerridge, Richard

2017-01-01

Richard Kerridge writes here about his efforts to help students to overcome an experience that was once his own: of being labelled low-ability, with all the attendant lowering of expectations that this entails. He recognises the merits of rigorously ensuring that all students should be able to access their entitlement in terms of what they are…

Changing the Things I Cannot Accept: My African Experience of a U.S. Classroom

ERIC Educational Resources Information Center

Banda, Roselyn

2018-01-01

This article outlines the impact of cultural shock and my way of overcoming it as I migrated to the U.S. as an international student. Often-times, even in academia, where we learn to question and look at things from multiple angles, we essentialize subject positions and as a result silence, alienate, and erase many people. Through the use of…

Resisting temptation: a psychological analysis.

PubMed

Hodgson, R J

1989-03-01

It is proposed that self control involves several related processes including vivid awareness of future consequences, overcoming learned helplessness and tunnel vision, developing commitment and accepting anxiety/frustration. Facing up to temptation and resisting the compulsive urge is considered to be a crucial therapeutic experience. Evidence is presented to support the view that cue exposure should therefore be a central component of treatments for compulsions and addictions.

Applying Organizational Learning Research to Accountable Care Organizations.

PubMed

Nembhard, Ingrid M; Tucker, Anita L

2016-12-01

To accomplish the goal of improving quality of care while simultaneously reducing cost, Accountable Care Organizations (ACOs) need to find new and better ways of providing health care to populations of patients. This requires implementing best practices and improving collaboration across the multiple entities involved in care delivery, including patients. In this article, we discuss seven lessons from the organizational learning literature that can help ACOs overcome the inherent challenges of learning how to work together in radically new ways. The lessons involve setting expectations, creating a supportive culture, and structuring the improvement efforts. For example, with regard to setting expectations, framing the changes as learning experiences rather than as implementation projects encourages the teams to utilize helpful activities, such as dry runs and pilot tests. It is also important to create an organizational culture where employees feel safe pointing out improvement opportunities and experimenting with new ways of working. With regard to structure, stable, cross-functional teams provide a powerful building block for effective improvement efforts. The article concludes by outlining opportunities for future research on organizational learning in ACOs. © The Author(s) 2016.

On teaching psychoanalysis.

PubMed

Ogden, Thomas H

2006-08-01

Teaching psychoanalysis is no less an art than is the practice of psychoanalysis. As is true of the analytic experience, teaching psychoanalysis involves an effort to create clearances in which fresh forms of thinking and dreaming may emerge, with regard to both psychoanalytic theory and clinical practice. Drawing on his experience of leading two ongoing psychoanalytic seminars, each in its 25th year, the author offers observations concerning (1) teaching analytic texts by reading them aloud, line by line, in the seminar setting, with a focus on how the writer is thinking/writing and on how the reader is altered by the experience of reading; (2) treating clinical case presentations as experiences in collective dreaming in which the seminar members make use of their own waking dreaming to assist the presenter in dreaming aspects of his experience with the patient that the analytic pair has not previously been able to dream; (3) reading poetry and fiction as a way of enhancing the capacity of the seminar members to be aware of and alive to the effects created by the patient's and the analyst's use of language; and (4) learning to overcome what one thought one knew about conducting analytic work, i.e. learning to forget what one has learned.

A serious game for improving the decision making skills and knowledge levels of Turkish football referees according to the laws of the game.

PubMed

Gulec, Ulas; Yilmaz, Murat

2016-01-01

Digital game-based learning environments provide emerging opportunities to overcome learning barriers by combining newly developed technologies and traditional game design. This study proposes a quantitative research approach supported by expert validation interviews to designing a game-based learning framework. The goal is to improve the learning experience and decision-making skills of soccer referees in Turkey. A serious game was developed and tested on a group of referees (N = 54). The assessment results of these referees were compared with two sample t-test and the Wilcoxon signed-ranked test for both the experimental group and the control group. The findings of the current study confirmed that a game-based learning environment has greater merit over the paper-based alternatives.

All for one and one for all: understanding health professionals' experience in individual versus collaborative online learning.

PubMed

MacNeill, Heather; Telner, Deanna; Sparaggis-Agaliotis, Alexandra; Hanna, Elizabeth

2014-01-01

Computer-supported collaborative learning (CSCL) may facilitate continuing interprofessional education while overcoming barriers of time and place for busy health care professionals. The purpose of this study was to understand the experiences, advantages, and challenges of group versus individual online learning. Fifteen multidisciplinary health professionals participated in a 12-week online course on either diabetes or traumatic brain injury. This consisted of background e-modules and a longitudinal build-a-case exercise, done either individually or as a group. Focus group sessions exploring participants' experiences after course completion and at 4 months were conducted, transcribed, and analyzed for recurring themes. Participant reflection homework and video-recorded group sessions were used for triangulation of results. Individual learners appreciated the flexibility and control, but experienced decreased motivation. Group learners appreciated the immediate feedback from their co-learners and felt social pressure to come to the weekly sessions prepared but expressed challenges in determining group goal-setting for the session. Both groups felt they learned about interprofessional roles; however, group learners described a richer learning experience and understanding of interprofessional roles through the online collaboration exercise. The intense resources necessary for interprofessional CSCL, including time, faculty development, and technological issues, are described. CSCL is a valuable educational strategy in online learning. While individual online learning may be better suited for short and simple educational interventions such as knowledge acquisition, CSCL seems to allow for richer and deeper learning in complex and interprofessional educational experiences. However, strategies, resources, and faculty development required to enhance CSCL need to be addressed carefully. © 2014 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

A psychological rationale for the use of nitrous oxide psychosedation for children.

PubMed

Pruhs, R J; Williams, D L

1978-01-01

N2O is, perhaps, the best adjunct, available today, in the management of emotional factors which influence problem behavior. It is not panacea, however, and should be used only in conjunction with sound psychological methods. The use of N2O must not be thought of as a method by which dentists can elude their responsibility to deal logically with the fears and anxieties of the patient. The fears and anxieties are frequently the result of rational mental functions flowing logically from the individual's previous dental history and learning experience. Viewed thusly, patients can be assisted to overcome the problems at a logical level, and N2O or other sedatives may be mere tools to assist the patient in overcoming the emotional elements of the situation. The real worth of N2O can only be evaluated intelligently by those who learn to "demand and to expect rational explanation in addition to empirical discovery".

Preparing learners with partly incorrect intuitive prior knowledge for learning

PubMed Central

Ohst, Andrea; Fondu, Béatrice M. E.; Glogger, Inga; Nückles, Matthias; Renkl, Alexander

2014-01-01

Learners sometimes have incoherent and fragmented intuitive prior knowledge that is (partly) “incompatible” with the to-be-learned contents. Such knowledge in pieces can cause conceptual disorientation and cognitive overload while learning. We hypothesized that a pre-training intervention providing a generalized schema as a structuring framework for such knowledge in pieces would support (re)organizing-processes of prior knowledge and thus reduce unnecessary cognitive load during subsequent learning. Fifty-six student teachers participated in the experiment. A framework group underwent a pre-training intervention providing a generalized, categorical schema for categorizing primary learning strategies and related but different strategies as a cognitive framework for (re-)organizing their prior knowledge. Our control group received comparable factual information but no framework. Afterwards, all participants learned about primary learning strategies. The framework group claimed to possess higher levels of interest and self-efficacy, achieved higher learning outcomes, and learned more efficiently. Hence, providing a categorical framework can help overcome the barrier of incorrect prior knowledge in pieces. PMID:25071638

Exposing the Challenges and Coping Strategies of Field-Ecology Graduate Students

NASA Astrophysics Data System (ADS)

Leon-Beck, Mika; Dodick, Jeff

2012-11-01

In this paper, we expose the unique challenges confronting graduate field-ecology students and the coping strategies they adopt to overcome such challenges. To do so, we used a qualitative (in vivo) research method that combines interviews, observations and open questionnaires with a group of five Israeli graduate students. The two major challenges that the students faced were the uncontrolled nature of field research (or complexity), and the nature of field setting, which isolated the students from authoritative guidance. In response to these challenges, the students developed a set of research skills which were expressed in this study by a series of three (metacognitive) strategies which we designated as 'protocol-dominated', 'intermediate' or 'field-dominated'. In order to develop such research skills, our subjects rely upon declarative and procedural knowledge. In contrast to declarative knowledge, learned in coursework, procedural knowledge is learned and activated via the situated experience of implementing research in authentic field environments. We also found that fieldwork complexity imposes itself the minute the students step into the field; potentially, this can negatively impact students' motivation. However, as the students accumulate field experience and acquire the knowledge and skills needed to overcome the field's complexity, their motivation improves. Recognizing the unique learning components connected to field research will help novice students better cope with fieldwork challenges, as well as help their advisers in guiding them. This work also has implications for designing inquiry curricula in field sciences for university and high-school students.

Diabetes Self-management Training in a Virtual Environment.

PubMed

Reagan, Louise; Pereira, Katherine; Jefferson, Vanessa; Evans Kreider, Kathryn; Totten, Susan; D'Eramo Melkus, Gail; Johnson, Constance; Vorderstrasse, Allison

2017-08-01

Diabetes self-management training (DSMT) improves diabetes health outcomes. However, low numbers of patients receive DSMT. Using virtual environments (VEs) for DSMT is an innovative approach to removing barriers for patients. The purpose of this paper is to describe the experience of health professionals and diabetes educators establishing and teaching DSMT in a VE, Diabetes LIVE© (Learning in Virtual Environments), and the implications for future use of VEs in DSMT. It was found that providing DSMT in a VE preserves real-time interaction between patients and educators. To facilitate ongoing patient learning and engagement, the DSMT curriculum was expanded beyond the core content as "Above and Beyond" topics. Using a VE for DSMT presents challenges and opportunities. Challenges include overcoming technological barriers and improving comfort levels to orient educators and patients to the functionality of the VE. Opportunities include overcoming barriers to reaching patients, particularly given the diabetes epidemic and relatively small number of diabetes educators. Using a VE also affords a simulated community for experiential learning. VEs may become powerful tools for diabetes and other health educators to reach patients. Ongoing education and support are vital to successful self-management of chronic disease.

Promoting interprofessional understandings through online learning: a qualitative examination.

PubMed

McKenna, Lisa; Boyle, Malcolm; Palermo, Claire; Molloy, Elizabeth; Williams, Brett; Brown, Ted

2014-09-01

Interprofessional education is increasingly a core component of health professional curricula. It has been suggested that interprofessional education can directly enhance patient care outcomes. However, literature has reported many difficulties in its successful implementation. This study investigated students' perceptions of participating in an online, Web-based module to facilitate interprofessional education. Three focus groups, each with 13-15 students, from emergency health (paramedic), nursing, occupational therapy, physiotherapy, and nutrition and dietetics were conducted with students who participated in an online interprofessional education module at one Australian university. Thematic analysis was employed to analyze interview transcripts. Four themes emerged: professional understanding, patient-centeredness, comparison with other interprofessional education activities, and overcoming geographical boundaries. Students were overwhelmingly positive about their learning experiences and the value of the module in assisting their understandings of the roles of other health professionals. Online approaches to interprofessional education have the potential to enhance learning and overcome geographical and logistical issues inherent in delivering face-to-face interprofessional education. Furthermore, our design approach allowed students to watch how other health professionals worked in a way that they were unable to achieve in clinical practice. © 2014 Wiley Publishing Asia Pty Ltd.

The ERAU Undergraduate Meteorology Program, Students' Learning, and Measures of Success

NASA Astrophysics Data System (ADS)

Ivanova, D.

2008-12-01

The goal of this paper is to introduce the relationship, teaching techniques, research experience, and critical thinking interactions between Embry-Riddle Aeronautical University(ERAU) McNair mentors and their meteorology students to ensure the students' continued academic success and path to graduate school. The primary goal of the McNair Scholars Program is to provide experiences that prepare selected undergraduate students for doctoral study. The overriding goal of the McNair programs is to increase the number of underrepresented students who will obtain doctoral degrees and go on to teach and do research in institutions of higher learning. The underrepresented students are often those with limited resources, however encouraging critical thinking and undergraduate research experience is an effective tool for engaging them in applied meteorology. How do we help underrepresented meteorology students become aware of their strong and weak sides, help their learning, improve their learning strategies, and guide them toward a successful graduate school path? What skills are particularly important in developing a solid undergraduate expertise in meteorology? How can these skills be taught effectively? What are the obstacles the McNair scholars have to overcome? Some students are under prepared in math or have math phobias, others are learning English as they are learning the complex vocabulary of meteorology, or arrive in the classroom with communication skills that are not fully developed. We discuss our experiences as part of the ERAU McNair Scholars Program and Department of meteorology faculty body.

Overcoming Exclusion through Adult Learning.

ERIC Educational Resources Information Center

Nash, Ian; Walshe, John

Strategies for overcoming exclusion through adult learning were identified through case studies of 19 initiatives in the following countries: Belgium; Mexico; the Netherlands; Norway; Portugal; and the United Kingdom. The study programs involved a diverse array of formal, nonformal, and informal public sector, community, and enterprise-based…

Facilitating interpersonal interaction and learning online: linking theory and practice.

PubMed

Sargeant, Joan; Curran, Vernon; Allen, Michael; Jarvis-Selinger, Sandra; Ho, Kendall

2006-01-01

An earlier study of physicians' perceptions of interactive online learning showed that these were shaped both by program design and quality and the quality and quantity of interpersonal interaction. We explore instructor roles in enhancing online learning through interpersonal interaction and the learning theories that inform these. This was a qualitative study using focus groups and interviews. Using purposive sampling, 50 physicians were recruited based on their experience with interactive online CME and face-to-face CME. Qualitative thematic and interpretive analysis was used. Two facilitation roles appeared key: creating a comfortable learning environment and enhancing the educational value of electronic discussions. Comfort developed gradually, and specific interventions like facilitating introductions and sharing experiences in a friendly, informative manner were helpful. As in facilitating effective small-group learning, instructors' thoughtful use of techniques that facilitated constructive interaction based on learner's needs and practice demands contributed to the educational value of interpersonal interactions. Facilitators require enhanced skills to engage learners in meaningful interaction and to overcome the transactional distance of online learning. The use of learning theories, including behavioral, cognitive, social, humanistic, and constructivist, can strengthen the educational design and facilitation of online programs. Preparation for online facilitation should include instruction in the roles and techniques required and the theories that inform them.

The motivation of lifelong mathematics learning

NASA Astrophysics Data System (ADS)

Hashim Ali, Siti Aishah

2013-04-01

As adults, we have always learned throughout our life, but this learning is informal. Now, more career-switchers and career-upgraders who are joining universities for further training are becoming the major group of adult learners. This current situation requires formal education in courses with controlled output. Hence, lifelong learning is seen as a necessity and an opportunity for these adult learners. One characteristic of adult education is that the learners tend to bring with them life experience from their past, especially when learning mathematics. Most of them associate mathematics with the school subjects and unable to recognize the mathematics in their daily practice as mathematics. They normally place a high value on learning mathematics because of its prominent role in their prospective careers, but their learning often requires overcoming personal experience and motivating themselves to learn mathematics again. This paper reports on the study conducted on a group of adult learners currently pursuing their study. The aim of this study is to explore (i) the motivation of the adult learners continuing their study; and (ii) the perception and motivation of these learners in learning mathematics. This paper will take this into account when we discuss learners' perception and motivation to learning mathematics, as interrelated phenomena. Finding from this study will provide helpful insights in understanding the learning process and adaption of adult learners to formal education.

Overcoming Alienation as the Practice of Adult Education: The Contribution of Erich Fromm to a Critical Theory of Adult Learning and Education.

ERIC Educational Resources Information Center

Brookfield, Stephen

2002-01-01

Erich Fromm proposed that learning to penetrate ideological obfuscation and overcome the alienation it generates is the learning task of adulthood. He believed adult education would make people aware of ideological manipulation and prepare them for participatory democracy. His was a Marxist humanism aimed at the creation of democratic socialism.…

Resisting the Discourse on Resistance: Theorizing Experiences from an Action Research Project on Feminist Pedagogy in Different Learning Cultures in Sweden

ERIC Educational Resources Information Center

Bondestam, Fredrik

2011-01-01

Feminist pedagogy implies performing some kind of feminist teaching practices, while at the same time contesting the very possibility of performing such practices. One needs to start out from the assumption that only what cannot be foreseen will enable one not just to overcome resistance to feminist knowledge and teaching but also to make such…

The Role That Teachers Play in Overcoming the Effects of Stress and Trauma on Children's Social Psychological Development: Evidence from Northern Uganda

ERIC Educational Resources Information Center

Willis, Alison S.; Nagel, Michael C.

2015-01-01

Based on social psychological and neurobiological models of human development, this paper proposes that the role of the teacher is central in the rehabilitation of children who have suffered the effects of stress and trauma. The purpose of this paper is to describe the experiences of educators regarding children's learning. This study used a…

Appraising the role of the virtual patient for therapeutics health education.

PubMed

Baumann-Birkbeck, Lyndsee; Florentina, Fiona; Karatas, Onur; Sun, Jianbe; Tang, Tingna; Thaung, Victor; McFarland, Amelia; Bernaitis, Nijole; Khan, Sohil A; Grant, Gary; Anoopkumar-Dukie, Shailendra

2017-09-01

Face-to-face instruction, paper-based case-studies and clinical placements remain the most commonly used teaching methods for therapeutics curricula. Presenting clinical content in a didactic manner presents challenges in engaging learners and developing their clinical reasoning skills which may be overcome by inclusion of the virtual patient (VP). Currently there is limited literature examining the use of the VP in therapeutics teaching and learning. This review aimed to determine the role of VPs in therapeutics education, specifically the impact on student experiences, performance, and clinical skills. A search of primary literature was conducted with search terms including virtual patient, education, health, AND learning. Boolean operators were applied to include studies from health relevant fields with article titles and abstracts vetted. Nine of the 21 included studies were control-matched, and all but one compared VPs to traditional teaching. VPs enhanced the learning experience in all 17 studies that measured this outcome. Fourteen studies measured performance and clinical skills and 12 found VPs were beneficial, while two did not. The VP was not superior to traditional teaching in all studies, but the VP appeared beneficial to the student learning experience. Discrepancy was found between the impact of VPs on short- and long-term knowledge. The VP appears to enhance the student learning experience and has a role in therapeutics education, however a blended-learning (BL) approach may be required to account for individual learning styles. Additional investigation is required to clarify the efficacy of the VP, particularly as a component of BL, on longer-term knowledge retention. Copyright © 2017 Elsevier Inc. All rights reserved.

A decentralized and onsite wastewater management course: bringing together global concerns and practical pedagogy.

PubMed

Gaulke, L S; Borgford-Parnell, J L; Stensel, H D

2008-01-01

This paper reports on the design, implementation, and results of a course focused on decentralized and onsite wastewater treatment in global contexts. Problem-based learning was the primary pedagogical method, with which students tackled real-world problems and designed systems to meet the needs of diverse populations. Both learning and course evaluations demonstrated that the course was successful in fulfilling learning objectives, increasing student design skills, and raising awareness of global applications. Based on this experience a list of recommendations was created for co-developing and team-teaching multidisciplinary design courses. These recommendations include ideas for aligning student and teacher goals, overcoming barriers to effective group-work, and imbedding continuous course assessments. Copyright IWA Publishing 2008.

Restricted Boltzmann machines based oversampling and semi-supervised learning for false positive reduction in breast CAD.

PubMed

Cao, Peng; Liu, Xiaoli; Bao, Hang; Yang, Jinzhu; Zhao, Dazhe

2015-01-01

The false-positive reduction (FPR) is a crucial step in the computer aided detection system for the breast. The issues of imbalanced data distribution and the limitation of labeled samples complicate the classification procedure. To overcome these challenges, we propose oversampling and semi-supervised learning methods based on the restricted Boltzmann machines (RBMs) to solve the classification of imbalanced data with a few labeled samples. To evaluate the proposed method, we conducted a comprehensive performance study and compared its results with the commonly used techniques. Experiments on benchmark dataset of DDSM demonstrate the effectiveness of the RBMs based oversampling and semi-supervised learning method in terms of geometric mean (G-mean) for false positive reduction in Breast CAD.

The learning curve of robot-assisted laparoscopic fundoplication in children: a prospective evaluation and CUSUM analysis.

PubMed

Cundy, Thomas P; Rowland, Simon P; Gattas, Nicholas E; White, Alan D; Najmaldin, Azad S

2015-06-01

Fundoplication is a leading application of robotic surgery in children, yet the learning curve for this procedure (RF) remains ill-defined. This study aims to identify various learning curve transition points, using cumulative summation (CUSUM) analysis. A prospective database was examined to identify RF cases undertaken during 2006-2014. Time-based surgical process outcomes were evaluated, as well as clinical outcomes. A total of 57 RF cases were included. Statistically significant transitions beyond the learning phase were observed at cases 42, 34 and 37 for docking, console and total operating room times, respectively. A steep early learning phase for docking time was overcome after 12 cases. There were three Clavien-Dindo grade ≥ 3 complications, with two patients requiring redo fundoplication. We identified numerous well-defined learning curve trends to affirm that experience confers significant temporal improvements. Our findings highlight the value of the CUSUM method for learning curve evaluation. Copyright © 2014 John Wiley & Sons, Ltd.

The use of multimodal strategies for distance education in the GRECCs.

PubMed

Kresevic, Denise; Burant, Christopher; Denton, Jennifer; Heath, Barbara; Kypriotakis, George

2011-01-01

The Department of Veterans Affairs (VA) has found distance education to be particularly valuable as a means to disseminate information to large numbers of busy learners in geographically diverse settings. Specifically, Geriatric Research, Education and Clinical Centers (GRECCs) of the VA have used various forms of distance learning to provide geriatrics-focused education to diverse health care providers. Such formats allow programs to be available to audiences regardless of distance or time. Although the distance-learning format has clear benefits, there are also some barriers that have hindered its wider adoption, including technical difficulties and ease of use. Organizers of distance education programs are challenged to overcome these barriers to provide a quality learning experience for the audience. The GRECCs will likely continue to be leaders in exploring innovative distance-learning strategies to accomplish their mission of quality geriatric education.

An evaluation of flipped e-learning experiences.

PubMed

Jones-Bonofiglio, Kristen Dawn; Willett, Timothy; Ng, Stella

2017-12-22

The "flipped" classroom is an educational strategy gaining popularity for its growing evidence base that suggests it may successfully improve learning outcomes. Also known as reverse instruction, this approach has been typically implemented and studied in in-person post-secondary settings. The utilization of a flipped approach in the healthcare education literature has been examined in a wide range of contexts, but little has been written regarding continuing professional development (CPD). Therefore, with success in other contexts there is potential for the flipped classroom approach to enhance student satisfaction, learner engagement, and learning outcomes in the context of online education for CPD. In this paper, we describe the structure and format of such a course using a qualitative case study framework. This study contributes to a more comprehensive understanding of effective ways of overcoming distributed learning challenges in online CPD using a flipped approach.

Extinction of Pavlovian conditioning: The influence of trial number and reinforcement history.

PubMed

Chan, C K J; Harris, Justin A

2017-08-01

Pavlovian conditioning is sensitive to the temporal relationship between the conditioned stimulus (CS) and the unconditioned stimulus (US). This has motivated models that describe learning as a process that continuously updates associative strength during the trial or specifically encodes the CS-US interval. These models predict that extinction of responding is also continuous, such that response loss is proportional to the cumulative duration of exposure to the CS without the US. We review evidence showing that this prediction is incorrect, and that extinction is trial-based rather than time-based. We also present two experiments that test the importance of trials versus time on the Partial Reinforcement Extinction Effect (PREE), in which responding extinguishes more slowly for a CS that was inconsistently reinforced with the US than for a consistently reinforced one. We show that increasing the number of extinction trials of the partially reinforced CS, relative to the consistently reinforced CS, overcomes the PREE. However, increasing the duration of extinction trials by the same amount does not overcome the PREE. We conclude that animals learn about the likelihood of the US per trial during conditioning, and learn trial-by-trial about the absence of the US during extinction. Moreover, what they learn about the likelihood of the US during conditioning affects how sensitive they are to the absence of the US during extinction. Copyright © 2017 Elsevier B.V. All rights reserved.

Being "chill" with teachers and "frozen" by peers in science: overcoming social and educational barriers in a learning community

NASA Astrophysics Data System (ADS)

Kim, Hannah; Scantlebury, Kathryn

2013-09-01

This forum discusses the issue of `othering' and how intersectionality is a useful analytical framework for understanding the students' immigrant experiences in, and out of, the science classroom. We use a feminist perspective to discuss Minjung's study because gender is a key aspect of one's identity other aspects such as race, religion, socio-economic status, and age have assumed a significant status in gender studies. Lastly we examine the supports and barriers that cliques can produce and propose the importance of building a learning community in the science classroom to engage all students.

Why leaders don't learn from success.

PubMed

Gino, Francesca; Pisano, Gary P

2011-04-01

What causes so many companies that once dominated their industries to slide into decline? In this article, two Harvard Business School professors argue that such firms lose their touch because success breeds failure by impeding learning at both the individual and organizational levels. When we succeed, we assume that we know what we are doing, but it could be that we just got lucky. We make what psychologists call fundamental attribution errors, giving too much credit to our talents and strategy and too tittle to environmental factors and random events. We develop an overconfidence bias, becoming so self-assured that we think we don't need to change anything. We also experience the failure-to-ask-why syndrome and neglect to investigate the causes of good performance. To overcome these three learning impediments, executives should examine successes with the same scrutiny they apply to failures. Companies should implement systematic after-action reviews to understand all the factors that led to a win, and test their theories by conducting experiments even if "it ain't broke."

An Approach to the Study of Systems of Equations with Geogebra: Learning Opportunities Provided by the Integration of CAS View: Story of a Workshop Experience with Teachers

ERIC Educational Resources Information Center

Alejandra, Almirón; Fernando, Bifano; Leonardo, Lupinacci

2015-01-01

Solving systems of equations at school, at least in Argentina, is usually a task that students are given as a series of techniques that "allow" them to find a solution. How to overcome educational obstacles that are generated from a fragmented approach of knowledge? What can DGS do, in particular the CAS environment? What epistemic and…

Learn to Avoid or Overcome Leadership Obstacles

ERIC Educational Resources Information Center

D'Auria, John

2015-01-01

Leadership is increasingly recognized as an important factor in moving schools forward, yet we have been relatively random in how we prepare and support them. Four obstacles often block or diminish their effectiveness. Avoiding or overcoming each of these requires an underlying set of skills and knowledge that we believe can be learned and…

Interdependence of Roles, Role Rotation, and Sense of Community in an Online Course

ERIC Educational Resources Information Center

Jiang, Wenting

2017-01-01

More and more educational institutions are moving towards online distance learning. Although asynchronous online learning overcomes the constraints of time, place and pace, online distance learners feel isolated due to the lack of real-time communications. One possible solution for overcoming this sense of isolation is regulating student online…

Falling into LINE: School Strategies for Overcoming Challenges Associated with Learning in Natural Environments (LINE)

ERIC Educational Resources Information Center

Edwards-Jones, Andrew; Waite, Sue; Passy, Rowena

2018-01-01

As the benefits of outdoor learning have become of increasing interest to the education sector, so the importance of understanding and overcoming challenges associated with this pedagogy has gained greater significance. The Natural Connections Demonstration Project recruited primary, secondary, and special schools across south-west England with a…

[E-learning in ENT: Usage in University Medical Centers in Germany].

PubMed

Freiherr von Saß, Peter; Klenzner, Thomas; Scheckenbach, Kathrin; Chaker, Adam

2017-03-01

E-learning is an essential part of innovative medical teaching concepts. The challenging anatomy and physiology in ENT is considered particularly suitable for self-assessed and adaptive e-learning. Usage and data on daily experience with e-learning in German ENT-university hospitals are currently unavailable and the degree of implementation of blended learning including feed-back from medical students are currently not known. We investigated the current need and usage of e-learning in academic ENT medical centers in Germany. We surveyed students and chairs for Otorhinolaryngology electronically and paperbased during the summer semester 2015. Our investigation revealed an overall heterogenous picture on quality and quantity of offered e-learning applications. While the overall amount of e-learning in academic ENT in Germany is rather low, at least half of the ENT-hospitals in medical faculties reported that e-learning had improved their own teaching activities. More collaboration among medical faculties and academic ENT-centers may help to explore new potentials, overcome technical difficulties and help to realize more ambitious projects. © Georg Thieme Verlag KG Stuttgart · New York.

Math Is Like a Scary Movie? Helping Young People Overcome Math Anxiety

ERIC Educational Resources Information Center

Kulkin, Margaret

2016-01-01

Afterschool teachers who tutor students or provide homework help have a unique opportunity to help students overcome the social or emotional barriers that so often block learning. They can embrace a creative and investigative approach to math learning. Margaret Kulkin's interest in being a math attitude "myth-buster" led her to apply to…

Patient-Centered Precision Health In A Learning Health Care System: Geisinger's Genomic Medicine Experience.

PubMed

Williams, Marc S; Buchanan, Adam H; Davis, F Daniel; Faucett, W Andrew; Hallquist, Miranda L G; Leader, Joseph B; Martin, Christa L; McCormick, Cara Z; Meyer, Michelle N; Murray, Michael F; Rahm, Alanna K; Schwartz, Marci L B; Sturm, Amy C; Wagner, Jennifer K; Williams, Janet L; Willard, Huntington F; Ledbetter, David H

2018-05-01

Health care delivery is increasingly influenced by the emerging concepts of precision health and the learning health care system. Although not synonymous with precision health, genomics is a key enabler of individualized care. Delivering patient-centered, genomics-informed care based on individual-level data in the current national landscape of health care delivery is a daunting challenge. Problems to overcome include data generation, analysis, storage, and transfer; knowledge management and representation for patients and providers at the point of care; process management; and outcomes definition, collection, and analysis. Development, testing, and implementation of a genomics-informed program requires multidisciplinary collaboration and building the concepts of precision health into a multilevel implementation framework. Using the principles of a learning health care system provides a promising solution. This article describes the implementation of population-based genomic medicine in an integrated learning health care system-a working example of a precision health program.

Internet Based Activities (IBAs): Seniors' Experiences of the Conditions Required for the Performance of and the Influence of these Conditions on their Own Participation in Society

ERIC Educational Resources Information Center

Larsson, Ellinor; Larsson-Lund, Maria; Nilsson, Ingeborg

2013-01-01

The digital gap is a threat to the participation of senior citizens in society, as a large proportion of seniors are not involved in Internet based activities (IBAs). To be able to overcome this disadvantage for seniors, there is a need to both learn more about the conditions that make seniors start performing IBAs and to be able to provide them…

Rewarding proactive practice.

PubMed

2004-06-01

This month marks the 60th anniversary of the D-Day landings and, through media coverage, we will be able to learn more about the experiences of those who participated in this remarkable event in history. Many young men were killed. Others, such as Fred Bentley and Bob Osborne (shown on page 4 ) returned home having lost their sight or limbs. Now in their late seventies and eighties, these people have lived with the legacies of D-Day, overcome handicap and rebuilt their lives.

Overcoming Learning Aversion in Evaluating and Managing Uncertain Risks.

PubMed

Cox, Louis Anthony Tony

2015-10-01

Decision biases can distort cost-benefit evaluations of uncertain risks, leading to risk management policy decisions with predictably high retrospective regret. We argue that well-documented decision biases encourage learning aversion, or predictably suboptimal learning and premature decision making in the face of high uncertainty about the costs, risks, and benefits of proposed changes. Biases such as narrow framing, overconfidence, confirmation bias, optimism bias, ambiguity aversion, and hyperbolic discounting of the immediate costs and delayed benefits of learning, contribute to deficient individual and group learning, avoidance of information seeking, underestimation of the value of further information, and hence needlessly inaccurate risk-cost-benefit estimates and suboptimal risk management decisions. In practice, such biases can create predictable regret in selection of potential risk-reducing regulations. Low-regret learning strategies based on computational reinforcement learning models can potentially overcome some of these suboptimal decision processes by replacing aversion to uncertain probabilities with actions calculated to balance exploration (deliberate experimentation and uncertainty reduction) and exploitation (taking actions to maximize the sum of expected immediate reward, expected discounted future reward, and value of information). We discuss the proposed framework for understanding and overcoming learning aversion and for implementing low-regret learning strategies using regulation of air pollutants with uncertain health effects as an example. © 2015 Society for Risk Analysis.

A professional learning community model: a case study of primary teachers community in west Bandung

NASA Astrophysics Data System (ADS)

Sari, A.; Suryadi, D.; Syaodih, E.

2018-05-01

The purpose of this study is to provide an alternative model of professional learning community for primary school teachers in improving the knowledge and professional skills. This study is a qualitative research with case study method with data collection is an interview, observation and document and triangulation technique for validation data that focuses on thirteen people 5th grade elementary school teacher. The results showed that by joining a professional learning community, teachers can share both experience and knowledge to other colleagues so that they can be able to continue to improve and enhance the quality of their learning. This happens because of the reflection done together before, during and after the learning activities. It was also revealed that by learning in a professional learning community, teachers can learn in their own way, according to need, and can collaborate with their colleagues in improving the effectiveness of learning. Based on the implementation of professional learning community primary school teachers can be concluded that teachers can develop the curriculum, the students understand the development, overcome learning difficulties faced by students and can make learning design more effective and efficient.

Do we need to overcome barriers to learning in the workplace for foundation trainees rotating in neurosurgery in order to improve training satisfaction?

PubMed

Phan, Pho Nh; Patel, Keyur; Bhavsar, Amar; Acharya, Vikas

2016-01-01

Junior doctors go through a challenging transition upon qualification; this repeats every time they start a rotation in a new department. Foundation level doctors (first 2 years postqualification) in neurosurgery are often new to the specialty and face various challenges that may result in significant workplace dissatisfaction. The neurosurgical environment is a clinically demanding area with a high volume of unwell patients and frequent emergencies - this poses various barriers to learning in the workplace for junior doctors. We identify a number of key barriers and review ideas that can be trialed in the department to overcome them. Through an evaluation of current suggestions in the literature, we propose that learning opportunities need to be made explicit to junior doctors in order to encourage them to participate as a member of the team. We consider ideas for adjustments to the induction program and the postgraduate medical curriculum to shift the focus from medical knowledge to improving confidence and clinical skills in newly qualified doctors. Despite being a powerful window for opportunistic learning, the daily ward round is unfortunately not maximized and needs to be more learner focused while maintaining efficiency and time consumption. Finally, we put forward the idea of an open forum where trainees can talk about their learning experiences, identify subjective barriers, and suggest solutions to senior doctors. This would be achieved through departmental faculty development. These interventions are presented within the context of the neurosurgical ward; however, they are transferable and can be adapted in other specialties and departments.

A bullet fired in dry water: an investigative activity to learn hydrodynamics concepts

NASA Astrophysics Data System (ADS)

Azevedo Leitão, Ulisses; dos Anjos Pinheiro da Silva, Antonio; Trindade do Nascimento, Natália Cristina; Mara Benedita da Cruz Gervásio, Lilian

2017-01-01

In this paper we report an investigative activity on hydrodynamics, in the context of an inquiry-based learning project. The aim is to analyse the experiment of a bullet shot underwater. Using Tracker, a video analysing and modelling software, the displacement of the bullet was measured as function of time, processing a slow motion video from YouTube. It was found that the displacement of the bullet is well described in the first 20 ms by the inviscid flow regime, where the Newtonian drag force overcomes the viscous drag. This behaviour is discussed in the context of what Richard Feynman’s famous Lectures on Physics describes as ‘The Flow of Dry Water’.

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

PubMed Central

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

2014-01-01

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

Activating people to address their health care needs: learning from people with lived experience of chronic illnesses.

PubMed

Stanhope, Victoria; Henwood, Benjamin F

2014-08-01

One of the primary goals of health care reform is improving the quality and reducing the costs of care for people with co-morbid mental health and physical health conditions. One strategy is to integrate primary and behavioral health care through care coordination and patient activation. This qualitative study using community based participatory research methods informs the development of integrated care by presenting the perspectives of those with lived experience of chronic illnesses and homelessness. Themes presented include the internal and external barriers to addressing health needs and the key role of peer support in overcoming these barriers.

Bumble-bee learning selects for both early and long flowering in food-deceptive plants

PubMed Central

Internicola, Antonina I.; Harder, Lawrence D.

2012-01-01

Most rewardless orchids engage in generalized food-deception, exhibiting floral traits typical of rewarding species and exploiting the instinctive foraging of pollinators. Generalized food-deceptive (GFD) orchids compete poorly with rewarding species for pollinator services, which may be overcome by flowering early in the growing season when relatively more pollinators are naive and fewer competing plant species are flowering, and/or flowering for extended periods to enhance the chance of pollinator visits. We tested these hypotheses by manipulating flowering time and duration in a natural population of Calypso bulbosa and quantifying pollinator visitation based on pollen removal. Both early and long flowering increased bumble-bee visitation compared with late and brief flowering, respectively. To identify the cause of reduced visitation during late flowering, we tested whether negative experience with C. bulbosa (avoidance learning) and positive experience with a rewarding species, Arctostaphylos uva-ursi, (associative learning) by captive bumble-bees could reduce C. bulbosa's competitiveness. Avoidance learning explained the higher visitation of early- compared with late-flowering C. bulbosa. The resulting pollinator-mediated selection for early flowering may commonly affect GFD orchids, explaining their tendency to flower earlier than rewarding orchids. For dissimilar deceptive and rewarding sympatric species, associative learning may additionally favour early flowering by GFD species. PMID:22090384

Bumble-bee learning selects for both early and long flowering in food-deceptive plants.

PubMed

Internicola, Antonina I; Harder, Lawrence D

2012-04-22

Most rewardless orchids engage in generalized food-deception, exhibiting floral traits typical of rewarding species and exploiting the instinctive foraging of pollinators. Generalized food-deceptive (GFD) orchids compete poorly with rewarding species for pollinator services, which may be overcome by flowering early in the growing season when relatively more pollinators are naive and fewer competing plant species are flowering, and/or flowering for extended periods to enhance the chance of pollinator visits. We tested these hypotheses by manipulating flowering time and duration in a natural population of Calypso bulbosa and quantifying pollinator visitation based on pollen removal. Both early and long flowering increased bumble-bee visitation compared with late and brief flowering, respectively. To identify the cause of reduced visitation during late flowering, we tested whether negative experience with C. bulbosa (avoidance learning) and positive experience with a rewarding species, Arctostaphylos uva-ursi, (associative learning) by captive bumble-bees could reduce C. bulbosa's competitiveness. Avoidance learning explained the higher visitation of early- compared with late-flowering C. bulbosa. The resulting pollinator-mediated selection for early flowering may commonly affect GFD orchids, explaining their tendency to flower earlier than rewarding orchids. For dissimilar deceptive and rewarding sympatric species, associative learning may additionally favour early flowering by GFD species.

Evolution 2.0. The Unexpected Learning Experience of Making a Digital Archive

NASA Astrophysics Data System (ADS)

Andersen, Casper; Bek-Thomsen, Jakob; Clasen, Mathias; Grumsen, Stine Slot; Hjermitslev, Hans Henrik; Kjærgaard, Peter C.

2013-03-01

Studies in the history of science and education have documented that the reception and understanding of evolutionary theory is highly contingent on local factors such as school systems, cultural traditions, religious beliefs, and language. This has important implications for teaching evolution in primary and secondary schools. No universal strategy can be applied in overcoming the barriers of learning that exist and that are part of the practical and daily life in classrooms all over the world. In light of this, a huge challenge is to make high standard teaching materials fit to specific target audiences readily available. As more and more schools require teachers to use low cost or free web-based materials, in the research community we need to take seriously how to facilitate that demand in communication strategies on evolution. This article addresses this challenge by presenting the learning experience of making a digital archive of Danish Darwin editions that marked the beginnings of a series of public engagement and teaching initiatives including, among other things, comprehensive new websites, exhibits, lecture series, television documentaries, and a computer game.

Globalization of problem-based learning (PBL): cross-cultural implications.

PubMed

Gwee, Matthew Choon-Eng

2008-03-01

Problem-based learning (PBL) is essentially a learning system design that incorporates several educational strategies to optimize student-centered learning outcomes beyond just knowledge acquisition. PBL was implemented almost four decades ago as an innovative and alternative pathway to learning in medical education in McMaster University Medical School. Since then, PBL has spread widely across the world and has now been adopted globally, including in much of Asia. The globalization of PBL has important cross-cultural implications. Delivery of instruction in PBL involves active peer teaching-learning in an open communication style. Consequently, this may pose an apparent serious conflict with the Asian communication style generally dominated by a cultural reticence. However, evidence available, especially from the PBL experience of some senior Korean medical students doing an elective in the University of Toronto Medical School and the cross-cultural PBL experience initiated by Kaohsiung Medical University, strongly suggests creating a conducive and supportive learning environment for students learning in a PBL setting can overcome the perceived cultural barriers; that is, nurture matters more than culture in the learning environment. Karaoke is very much an Asian initiative. The Karaoke culture and philosophy provide a useful lesson on how to create a conducive and supportive environment to encourage, enhance and motivate group activity. Some key attributes associated with Asian culture are in fact consistent with, and aligned to, some of the basic tenets of PBL, including the congruence between the Asian emphasis on group before individual interest, and the collaborative small group learning design used in PBL. Although there are great expectations of the educational outcomes students can acquire from PBL, the available evidence supports the contention the actual educational outcomes acquired from PBL do not really match the expected educational outcomes commonly intended and specified for a PBL program. Proficiency in the English language can pose serious problems for some Asian medical schools, which choose to use English as the language for discussion in PBL tutorials. A novel approach that can be applied to overcome this problem is to allow students to engage in discussions using both their native language as well as English, a highly successful practice implemented by the University of Airlangga, Surabaya, Indonesia. As PBL is a highly resource-intensive pedagogy, Asian medical educators need to have a clear understanding of the PBL process, philosophy and practice in order to be able to optimize the educational outcomes that can be derived from a PBL curriculum.

SOFIA Program SE and I Lessons Learned

NASA Technical Reports Server (NTRS)

Ray, Ronald J.; Fobel, Laura J.; Brignola, Michael P.

2011-01-01

Once a "Troubled Project" threatened with cancellation, the Stratospheric Observatory for Infrared Astronomy (SOFIA) Program has overcome many difficult challenges and recently achieved its first light images. To achieve success, SOFIA had to overcome significant deficiencies in fundamental Systems Engineering identified during a major Program restructuring. This presentation will summarize the lessons learn in Systems Engineering on the SOFIA Program. After the Program was reformulated, an initial assessment of Systems Engineering established the scope of the problem and helped to set a list of priorities that needed to be work. A revised Systems Engineering Management Plan (SEMP) was written to address the new Program structure and requirements established in the approved NPR7123.1A. An important result of the "Technical Planning" effort was the decision by the Program and Technical Leadership team to re-phasing the lifecycle into increments. The reformed SOFIA Program Office had to quickly develop and establish several new System Engineering core processes including; Requirements Management, Risk Management, Configuration Management and Data Management. Implementing these processes had to consider the physical and cultural diversity of the SOFIA Program team which includes two Projects spanning two NASA Centers, a major German partnership, and sub-contractors located across the United States and Europe. The SOFIA Program experience represents a creative approach to doing "System Engineering in the middle" while a Program is well established. Many challenges were identified and overcome. The SOFIA example demonstrates it is never too late to benefit from fixing deficiencies in the System Engineering processes.

Development and Evaluation of a Context-Aware Ubiquitous Learning Environment for Astronomy Education

ERIC Educational Resources Information Center

Chen, Chia-Chen; Lin, Pei-Hsuan

2016-01-01

In recent years information technology has been integrated into education to produce a series of trends, beginning with "electronic learning" (e-learning), through "mobile learning" (m-learning) and finally to "ubiquitous learning" (u-learning), which aims to improve learner motivation through overcoming the…

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

NASA Astrophysics Data System (ADS)

Pozzi, Rossella; Noè, Carlo; Rossi, Tommaso

2015-01-01

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

Fostering Reciprocity in Global Health Partnerships Through a Structured, Hands-On Experience for Visiting Postgraduate Medical Trainees

PubMed Central

Umoren, Rachel A.; Einterz, Robert M.; Litzelman, Debra K.; Pettigrew, Ronald K.; Ayaya, Samuel O.; Liechty, Edward A.

2014-01-01

Background Global health programs that allow international experiences for US learners should also enable reciprocal learning experiences for international learners, particularly if that is a need identified by the partner institution. Methods A partnership between Indiana University and Moi University, Kenya, has successfully hosted 41 visiting Kenyan internal medicine and pediatrics registrars at Indiana University since 2006. The program's logistics, curriculum, and evaluation are described. Results The registrars rotated through nephrology, cardiology, hematology and oncology, infectious diseases, and intensive care, as well as related ambulatory experiences, functioning on a level comparable to fourth-year medical students. They showed significant improvement in pretest and posttest scores on a standardized National Board of Medical Examiners examination (P  =  .048). International learners experienced culture shock, yet they felt the Indiana University elective was helpful and would recommend it to future participants. Conclusions Global health programs can reciprocate the benefits derived for US students and residents by offering learning experiences to international learners if that is an expressed need from the international partner. Barriers to those experiences can be overcome, and the hands-on, elective experience has the potential to positively affect the knowledge and attitudes of participants as well as the home nation. PMID:24949140

Genetic Modification of the Lung Directed Toward Treatment of Human Disease.

PubMed

Sondhi, Dolan; Stiles, Katie M; De, Bishnu P; Crystal, Ronald G

2017-01-01

Genetic modification therapy is a promising therapeutic strategy for many diseases of the lung intractable to other treatments. Lung gene therapy has been the subject of numerous preclinical animal experiments and human clinical trials, for targets including genetic diseases such as cystic fibrosis and α1-antitrypsin deficiency, complex disorders such as asthma, allergy, and lung cancer, infections such as respiratory syncytial virus (RSV) and Pseudomonas, as well as pulmonary arterial hypertension, transplant rejection, and lung injury. A variety of viral and non-viral vectors have been employed to overcome the many physical barriers to gene transfer imposed by lung anatomy and natural defenses. Beyond the treatment of lung diseases, the lung has the potential to be used as a metabolic factory for generating proteins for delivery to the circulation for treatment of systemic diseases. Although much has been learned through a myriad of experiments about the development of genetic modification of the lung, more work is still needed to improve the delivery vehicles and to overcome challenges such as entry barriers, persistent expression, specific cell targeting, and circumventing host anti-vector responses.

Adaptive distance metric learning for diffusion tensor image segmentation.

PubMed

Kong, Youyong; Wang, Defeng; Shi, Lin; Hui, Steve C N; Chu, Winnie C W

2014-01-01

High quality segmentation of diffusion tensor images (DTI) is of key interest in biomedical research and clinical application. In previous studies, most efforts have been made to construct predefined metrics for different DTI segmentation tasks. These methods require adequate prior knowledge and tuning parameters. To overcome these disadvantages, we proposed to automatically learn an adaptive distance metric by a graph based semi-supervised learning model for DTI segmentation. An original discriminative distance vector was first formulated by combining both geometry and orientation distances derived from diffusion tensors. The kernel metric over the original distance and labels of all voxels were then simultaneously optimized in a graph based semi-supervised learning approach. Finally, the optimization task was efficiently solved with an iterative gradient descent method to achieve the optimal solution. With our approach, an adaptive distance metric could be available for each specific segmentation task. Experiments on synthetic and real brain DTI datasets were performed to demonstrate the effectiveness and robustness of the proposed distance metric learning approach. The performance of our approach was compared with three classical metrics in the graph based semi-supervised learning framework.

Adaptive Distance Metric Learning for Diffusion Tensor Image Segmentation

PubMed Central

Kong, Youyong; Wang, Defeng; Shi, Lin; Hui, Steve C. N.; Chu, Winnie C. W.

2014-01-01

High quality segmentation of diffusion tensor images (DTI) is of key interest in biomedical research and clinical application. In previous studies, most efforts have been made to construct predefined metrics for different DTI segmentation tasks. These methods require adequate prior knowledge and tuning parameters. To overcome these disadvantages, we proposed to automatically learn an adaptive distance metric by a graph based semi-supervised learning model for DTI segmentation. An original discriminative distance vector was first formulated by combining both geometry and orientation distances derived from diffusion tensors. The kernel metric over the original distance and labels of all voxels were then simultaneously optimized in a graph based semi-supervised learning approach. Finally, the optimization task was efficiently solved with an iterative gradient descent method to achieve the optimal solution. With our approach, an adaptive distance metric could be available for each specific segmentation task. Experiments on synthetic and real brain DTI datasets were performed to demonstrate the effectiveness and robustness of the proposed distance metric learning approach. The performance of our approach was compared with three classical metrics in the graph based semi-supervised learning framework. PMID:24651858

Stable architectures for deep neural networks

NASA Astrophysics Data System (ADS)

Haber, Eldad; Ruthotto, Lars

2018-01-01

Deep neural networks have become invaluable tools for supervised machine learning, e.g. classification of text or images. While often offering superior results over traditional techniques and successfully expressing complicated patterns in data, deep architectures are known to be challenging to design and train such that they generalize well to new data. Critical issues with deep architectures are numerical instabilities in derivative-based learning algorithms commonly called exploding or vanishing gradients. In this paper, we propose new forward propagation techniques inspired by systems of ordinary differential equations (ODE) that overcome this challenge and lead to well-posed learning problems for arbitrarily deep networks. The backbone of our approach is our interpretation of deep learning as a parameter estimation problem of nonlinear dynamical systems. Given this formulation, we analyze stability and well-posedness of deep learning and use this new understanding to develop new network architectures. We relate the exploding and vanishing gradient phenomenon to the stability of the discrete ODE and present several strategies for stabilizing deep learning for very deep networks. While our new architectures restrict the solution space, several numerical experiments show their competitiveness with state-of-the-art networks.

Making Games Not Work: Paradoxes Embedded in Game-Based Training and Concepts for Overcoming Them

NASA Technical Reports Server (NTRS)

Jones, Phillip N.; Cuper, Taryn

2010-01-01

An interest in game-based training solutions is natural. All one has to do is watch someone fully engaged in a modern game to see the potential of harnessing that attention for training. However, the reality of game-based training has not fully satisfied these expectations. This paper explains two paradoxes that must be overcome for games to support training. These paradoxes are a result of the realities of the basic human condition clashing with the requirements of learning theory. 80th paradoxes arise from the concept of "engagement" that is central to games. The first comes from a more robust definition of engagement, which is the condition of Flow or Optimal Experience. Flow is the state game developers want to see in users. One aspect of Flow is loss of sense of self as the individual becomes immersed in the experience. The paradox arises because this loss of self directly contradicts the learning requirement of self-reflection. The second paradox comes from theories of play, which state in part that play requires a level of individual freedom. The contradiction arises when game-based play must be harnessed to an organizational training program or regimen. The paper will discuss these paradoxes in the context of an effort to design a game-based training modality to train combat medics and will close with a review of compensating strategies identified by the designers. The paper will provide information important to anyone interested in conceptualizing and designing game-based training.

Accelerated Learning: Madness with a Method.

ERIC Educational Resources Information Center

Zemke, Ron

1995-01-01

Accelerated learning methods have evolved into a variety of holistic techniques that involve participants in the learning process and overcome negative attitudes about learning. These components are part of the mix: the brain, learning environment, music, imaginative activities, suggestion, positive mental state, the arts, multiple intelligences,…

Case study of science teaching in an elementary school: Characteristics of an exemplary science teacher

NASA Astrophysics Data System (ADS)

Kao, Huey-Lien

Improving the quality of science teaching is one of the greatest concerns in recent science education reform efforts. Many science educators suggest that case studies of exemplary science teachers may provide guidance for these reform efforts. For this reason, the characteristics of exemplary science teaching practices have been identified in recent years. However, the literature lacks research exploring exemplary teacher beliefs about the nature of science and science pedagogy, the relationships between their beliefs and practices, or how outstanding teachers overcome difficulties in order to facilitate their students' science learning. In this study, Sam-Yu, an identified exemplary science teacher who teaches in an elementary school in Pintung, Taiwan, was the subject. An interpretative research design (Erickson, 1986) based on principles of naturalistic inquiry (Lincoln & Guba, 1985) was used. Both qualitative and quantitative methods were employed in this case study. The qualitative method involved conducting interviews with the teacher and students, observing classroom activities and analyzing the structure of the learning materials. The quantitative methods involved using the Learning Climate Inventory (LCI) (Lin, 1997) instrument to assess the learning environment of the exemplary science classroom. This study found that Sam-Yu had a blend of views on the nature of science and a varied knowledge about science pedagogy. Personal preferences, past experiences, and the national science curriculum all played important roles in the development and refinement of Sam-Yu's beliefs about science and pedagogy. Regarding his teaching practices, Sam-Yu provided the best learning experiences, as evidenced in both classroom observations and the survey results, for his students by using a variety of strategies. In addition, his classroom behaviors were highly associated with his beliefs about science and pedagogy. However, due to school-based and socio-cultural constraints, Sam-Yu could not always translate his beliefs about science and pedagogy into practice. Nevertheless, Sam-Yu's personal traits, support from colleagues and his school, and research played an influential role in helping him overcome constraints and evolve into an exemplary science teacher.

Interesting Guided-Inquiry Labs for a Large-Enrollment, Active Learning Physics II Course

NASA Astrophysics Data System (ADS)

Wagoner, Kasey; Hynes, K. Mairin; Flanagan, Daniel

2018-04-01

Introductory physics labs often focus on a series of common experiments intending to teach the student the measurement side of physics. While these experiments have the potential to be quite instructive, we observed that our students often consider them to be boring and monotonous, which often leads to them being uninstructive. To combat this, we have designed a series of labs with two major goals: the experiments should be relevant to the students' world, and the labs should gently guide the students to develop the experimental process on their own. Meeting these goals is difficult, particularly in a course with large enrollment where labs are instructed by graduate students. We have had success meeting these goals in our classroom, where over the last decade our introductory physics course has transformed from a traditional, lecture-learning class to a flipped class based on the textbook Six Ideas that Shaped Physics. Here we describe the structure of the new labs we have designed to capitalize on our classroom success while overcoming the aforementioned difficulties. These new labs are more engaging and instructive for our introductory physics students.

Overcoming bias toward same-sex couples: a case study from inside an MFT ethics classroom.

PubMed

Charlés, Laurie L; Thomas, Dina; Thornton, Matthew L

2005-07-01

This article illustrates a teaching case in which a marriage and family therapy (MFT) trainee learned to develop cultural sensitivity toward same-sex couples despite religious beliefs that put her at risk of discriminating against that population. The case took place during a marriage and family therapy ethics course in the spring of 2003. From two first-person perspectives, the authors illustrate the processes that facilitated the student's change, addressing the class activities, discussions, and pivotal moments of teaching and learning that promoted the student's cultural competency and helped her to resolve this personal and ethical dilemma. A set of classroom techniques (creating a safe environment, using a stance of curiosity, finding alternative learning formats, extrapolating ideas from multiple sources, and capitalizing on students' experiences outside of class) used in the case are detailed throughout the article.

Using i2b2 to Bootstrap Rural Health Analytics and Learning Networks

PubMed Central

Harris, Daniel R.; Baus, Adam D.; Harper, Tamela J.; Jarrett, Traci D.; Pollard, Cecil R.; Talbert, Jeffery C.

2017-01-01

We demonstrate that the open-source i2b2 (Informatics for Integrating Biology and the Bedside) data model can be used to bootstrap rural health analytics and learning networks. These networks promote communication and research initiatives by providing the infrastructure necessary for sharing data and insights across a group of healthcare and research partners. Data integration remains a crucial challenge in connecting rural healthcare sites with a common data sharing and learning network due to the lack of interoperability and standards within electronic health records. The i2b2 data model acts as a point of convergence for disparate data from multiple healthcare sites. A consistent and natural data model for healthcare data is essential for overcoming integration issues, but challenges such as those caused by weak data standardization must still be addressed. We describe our experience in the context of building the West Virginia/Kentucky Health Analytics and Learning Network, a collaborative, multi-state effort connecting rural healthcare sites. PMID:28261006

Using i2b2 to Bootstrap Rural Health Analytics and Learning Networks.

PubMed

Harris, Daniel R; Baus, Adam D; Harper, Tamela J; Jarrett, Traci D; Pollard, Cecil R; Talbert, Jeffery C

2016-08-01

We demonstrate that the open-source i2b2 (Informatics for Integrating Biology and the Bedside) data model can be used to bootstrap rural health analytics and learning networks. These networks promote communication and research initiatives by providing the infrastructure necessary for sharing data and insights across a group of healthcare and research partners. Data integration remains a crucial challenge in connecting rural healthcare sites with a common data sharing and learning network due to the lack of interoperability and standards within electronic health records. The i2b2 data model acts as a point of convergence for disparate data from multiple healthcare sites. A consistent and natural data model for healthcare data is essential for overcoming integration issues, but challenges such as those caused by weak data standardization must still be addressed. We describe our experience in the context of building the West Virginia/Kentucky Health Analytics and Learning Network, a collaborative, multi-state effort connecting rural healthcare sites.

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.

How to Overcome Barriers and Establish a Successful Home HD Program

PubMed Central

Chan, Christopher; Blagg, Christopher; Lockridge, Robert; Golper, Thomas; Finkelstein, Fred; Shaffer, Rachel; Mehrotra, Rajnish

2012-01-01

Summary Home hemodialysis (HD) is an underused dialysis modality in the United States, even though it provides an efficient and probably cost-effective way to provide more frequent or longer dialysis. With the advent of newer home HD systems that are easier for patients to learn, use, and maintain, patient and provider interest in home HD is increasing. Although barriers for providers are similar to those for peritoneal dialysis, home HD requires more extensive patient training, nursing education, and infrastructure support in order to maintain a successful program. In addition, because many physicians and patients do not have experience with home HD, reluctance to start home HD programs is widespread. This in-depth review describes barriers to home HD, focusing on patients, individual physicians and practices, and dialysis facilities, and offers suggestions for how to overcome these barriers and establish a successful home HD program. PMID:23037981

Overcoming Learning Time and Space Constraints through Technological Tool

ERIC Educational Resources Information Center

Zarei, Nafiseh; Hussin, Supyan; Rashid, Taufik

2015-01-01

Today the use of technological tools has become an evolution in language learning and language acquisition. Many instructors and lecturers believe that integrating Web-based learning tools into language courses allows pupils to become active learners during learning process. This study investigates how the Learning Management Blog (LMB) overcomes…

Two-layer contractive encodings for learning stable nonlinear features.

PubMed

Schulz, Hannes; Cho, Kyunghyun; Raiko, Tapani; Behnke, Sven

2015-04-01

Unsupervised learning of feature hierarchies is often a good strategy to initialize deep architectures for supervised learning. Most existing deep learning methods build these feature hierarchies layer by layer in a greedy fashion using either auto-encoders or restricted Boltzmann machines. Both yield encoders which compute linear projections of input followed by a smooth thresholding function. In this work, we demonstrate that these encoders fail to find stable features when the required computation is in the exclusive-or class. To overcome this limitation, we propose a two-layer encoder which is less restricted in the type of features it can learn. The proposed encoder is regularized by an extension of previous work on contractive regularization. This proposed two-layer contractive encoder potentially poses a more difficult optimization problem, and we further propose to linearly transform hidden neurons of the encoder to make learning easier. We demonstrate the advantages of the two-layer encoders qualitatively on artificially constructed datasets as well as commonly used benchmark datasets. We also conduct experiments on a semi-supervised learning task and show the benefits of the proposed two-layer encoders trained with the linear transformation of perceptrons. Copyright © 2014 Elsevier Ltd. All rights reserved.

'Mom, I have something to tell you'--disclosing HIV infection.

PubMed

Katz, A

1997-01-01

This paper explores the experience of disclosing HIV infection to family members. Information was obtained from secondary analysis of interviews conducted with 10 HIV-positive men and women. Learning that one is HIV-positive is a traumatic event, and disclosing this to family members can be difficult. Findings from this study suggest that family members generally overcome their own feelings and provide the infected individual with love and support. However, the resultant stress on the family may precipitate a crisis as secrets are brought into the open. Implications for nursing practice are addressed.

A longitudinal interprofessional simulation curriculum for critical care teams: Exploring successes and challenges.

PubMed

Leclair, Laurie W; Dawson, Mary; Howe, Alison; Hale, Sue; Zelman, Eric; Clouser, Ryan; Garrison, Garth; Allen, Gilman

2018-05-01

Interprofessional care teams are the backbone of intensive care units (ICUs) where severity of illness is high and care requires varied skills and experience. Despite this care model, longitudinal educational programmes for such workplace teams rarely include all professions. In this article, we report findings on the initial assessment and evaluation of an ongoing, longitudinal simulation-based curriculum for interprofessional workplace critical care teams. The study had two independent components, quantitative learner assessment and qualitative curricular evaluation. To assess curriculum effectiveness at meeting learning objectives, participant-reported key learning points identified using a self-assessment tool administered immediately following curricular participation were mapped to session learning objectives. To evaluate the curriculum, we conducted a qualitative study using a phenomenology approach involving purposeful sampling of nine curricular participants undergoing recorded semi-structured interviews. Verbatim transcripts were reviewed by two independent readers to derive themes further subdivided into successes and barriers. Learner self-assessment demonstrated that the majority of learners, across all professions, achieved at least one intended learning objective with senior learners more likely to report team-based objectives and junior learners more likely to report knowledge/practice objectives. Successes identified by curricular evaluation included authentic critical care curricular content, safe learning environment, and team comradery from shared experience. Barriers included unfamiliarity with the simulation environment and clinical coverage for curricular participation. This study suggests that a sustainable interprofessional curriculum for workplace ICU critical care teams can achieve the desired educational impact and effectively deliver authentic simulated work experiences if barriers to educational engagement and participation can be overcome.

Frame prediction using recurrent convolutional encoder with residual learning

NASA Astrophysics Data System (ADS)

Yue, Boxuan; Liang, Jun

2018-05-01

The prediction for the frame of a video is difficult but in urgent need in auto-driving. Conventional methods can only predict some abstract trends of the region of interest. The boom of deep learning makes the prediction for frames possible. In this paper, we propose a novel recurrent convolutional encoder and DE convolutional decoder structure to predict frames. We introduce the residual learning in the convolution encoder structure to solve the gradient issues. The residual learning can transform the gradient back propagation to an identity mapping. It can reserve the whole gradient information and overcome the gradient issues in Recurrent Neural Networks (RNN) and Convolutional Neural Networks (CNN). Besides, compared with the branches in CNNs and the gated structures in RNNs, the residual learning can save the training time significantly. In the experiments, we use UCF101 dataset to train our networks, the predictions are compared with some state-of-the-art methods. The results show that our networks can predict frames fast and efficiently. Furthermore, our networks are used for the driving video to verify the practicability.

Missing Modality Transfer Learning via Latent Low-Rank Constraint.

PubMed

Ding, Zhengming; Shao, Ming; Fu, Yun

2015-11-01

Transfer learning is usually exploited to leverage previously well-learned source domain for evaluating the unknown target domain; however, it may fail if no target data are available in the training stage. This problem arises when the data are multi-modal. For example, the target domain is in one modality, while the source domain is in another. To overcome this, we first borrow an auxiliary database with complete modalities, then consider knowledge transfer across databases and across modalities within databases simultaneously in a unified framework. The contributions are threefold: 1) a latent factor is introduced to uncover the underlying structure of the missing modality from the known data; 2) transfer learning in two directions allows the data alignment between both modalities and databases, giving rise to a very promising recovery; and 3) an efficient solution with theoretical guarantees to the proposed latent low-rank transfer learning algorithm. Comprehensive experiments on multi-modal knowledge transfer with missing target modality verify that our method can successfully inherit knowledge from both auxiliary database and source modality, and therefore significantly improve the recognition performance even when test modality is inaccessible in the training stage.

Integrating Lifelong Learning Perspectives.

ERIC Educational Resources Information Center

Medel-Anonuevo, Carolyn, Ed.

This publication is comprised of 43 papers on the topic of promoting lifelong learning. The papers in Part 1, Overcoming False Dichotomies, are "Lifelong Learning in the North, Education for All in the South" (Torres); "Practice of Lifelong Learning in Indigenous Africa" (Omolewa); "Gender and Information Societies"…

Pedagogical Content Knowledge: Teacher’s Knowledge of Students in Learning Mathematics on Limit of Function Subject

NASA Astrophysics Data System (ADS)

Ma'rufi; Ketut Budayasa, I.; Juniati, Dwi

2018-01-01

This research aims at describing the profile of high school teacher’s Pedagogical Content Knowledge in learning mathematics from the perspective of teaching experience. Pedagogical Content Knowledge (PCK) covers teacher’s knowledge of subject matter, knowledge of pedagogy, and knowledge of students. The subject of this research was two high school mathematics teachers who have different teaching experience. The data were obtained through interview and observation then analyzed qualitatively. The focus of this research is the novice teacher’s PCK deals with knowledge of students. Knowledge of Student is defined as teacher’s knowledge about the students’ conception and misconception on limit of function material and teacher’s ability to cope with students’ difficulty, mistake, and misconception. The result of this research shows that novice teacher’s ability in analyzing the cause of students’ difficulty, mistake, and misconception was limited. Novice teacher tended to overcome the students’ difficulty, mistake, and misconception by re-explaining the procedure of question completion which is not understood by the students.

Implicit learning modulates attention capture: evidence from an item-specific proportion congruency manipulation.

PubMed

Thomson, David R; Willoughby, Karen; Milliken, Bruce

2014-01-01

A host of research has now shown that our explicit goals and intentions can, in large part, overcome the capture of visual attention by objects that differ from their surroundings in terms of size, shape, or color. Surprisingly however, there is little evidence for the role of implicit learning in mitigating capture effects despite the fact that such learning has been shown to strongly affect behavior in a host of other performance domains. Here, we employ a modified attention capture paradigm, based on the work of Theeuwes (1991, 1992), in which participants must search for an odd-shaped target amongst homogeneous distracters. On each trial, there is also a salient, but irrelevant odd-colored distracter. Across the experiments reported, we intermix two search contexts: for one set of distracters (e.g., squares) the shape singleton and color singleton coincide on a majority of trials (high proportion congruent condition), whereas for the other set of distracters (e.g., circles) the shape and color singletons are highly unlikely to coincide (low proportion congruent condition). Crucially, we find that observers learn to allow the capture of attention by the salient distracter to a greater extent in the high, compared to the low proportion congruent condition, albeit only when search is sufficiently difficult. Moreover, this effect of prior experience on search behavior occurs in the absence of awareness of our proportion manipulation. We argue that low-level properties of the search displays recruit representations of prior experience in a rapid, flexible, and implicit manner.

Active Learning in the Middle Grades Classroom: Overcoming the Barriers to Implementation

ERIC Educational Resources Information Center

Edwards, Susan

2015-01-01

The Association for Middle Level Education advocates for instruction that incorporates active learning and multiple learning approaches in middle grades classrooms. The aim of this qualitative study was to examine middle level teachers who are able to implement active learning and multiple learning approaches within the standardized testing and…

Sequential Design of Experiments to Maximize Learning from Carbon Capture Pilot Plant Testing

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

Soepyan, Frits B.; Morgan, Joshua C.; Omell, Benjamin P.

Pilot plant test campaigns can be expensive and time-consuming. Therefore, it is of interest to maximize the amount of learning and the efficiency of the test campaign given the limited number of experiments that can be conducted. This work investigates the use of sequential design of experiments (SDOE) to overcome these challenges by demonstrating its usefulness for a recent solvent-based CO2 capture plant test campaign. Unlike traditional design of experiments methods, SDOE regularly uses information from ongoing experiments to determine the optimum locations in the design space for subsequent runs within the same experiment. However, there are challenges that needmore » to be addressed, including reducing the high computational burden to efficiently update the model, and the need to incorporate the methodology into a computational tool. We address these challenges by applying SDOE in combination with a software tool, the Framework for Optimization, Quantification of Uncertainty and Surrogates (FOQUS) (Miller et al., 2014a, 2016, 2017). The results of applying SDOE on a pilot plant test campaign for CO2 capture suggests that relative to traditional design of experiments methods, SDOE can more effectively reduce the uncertainty of the model, thus decreasing technical risk. Future work includes integrating SDOE into FOQUS and using SDOE to support additional large-scale pilot plant test campaigns.« less

‘My Virtual Dream’: Collective Neurofeedback in an Immersive Art Environment

PubMed Central

Kovacevic, Natasha; Ritter, Petra; Tays, William; Moreno, Sylvain; McIntosh, Anthony Randal

2015-01-01

While human brains are specialized for complex and variable real world tasks, most neuroscience studies reduce environmental complexity, which limits the range of behaviours that can be explored. Motivated to overcome this limitation, we conducted a large-scale experiment with electroencephalography (EEG) based brain-computer interface (BCI) technology as part of an immersive multi-media science-art installation. Data from 523 participants were collected in a single night. The exploratory experiment was designed as a collective computer game where players manipulated mental states of relaxation and concentration with neurofeedback targeting modulation of relative spectral power in alpha and beta frequency ranges. Besides validating robust time-of-night effects, gender differences and distinct spectral power patterns for the two mental states, our results also show differences in neurofeedback learning outcome. The unusually large sample size allowed us to detect unprecedented speed of learning changes in the power spectrum (~ 1 min). Moreover, we found that participants' baseline brain activity predicted subsequent neurofeedback beta training, indicating state-dependent learning. Besides revealing these training effects, which are relevant for BCI applications, our results validate a novel platform engaging art and science and fostering the understanding of brains under natural conditions. PMID:26154513

Surgical training and the European Working Time Directive: The role of informal workplace learning.

PubMed

Giles, James A

2010-01-01

The introduction of European Working Time Directive, limiting doctors' working hours to 48 per week, has caused recent controversy within the profession. The Royal College of Surgeons of England in particular has been one of the loudest critics of the legislation. One of the main concerns is regarding the negative impact on training hours for those embarking on surgical careers. Simulation technology has been suggested as a method to overcome this reduction in hospital training hours, and research suggests that this is a good substitute for operative training in a theatre. However, modern educational theory emphasises the power of informal workplace learning in postgraduate education, and the essential role of experience in training future surgeons. Copyright 2010 Surgical Associates Ltd. Published by Elsevier Ltd. All rights reserved.

Machine Learning for Slow but Steady Interplanetary Construction

NASA Technical Reports Server (NTRS)

Agogino, Adrian

2017-01-01

For prolonged manned missions to destinations such as the moon and Mars, there is a need for significant infrastructure construction ahead of time, such as habitats and landing pads. Unfortunately we have little experience in remote construction and using conventional methods is likely to be expensive, cumbersome and unreliable. Fortunately these challenges may be overcome by taking advantage of the long lead time for such missions and using teams of small and slow construction robots. We propose using teams of simple autonomous robots for this purpose that would perform continuous construction over a period of many years or even decades. While individual robot reliability will be low over such long time frames, system reliability will be maintained by using machine learning over simulations to achieve coordination and reconfigurations in the event of lost robots.

Means to Overcome the Anxieties of Second Language Learners.

ERIC Educational Resources Information Center

McCoy, Ingeborg R.

1979-01-01

Behavior modification techniques that can be used to overcome fears and anxieties of students and to further achievement in second language learning are discussed. The following techniques are covered: systematic desensitization, cognitive restructuring, and modeling and guided participation. (SW)

Mobile Learning: Extreme Outcomes of "Everywhere, Anytime"

ERIC Educational Resources Information Center

De Simone, Giuseppe Cosimo

2016-01-01

Mobile learning, if considered in its most enthusiastic versions, promises to transform the world of learning. It seems that mobile devices will lead to overcome the narrow limits of the classroom to achieve ubiquitous learning. But if we analyze critically the promise of the everywhere, anytime, suspending judgment on its feasibility, interesting…

Online Learning and Social Exclusion.

ERIC Educational Resources Information Center

Clarke, Alan

Online learning covers a wide range of technologies and formal and informal learning methods. A key factor promoting the significant enthusiasm for online learning across all education and training sectors in Great Britain and elsewhere is its potential to overcome many of the barriers of place, pace, and time that socially and economically…

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

NASA Astrophysics Data System (ADS)

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

2017-02-01

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

A neural model of normal and abnormal learning and memory consolidation: adaptively timed conditioning, hippocampus, amnesia, neurotrophins, and consciousness.

PubMed

Franklin, Daniel J; Grossberg, Stephen

2017-02-01

How do the hippocampus and amygdala interact with thalamocortical systems to regulate cognitive and cognitive-emotional learning? Why do lesions of thalamus, amygdala, hippocampus, and cortex have differential effects depending on the phase of learning when they occur? In particular, why is the hippocampus typically needed for trace conditioning, but not delay conditioning, and what do the exceptions reveal? Why do amygdala lesions made before or immediately after training decelerate conditioning while those made later do not? Why do thalamic or sensory cortical lesions degrade trace conditioning more than delay conditioning? Why do hippocampal lesions during trace conditioning experiments degrade recent but not temporally remote learning? Why do orbitofrontal cortical lesions degrade temporally remote but not recent or post-lesion learning? How is temporally graded amnesia caused by ablation of prefrontal cortex after memory consolidation? How are attention and consciousness linked during conditioning? How do neurotrophins, notably brain-derived neurotrophic factor (BDNF), influence memory formation and consolidation? Is there a common output path for learned performance? A neural model proposes a unified answer to these questions that overcome problems of alternative memory models.

Developing Authentic Research Experiences in the K-12 Classroom

NASA Astrophysics Data System (ADS)

Hall, M. K.

2004-12-01

The excitement of an authentic science experiment in one's own backyard piques interest, but teachers need resources and professional development experiences to capitalize upon this excitement and create opportunities for their students' learning. Three obstacles must be overcome for success in carrying out authentic research in the classroom. First, scientists and teachers must work together to identify relevant and developmentally appropriate research questions for the target audience. Second, teachers need professional development experiences that engage them in authentic research and that provide support for introducing a similar research experience in their own classroom. Third, the outcome of the research experience must have value to the scientist, teacher and student to motivate sustained participation by all. I have directed two projects that have opened the door for teachers to conduct authentic research with their students: monitoring earthquakes with educational seismometers and investigating local environmental problems with a GIS. Classroom seismometers permit students and the public to see first-hand Earth's dynamic response to both human and natural events in their hometown and around the country. From plotting earthquakes occurring throughout the school year to reveal plate tectonic relationships, or conducting seismic hazard analysis of the local region, to analyzing patterns of foreshocks and aftershocks of major earthquakes, students have been actively engaged and motivated in their learning. GIS opens the opportunity to investigate problems of land, water and other resource uses, but presents special problems in acquiring appropriate and useful data. I will discuss the lessons learned from working with teachers in educational seismology and GIS programs and how those lessons can be applied to developing research experiences for teachers and students.

Developing Tomorrow's Professionals Today.

ERIC Educational Resources Information Center

Coulson-Thomas, Colin J.

1991-01-01

Human resource practitioners must recognize the growing requirement for facilitating skills and processes, the diversity of preferred learning styles, and the importance of identifying learning potential. They must understand how barriers to effective learning can be identified, overcome, and facilitated by appropriate technology. (Author)

Developing a Mobile Learning Management System for Outdoors Nature Science Activities Based on 5E Learning Cycle

ERIC Educational Resources Information Center

Lai, Ah-Fur; Lai, Horng-Yih; Chuang, Wei-Hsiang; Wu, Zih-Heng

2015-01-01

Traditional outdoor learning activities such as inquiry-based learning in nature science encounter many dilemmas. Due to prompt development of mobile computing and widespread of mobile devices, mobile learning becomes a big trend on education. The main purpose of this study is to develop a mobile-learning management system for overcoming the…

Addiction History Associates with the Propensity to Form Habits.

PubMed

McKim, Theresa H; Bauer, Daniel J; Boettiger, Charlotte A

2016-07-01

Learned habitual responses to environmental stimuli allow efficient interaction with the environment, freeing cognitive resources for more demanding tasks. However, when the outcome of such actions is no longer a desired goal, established stimulus-response (S-R) associations or habits must be overcome. Among people with substance use disorders (SUDs), difficulty in overcoming habitual responses to stimuli associated with their addiction in favor of new, goal-directed behaviors contributes to relapse. Animal models of habit learning demonstrate that chronic self-administration of drugs of abuse promotes habitual responding beyond the domain of compulsive drug seeking. However, whether a similar propensity toward domain-general habitual responding occurs in humans with SUDs has remained unclear. To address this question, we used a visuomotor S-R learning and relearning task, the Hidden Association between Images Task, which employs abstract visual stimuli and manual responses. This task allows us to measure new S-R association learning and well-learned S-R association execution and includes a response contingency change manipulation to quantify the degree to which responding is habit-based, rather than goal-directed. We find that people with SUDs learn new S-R associations as well as healthy control participants do. Moreover, people with an SUD history slightly outperform controls in S-R execution. In contrast, people with SUDs are specifically impaired in overcoming well-learned S-R associations; those with SUDs make a significantly greater proportion of perseverative errors during well-learned S-R replacement, indicating the more habitual nature of their responses. Thus, with equivalent training and practice, people with SUDs appear to show enhanced domain-general habit formation.

Laser Tracker Utilization Methodology in Measuring Truth Trajectories for INS Testing on 6 Degree of Freedom Table at the Marshall Space Flight Center's Contact Dynamics Simulation Laboratory with Lessons Learned

NASA Technical Reports Server (NTRS)

Leggett, Jared O.; Bryant, Thomas C.; Cowen, Charles T.; Clifton, Billy W.

2018-01-01

When performing Inertial Navigation System (INS) testing at the Marshall Space Flight Center's (MSFC) Contact Dynamics Simulation Laboratory (CDSL) early in 2017, a Leica Geosystems AT901 Laser Tracker system (LLT) measured the twist & sway trajectories as generated by the 6 Degree Of Freedom (6DOF) Table in the CDSL. These LLT measured trajectories were used in the INS software model validation effort. Several challenges were identified and overcome during the preparation for the INS testing, as well as numerous lessons learned. These challenges included determining the position and attitude of the LLT with respect to an INS-shared coordinate frame using surveyed monument locations in the CDSL and the accompanying mathematical transformation, accurately measuring the spatial relationship between the INS and a 6DOF tracking probe due to lack of INS visibility from the LLT location, obtaining the data from the LLT during a test, determining how to process the results for comparison with INS data in time and frequency domains, and using a sensitivity analysis of the results to verify the quality of the results. While many of these challenges were identified and overcome before or during testing, a significant lesson on test set-up was not learned until later in the data analysis process. It was found that a combination of trajectory-dependent gimbal locking and environmental noise introduced non-negligible noise in the angular measurements of the LLT that spanned the evaluated frequency spectrum. The lessons learned in this experiment may be useful for others performing INS testing in similar testing facilities.

Overcoming Resistance to New Ideas

ERIC Educational Resources Information Center

Powell, William; Kusuma-Powell, Ochan

2015-01-01

There are two types of challenges that adults face in their professional learning: technical and adaptive. Technical challenges simply require informational learning while adaptive challenges require transformational learning, which requires us to rethink our deeply held values, beliefs, assumptions, and even our professional identity. Adaptive…

Melioration behaviour in the Harvard game is reduced by simplifying decision outcomes.

PubMed

Stillwell, David J; Tunney, Richard J

2009-11-01

Self-control experiments have previously been highlighted as examples of suboptimal decision making. In one such experiment, the Harvard game, participants make repeated choices between two alternatives. One alternative has a higher immediate pay-off than the other, but with repeated choices results in a lower overall pay-off. Preference for the alternative with the higher immediate pay-off seems to be impulsive and will result in a failure to maximize pay-offs. We report an experiment that modifies the Harvard game, dividing the pay-off from each choice into two separate consequences-the immediate and the historic components. Choosing the alternative with the higher immediate pay-off ends the session prematurely, leading to a loss of opportunities to earn further pay-offs and ultimately to a reduced overall pay-off. This makes it easier for participants to learn the outcomes of their actions. It also provides the opportunity for a further test of normative decision making by means of one of its most specific and paradoxical predictions-that the truly rational agent should switch from self-control to impulsivity toward the end of the experimental sessions. The finding that participants maximize their expected utility by both overcoming impulsivity and learning to switch implies that melioration behaviour is not due to the lure of impulsivity, but due to the difficulty of learning which components are included in the pay-off schedules.

Addiction history associates with the propensity to form habits

PubMed Central

McKim, Theresa H.; Bauer, Daniel J.; Boettiger, Charlotte A.

2016-01-01

Learned habitual responses to environmental stimuli allow efficient interaction with the environment, freeing cognitive resources for more demanding tasks. However, when the outcome of such actions is no longer a desired goal, established stimulus-response (S-R) associations, or habits, must be overcome. Among people with substance use disorders (SUDs), difficulty in overcoming habitual responses to stimuli associated with their addiction in favor of new, goal-directed behaviors, contributes to relapse. Animal models of habit learning demonstrate that chronic self-administration of drugs of abuse promotes habitual responding beyond the domain of compulsive drug seeking. However, whether a similar propensity toward domain-general habitual responding occurs in humans with SUDs has remained unclear. To address this question, we used a visuomotor S-R learning and re-learning task, the Hidden Association Between Images Task (HABIT), which employs abstract visual stimuli and manual responses. This task allows us to measure new S-R association learning, well-learned S-R association execution, and includes a response contingency change manipulation to quantify the degree to which responding is habit-based, rather than goal-directed. We find that people with SUDs learn new S-R associations as well as healthy control subjects do. Moreover, people with an SUD history slightly outperform controls in S-R execution. In contrast, people with SUDs are specifically impaired in overcoming well-learned S-R associations; those with SUDs make a significantly greater proportion of perseverative errors during well-learned S-R replacement, indicating the more habitual nature of their responses. Thus, with equivalent training and practice, people with SUDs appear to show enhanced domain-general habit formation. PMID:26967944

Overcoming catastrophic forgetting in neural networks

PubMed Central

Kirkpatrick, James; Pascanu, Razvan; Rabinowitz, Neil; Veness, Joel; Desjardins, Guillaume; Rusu, Andrei A.; Milan, Kieran; Quan, John; Ramalho, Tiago; Grabska-Barwinska, Agnieszka; Hassabis, Demis; Clopath, Claudia; Kumaran, Dharshan; Hadsell, Raia

2017-01-01

The ability to learn tasks in a sequential fashion is crucial to the development of artificial intelligence. Until now neural networks have not been capable of this and it has been widely thought that catastrophic forgetting is an inevitable feature of connectionist models. We show that it is possible to overcome this limitation and train networks that can maintain expertise on tasks that they have not experienced for a long time. Our approach remembers old tasks by selectively slowing down learning on the weights important for those tasks. We demonstrate our approach is scalable and effective by solving a set of classification tasks based on a hand-written digit dataset and by learning several Atari 2600 games sequentially. PMID:28292907

An e-learning reproductive health module to support improved student learning and interaction: a prospective interventional study at a medical school in Egypt.

PubMed

Abdelhai, Rehab; Yassin, Sahar; Ahmad, Mohamad F; Fors, Uno G H

2012-03-20

The Public Health (PH) course at the medical college of Cairo University is based on traditional lectures. Large enrollment limits students' discussions and interactions with instructors. Evaluate students' learning outcomes as measured by improved knowledge acquisition and opinions of redesigning the Reproductive Health (RH) section of the PH course into e-learning and assessing e-course utilization. This prospective interventional study started with development of an e-learning course covering the RH section, with visual and interactive emphasis, to satisfy students' diverse learning styles. Two student groups participated in this study. The first group received traditional lecturing, while the second volunteered to enroll in the e-learning course, taking online course quizzes. Both groups answered knowledge and course evaluation questionnaires and were invited to group discussions. Additionally, the first group answered another questionnaire about reasons for non-participation. Students participating in the e-learning course showed significantly better results, than those receiving traditional tutoring. Students who originally shunned the e-course expressed eagerness to access the course before the end of the academic year. Overall, students using the redesigned e-course reported better learning experiences. An online course with interactivities and interaction, can overcome many educational drawbacks of large enrolment classes, enhance student's learning and complement pit-falls of large enrollment traditional tutoring.

An e-learning reproductive health module to support improved student learning and interaction: a prospective interventional study at a medical school in Egypt

PubMed Central

2012-01-01

Background The Public Health (PH) course at the medical college of Cairo University is based on traditional lectures. Large enrollment limits students' discussions and interactions with instructors. Aim Evaluate students' learning outcomes as measured by improved knowledge acquisition and opinions of redesigning the Reproductive Health (RH) section of the PH course into e-learning and assessing e-course utilization. Methods This prospective interventional study started with development of an e-learning course covering the RH section, with visual and interactive emphasis, to satisfy students' diverse learning styles. Two student groups participated in this study. The first group received traditional lecturing, while the second volunteered to enroll in the e-learning course, taking online course quizzes. Both groups answered knowledge and course evaluation questionnaires and were invited to group discussions. Additionally, the first group answered another questionnaire about reasons for non-participation. Results Students participating in the e-learning course showed significantly better results, than those receiving traditional tutoring. Students who originally shunned the e-course expressed eagerness to access the course before the end of the academic year. Overall, students using the redesigned e-course reported better learning experiences. Conclusions An online course with interactivities and interaction, can overcome many educational drawbacks of large enrolment classes, enhance student's learning and complement pit-falls of large enrollment traditional tutoring. PMID:22433670

The learning curve associated with the introduction of the subcutaneous implantable defibrillator.

PubMed

Knops, Reinoud E; Brouwer, Tom F; Barr, Craig S; Theuns, Dominic A; Boersma, Lucas; Weiss, Raul; Neuzil, Petr; Scholten, Marcoen; Lambiase, Pier D; Leon, Angel R; Hood, Margaret; Jones, Paul W; Wold, Nicholas; Grace, Andrew A; Olde Nordkamp, Louise R A; Burke, Martin C

2016-07-01

The subcutaneous implantable cardioverter defibrillator (S-ICD) was introduced to overcome complications related to transvenous leads. Adoption of the S-ICD requires implanters to learn a new implantation technique. The aim of this study was to assess the learning curve for S-ICD implanters with respect to implant-related complications, procedure time, and inappropriate shocks (IASs). In a pooled cohort from two clinical S-ICD databases, the IDE Trial and the EFFORTLESS Registry, complications, IASs at 180 days follow-up and implant procedure duration were assessed. Patients were grouped in quartiles based on experience of the implanter and Kaplan-Meier estimates of complication and IAS rates were calculated. A total of 882 patients implanted in 61 centres by 107 implanters with a median of 4 implants (IQR 1,8) were analysed. There were a total of 59 patients with complications and 48 patients with IAS. The complication rate decreased significantly from 9.8% in Quartile 1 (least experience) to 5.4% in Quartile 4 (most experience) (P = 0.02) and non-significantly for IAS from 7.9 to 4.8% (P = 0.10). Multivariable analysis demonstrated a hazard ratio of 0.78 (P = 0.045) for complications and 1.01 (P = 0.958) for IAS. Dual-zone programming increased with experience of the individual implanter (P < 0.001), which reduced IAS significantly in the multivariable model (HR 0.44, P = 0.01). Procedure time decreased from 75 to 65 min (P < 0.001). The complication rate and procedure time stabilized after Quartile 2 (>13 implants). There is a short and significant learning curve associated with physicians adopting the S-ICD. Performance stabilizes after 13 implants. © The Author 2015. Published by Oxford University Press on behalf of the European Society of Cardiology.

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

ERIC Educational Resources Information Center

Lee, Hyeon Woo

2008-01-01

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

Beyond Smarter: Mediated Learning and the Brain's Capacity for Change

ERIC Educational Resources Information Center

Feuerstein, Reuven; Feuerstein, Refael; Falik, Louis H.

2010-01-01

Originally developed to help students overcome learning obstacles created by emotional trauma or neurobiological learning disabilities, Reuven Feuerstein's work is now used in major cities around the world to support improved thinking and learning by all students. This book is the most up-to-date summary of his thinking and includes accessible…

Secondary students in professional laboratories: Discoveries about science learning in a community of practitioners

NASA Astrophysics Data System (ADS)

Song, Mary Elizabeth

This study explores what educators may learn from the experiences of secondary students working in professional scientific laboratories. My investigation is guided by the methodology of phenomenological; I depend primarily on interviews conducted with students and professional researchers. This material is supported primarily by on-site observations, and by informal conversations between me and the study participants. My dissertation has three goals: (one) to use the work of secondary students in scientific research laboratories to consider how they know the discipline; (two) to distinguish the students' professional accomplishments from science learning at school; and, (three) to engage readers in a reflection about authority within the scientific community, and the possibility that by accomplishing research, students take their legitimate place among those who construct scientific knowledge. My methods and focus have allowed me to capture qualities of the student narratives that support the emergence of three major themes: the importance of doing "real work" in learning situations; the inapplicability of "school learning" to professional research arenas; and the inclusive nature of the scientific community. At the same time, the study is confined by the narrow pool of participants I interviewed over a short period of time. These talented students were all academically successful, articulate, "well-rounded" and in this sense, mature. They typically had strong family support, and they talked about ideas with their parents. Indeed, the students were all capable story-tellers who were anxious to share their experiences publicly. Yet they themselves remind the reader of their struggles to overcome naivete in the lab. By doing so they suggested to me that their experiences might be accessible to a broad range of young men and women; thus this study is a good beginning for further research.

A Model For Teaching Advanced Neuroscience Methods: A Student-Run Seminar to Increase Practical Understanding and Confidence

PubMed Central

Harrison, Theresa M.; Ching, Christopher R. K.; Andrews, Anne M.

2016-01-01

Neuroscience doctoral students must master specific laboratory techniques and approaches to complete their thesis work (hands-on learning). Due to the highly interdisciplinary nature of the field, learning about a diverse range of methodologies through literature surveys and coursework is also necessary for student success (hands-off learning). Traditional neuroscience coursework stresses what is known about the nervous system with relatively little emphasis on the details of the methods used to obtain this knowledge. Furthermore, hands-off learning is made difficult by a lack of detail in methods sections of primary articles, subfield-specific jargon and vague experimental rationales. We designed a student-taught course to enable first-year neuroscience doctoral students to overcome difficulties in hands-off learning by introducing a new approach to reading and presenting primary research articles that focuses on methodology. In our literature-based course students were encouraged to present a method with which they had no previous experience. To facilitate weekly discussions, “experts” were invited to class sessions. Experts were advanced graduate students who had hands-on experience with the method being covered and served as discussion co-leaders. Self-evaluation worksheets were administered on the first and last days of the 10-week course and used to assess students’ confidence in discussing research and methods outside of their primary research expertise. These evaluations revealed that the course significantly increased the students’ confidence in reading, presenting and discussing a wide range of advanced neuroscience methods. PMID:27980464

The Antigonish Movement: An Historical Sketch.

ERIC Educational Resources Information Center

Crane, John M.

1983-01-01

The Antigonish Movement used lifelong education to overcome educational and economic inequities. Begun in Canada's Maritime Provinces, the movement anticipated many of the principles of lifelong learning, adult learning, and Paolo Freire. (SK)

Work-based Project Overcomes Basic Skills Stigma.

ERIC Educational Resources Information Center

Wallis, Emma

2002-01-01

A project to provide steel workers in North Wales with guidance about learning opportunities and to promote lifelong learning in the workplace focused on the development of basic information technology skills. (JOW)

Internationalizing a Business Communication Course. Draft.

ERIC Educational Resources Information Center

Davis, Ken

An instructor's effort to internationalize a business communication course taught him much about the relationships between cognitive egocentrism and cognitive ethnocentrism. Cognitive egocentrism is the chief obstacle to be overcome in learning to write, even within a culture, while cognitive ethnocentrism is the chief obstacle to be overcome in…

The Curiosity Effect

NASA Technical Reports Server (NTRS)

Smith, Kimberly Ennico

2017-01-01

This conference aims to improve how we learn through integrative project and discovery-based methods. My talk highlights areas in my experience as a scientist, and most recently working for our national space agency, NASA, where we work in teams with a "discovery-based" mindset. When you demonstrate broad curiosity, you become open to different viewpoints and ways to approach and manage situations. Sometimes working only from "what you have been trained to do" or "what you know" is not enough, especially when the rules may be changing. Increasing our openness in our learning, and sharing what we know, can lead to a more diverse and innovative community, solving problems in new ways, overcoming resistance to new ideas, and hopefully creating a dynamic and faring-forward society. Let us not kill curiosity, at any age, in any situation. Let us remind ourselves, at any time, in any circumstance, to continue to learn, to mentor, to stimulate, to engage and reconnect with that "open sense of possibility."

Overcoming Conditioned Helplessness in Mathematics.

ERIC Educational Resources Information Center

Wieschenberg, Agnes Arvai

1994-01-01

A discussion of mathematics anxiety and learned helplessness in mathematics focuses on student failure and avoidance in college mathematics learning. It explores possible causes and suggests classroom activities to foster students' interest and success. (MSE)

An operant approach to rehabilitation medicine: overcoming learned nonuse by shaping.

PubMed

Taub, E; Crago, J E; Burgio, L D; Groomes, T E; Cook, E W; DeLuca, S C; Miller, N E

1994-03-01

A new approach to the rehabilitation of movement, based primarily on the principles of operant conditioning, was derived from research with deafferented monkeys. The analysis suggests that a certain proportion of excess motor disability after certain types of injury involves a learned suppression of movement and may be termed learned nonuse. Learned nonuse can be overcome by changing the contingencies of reinforcement so that they strongly favor use of an affected upper extremity in the chronic postinjury situation. The techniques employed here involved 2 weeks of restricting movement of the opposite (unaffected) extremity and training of the affected limb. Initial work with humans has been with chronic stroke patients for whom the approach has yielded large improvements in motor ability and functional independence. We report here preliminary data suggesting that shaping with verbal feedback further enhances the motor recovery.

Experience in designing and using a flat structure in a multi-project research organization

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

Kurstedt, H.A. Jr.; Gardner, E.J.; Hindman, T.B. Jr.

1990-01-01

In early 1986, the organization of the Management Systems Laboratories (MSL) was changed from a standard matrix to a flat organization. The flat organization contributed more negative influences on the organization and its goals than positive ones. One year later, the flat organization was changed to a standard hierarchy and most negative influences were overcome. Before, during, and after the flat organization, MSL saw significant growth in funding and in its resource needs. This paper is an account of an experience with a type of flat organization, why we changed to that organization, what worked and what didn't, why wemore » changed away from that organization, what we learned from the experience, and what we would recommend for research organizations considering flat organizations. The authors include the founder and director of MSL, a senior manager during the experience who informally served as historian, and a manager in the organization that sponsored much of MSL's research during MSL's experience with a flat organization. 1 fig.« less

E-Learning in Small Organisations

ERIC Educational Resources Information Center

Sambrook, Sally

2003-01-01

This paper focuses on the existing and potential role of electronic learning in small and medium-sized organisations (SMEs). Innovations in information and communication technologies (ICTs) could create new forms of learning, particularly appealing to small organisations, to overcome traditional barriers such as lack of financial resources, time,…

The Remedial Effect of a Biological Learning Game.

ERIC Educational Resources Information Center

Blum, Abraham

1979-01-01

Investigates the effectiveness of a structured learning game in overcoming learning difficulties encountered by Israeli students when studying the life cycles of fungi because of lack of structural conceptualization. The Fungi Life Cycle Game (FLCG) was used by undergraduate students enrolled in a phytopathology course. (HM)

Organisation Learners' Competence to Overcome Organisation's Learning Inertia: A Conceptual Framework

ERIC Educational Resources Information Center

Arunprasad, P.

2015-01-01

This paper identifies the interrelationship between the organisational learning (OL) characteristics, strategic human resource management (HRM) practices and the corresponding learning outcome for a sustained competitive advantage (SCA). Through a profound literature review, first, the knowledge assets (human capital), OL and strategic HRM are…

Community Travel for Physically Impaired Students.

ERIC Educational Resources Information Center

Millet Learning Center, Saginaw, MI.

The community travel program for physically impaired children at the Millet Learning Center (Saginaw, Michigan) blends skills from two professions: orientation and mobility, and physical therapy. Program goals include enabling students to overcome travel fears, to learn travel skills, to learn to make adaptations necessary for successful travel,…

Physicians' reflections on the personal learning process and the significance of distance learning in family health.

PubMed

Thumé, Elaine; Wachs, Louriele Soares; Soares, Mariangela Uhlmann; Cubas, Marcia Regina; Fassa, Maria Elizabeth Gastal; Tomasi, Elaine; Fassa, Anaclaudia Gastal; Facchini, Luiz Augusto

2016-09-01

The scope of the article is to present the reflections of professionals from the Mais Médicos Program (More Doctors Program) on the significance of the specialization course in Family Health in terms of professional practice and learning the most important concepts. This is an empirically based qualitative study on the statements recorded in the "Critical reflection on their personal learning process" of the final work of the specialization course at the Federal University of Pelotas. For textual analysis, 101 reports were randomly selected from a total of 1,011 reports completed in seven states of the North, Northeast and South of Brazil from June to December 2015. The initial barriers were overcome with tutor support and team integration, with emphasis on teaching tools for the improvement of clinical practice and strategic organization of work and greater understanding of the public health system. Fostering the learning of the Portuguese language and the exchange of experience in the forums were considered valuable positive aspects. Despite the difficulty in Internet access in some municipalities it reaffirmed the central role of ongoing education and the viability of the problem-solving methodology, even from a distance.

Supporting traditional PBL with online discussion forums: a study from Qassim Medical School.

PubMed

Alamro, Ahmad S; Schofield, Susie

2012-01-01

The Qassim Medical School first year curriculum includes a 5-week problem-based learning (PBL) block. Student evaluation has highlighted inadequate feedback and lack of student-student and student-tutor interactions. An online intervention may alleviate this. For each problem, a discussion forum (DF) was created with 14 threads (one for each group) in virtual PBL rooms. Students' and tutors' perceived satisfaction of the intervention was evaluated and types of posts were classified. By the end of the block, all academic staff involved and 123 students (95%) had participated in the DFs. There were around 2800 posts and 28,500 views. All 14 tutors and 102 (78%) students completed the online questionnaire. Of the students, 66 (76%) male and 36 (92%) female students responded. Overall, both students and tutors perceived the intervention positively. Posts included: reforming and finalizing learning objectives, posting the concept map constructed in the face-to-face session and questioning, encouraging and motivating each other. In addition, posts included tutors' feedback and redirection. Blending e-learning with conventional PBL may help overcome student-perceived shortcomings of conventional PBL and improve the learning experience, making learning more interactive and interesting.

Revenues and E-Learning: Do Universities Need an Online Presence?

ERIC Educational Resources Information Center

Byrd, Jennings; Mixon, Phillip

2012-01-01

In this paper, we examine the role of e-learning enrolments in revenue functions for four-year public universities. Many universities have moved into e-learning as a resource to overcome the funding shortfall which has been an outcome of the recent economic climate. It is hypothesised that an e-learning presence will enhance revenues for…

Mobile Cloud Learning for Higher Education: A Case Study of Moodle in the Cloud

ERIC Educational Resources Information Center

Wang, Minjuan; Chen, Yong; Khan, Muhammad Jahanzaib

2014-01-01

Mobile cloud learning, a combination of mobile learning and cloud computing, is a relatively new concept that holds considerable promise for future development and delivery in the education sectors. Cloud computing helps mobile learning overcome obstacles related to mobile computing. The main focus of this paper is to explore how cloud computing…

What Drives M-Learning? An Empirical Investigation of University Student Perceptions in Pakistan

ERIC Educational Resources Information Center

Iqbal, Shakeel; Bhatti, Zeeshan Ahmed

2017-01-01

M-learning is gaining popularity in formal and informal education, both in developed and developing countries. Specifically it can be an effective tool to overcome digital divide in developing countries. The success of m-learning at tertiary level depends on the perception of students towards this form of learning. A scientific approach was used…

Redesigning Problem-Based Learning in the Knowledge Creation Paradigm for School Science Learning

ERIC Educational Resources Information Center

Yeo, Jennifer; Tan, Seng Chee

2014-01-01

The introduction of problem-based learning into K-12 science classrooms faces the challenge of achieving the dual goal of learning science content and developing problem-solving skills. To overcome this content-process tension in science classrooms, we employed the knowledge-creation approach as a boundary object between the two seemingly…

E-Learning Barriers and Solutions to Knowledge Management and Transfer

ERIC Educational Resources Information Center

Oye, Nathaniel David; Salleh, Mazleena

2013-01-01

This paper present a systematic overview of barriers and solutions of e-learning in knowledge management (KM) and knowledge transfer (KT) with more focus on organizations. The paper also discusses KT in organizational settings and KT in the field of e-learning. Here, an e-learning initiative shows adaptive solutions to overcome knowledge transfer…

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…

Overcoming the Grammar Deficit: The Role of Information Technology in Teaching German Grammar to Undergraduates.

ERIC Educational Resources Information Center

Hall, Christopher

1998-01-01

Examines how application of computer-assisted language learning (CALL) and information technology can be used to overcome "grammar deficit" seen in many British undergraduate German students. A combination of explicit, implicit, and exploratory grammar teaching approaches uses diverse resources, including word processing packages,…

Overcoming Barriers to Engaging in College Academics

ERIC Educational Resources Information Center

Hensley, Lauren; Shaulskiy, Stephanie; Zircher, Andrew; Sanders, Megan

2015-01-01

Underprepared college students face transition issues that prevent full academic engagement. The written responses of 176 students in a learning-strategies course were used to develop a grounded model of overcoming barriers to academic engagement. Findings revealed contexts in which academic engagement involved high costs (i.e., effort, trade-off,…

Re-conceptualsing Learning Spaces: Developing Capabilities in a High-Tech Small Firm.

ERIC Educational Resources Information Center

Macpherson, Allan; Jones, Ossie; Zhang, Michael; Wilson, Alison

2003-01-01

A case study of a small high-tech business explains how they created a virtual cluster of innovation through supply networks, enhancing their own learning and facilitating integration of knowledge. This process overcomes limitations to management learning for small companies in isolated regions. (Contains 66 references.) (SK)

Planning for Technology Integration in a Professional Learning Community

ERIC Educational Resources Information Center

Thoma, Jennifer; Hutchison, Amy; Johnson, Debra; Johnson, Kurt; Stromer, Elizabeth

2017-01-01

Barriers to technology integration in instruction include a lack of time, resources, and professional development. One potential approach to overcoming these barriers is through collaborative work, or professional learning communities. This article focuses on one group of teachers who leveraged their professional learning community to focus on…

Overcoming K-12 Teacher Resistance to Technology and Learning Using M-Learning

ERIC Educational Resources Information Center

Rinelli, Karen

2013-01-01

This study served to examine the relationship between reflective mobile technology training for teachers and enhanced lessons prepared by teachers, using collaboration and reflection with teacher colleagues to integrate mobile learning and technology. The researcher also examined the relationship between modeling risk-taking behaviors with mobile…

Understanding Learning Cultures

ERIC Educational Resources Information Center

Hodkinson, Phil; Biesta, Gert; James, David

2007-01-01

This paper sets out an explanation about the nature of learning cultures and how they work. In so doing, it directly addresses some key weaknesses in current situated learning theoretical writing, by working to overcome unhelpful dualisms, such as the individual and the social, and structure and agency. It does this through extensive use of some…

Language Distance Learning for the Digital Generation

ERIC Educational Resources Information Center

Duran-Cerda, Dolores

2010-01-01

The purpose of this article was to shed light on the potential of distance learning to overcome challenges in distance, space, time, and human and economic resources that limit access to language learning opportunities in cultural, literary, historical, geographical, and cross-cultural frames. Language and literature educators collectively have…

Mobile Learning Devices. Essentials for Principals

ERIC Educational Resources Information Center

Rogers, Kipp D.

2011-01-01

In "Mobile Learning Devices," the author helps educators confront and overcome their fears and doubts about using mobile learning devices (MLDs) such as cell phones, personal digital assistants, MP3 players, handheld games, digital audio players, and laptops in classrooms. School policies that ban such tools are outdated, the author suggests;…

Overcoming the Low-Learning Scar Effect: Narratives of Learning and Resilience of Italian Low-Skilled

ERIC Educational Resources Information Center

Tomassini, Massimo

2016-01-01

The idea of the "low-learning scar" is borrowed from recent labour economics literature in which concepts such as "unemployment scarring", "wage scarring" and "scarred generation" are increasingly used for the interpretation of problems (the NEETs problem, for instance) which presently plague all Western…

Community Learning Is Community Development.

ERIC Educational Resources Information Center

Plested, Julian; Dale, Lesley

2001-01-01

A British project to develop a learning community had to overcome challenges of trust, lack of participation by young men, and the tendency to be led by funding. Project lessons include the following: community learning is community development; providers are co-learners; and information technology is an inspirer and an equalizer. (SK)

Overcoming Barriers to Educational Analytics: How Systems Thinking and Pragmatism Can Help

ERIC Educational Resources Information Center

Macfadyen, Leah P.

2017-01-01

Learning technologies are now commonplace in education, and generate large volumes of educational data. Scholars have argued that analytics can and should be employed to optimize learning and learning environments. This article explores what is really meant by "analytics", describes the current best-known examples of institutional…

A discussion of nursing students' experiences of culture shock during an international clinical placement and the clinical facilitators' role.

PubMed

Maginnis, Cathy; Anderson, Judith

2017-06-01

This paper examines the meaning and experience of culture shock for nursing students undertaking an international clinical placement (ICP) and the role of the clinical facilitator. Oberg's four stages of adapting to culture shock were aligned to anecdotal conversations with nursing students on an ICP. All four stages were identified in anecdotal conversations with the students. Support by the accompanying clinical facilitator is pivotalin overcoming culture shock and maximising the learning experience. It is essential that students are prepared for the change in cultural norms and are supported by the academic staff to work through the processes required to adapt to culture shock. Planning and preparation prior to departure is essential to assist with managing culture shock with an emphasis on the inclusion of cultural norms and beliefs. The role of the facilitator is crucial to guide and support the students through the culture shock process.

Experiences of using an interactive audience response system in lectures

PubMed Central

Uhari, Matti; Renko, Marjo; Soini, Hannu

2003-01-01

Background Lectures are good for presenting information and providing explanations, but because they lack active participation they have been neglected. Methods Students' experiences were evaluated after exposing them to the use of voting during lectures in their paediatrics course. Questions were delivered to the students taking paediatrics course. Thirty-six students out of the total of 40 (90%) attended the opening lecture, at which the first survey concerning previous experiences of lectures was performed. Thirty-nine students (98%) answered the second series of questions at the end of the paediatrics course. Results Most of the students felt that voting improved their activity during lectures, enhanced their learning, and that it was easier to make questions during lectures than earlier. Conclusions The students gained new, exciting insights much more often during the paediatrics course than before. We as teachers found that voting during lectures could easily overcome some of the obstacles of good lecturing. PMID:14678571

Ground Testing of a 10 K Sorption Cryocooler Flight Experiment (BETSCE)

NASA Technical Reports Server (NTRS)

Bard, S.; Wu, J.; Karlmann, P.; Cowgill, P.; Mirate, C.; Rodriguez, J.

1994-01-01

The Brilliant Eyes Ten-Kelvin Sorption Cryocooler Experiment (BETSCE) is a Space Shuttle side-wall-mounted flight experiment designed to demonstrate 10 K sorption cryocooler technology in a space environment. The BETSCE objectives are to: (1) provide a thorough end-to-end characterization and space performance validation of a complete, multistage, automated, closed-cycle hydride sorption cryocooler in the 10 to 30 K temperature range, (2) acquire the quantitative microgravity database required to provide confident engineering design, scaling, and optimization, (3) advance the enabling technologies and resolve integration issues, and (4) provide hardware qualification and safety verification heritage. BETSCE ground tests were the first-ever demonstration of a complete closed-cycle 10 K sorption cryocooler. Test results exceeded functional requirements. This paper summarizes functional and environmental ground test results, planned characterization tests, important development challenges that were overcome, and valuable lessons-learned.

From Environmental History to Environmental Engineering: Learning the Tools of the New Trade

NASA Astrophysics Data System (ADS)

Gergel, D. R.

2014-12-01

The social sciences and humanities are typically framed in terms of being completely disparate from the "hard sciences", and although this bipolarity is far from accurate, the skills required in each area are indeed quite different. In this short talk, the author discusses her experience in shifting from a doctoral program in environmental history to a doctoral program in hydrology. The experience of having to learn a radically new skill set is both frightening and hugely rewarding and requires a confidence in one's ability to master new and ostensibly insurmountable concepts and a dedication to pushing beyond the initial endless frustrations. But after overcoming these initial hurdles, it became extremely useful to have a broad background in the geosciences. Conceptualizing the impact of climate change on water resources in terms of human livelihoods, for example, is both necessary and productive to understanding long-term policy impacts. This broader framing of research questions is thus significant in moving beyond the sometimes narrow conversations that are had behind the closed doors of each academic discipline.

Eighteen-month-olds' ability to make gaze predictions following distraction or a long delay.

PubMed

Forssman, Linda; Bohlin, Gunilla; von Hofsten, Claes

2014-05-01

The abilities to flexibly allocate attention, select between conflicting stimuli, and make anticipatory gaze movements are important for young children's exploration and learning about their environment. These abilities constitute voluntary control of attention and show marked improvements in the second year of a child's life. Here we investigate the effects of visual distraction and delay on 18-month-olds' ability to predict the location of an occluded target in an experiment that requires switching of attention, and compare their performance to that of adults. Our results demonstrate that by 18 months of age children can readily overcome a previously learned response, even under a condition that involves visual distraction, but have difficulties with correctly updating their prediction when presented with a longer time delay. Further, the experiment shows that, overall, the 18-month-olds' allocation of visual attention is similar to that of adults, the primary difference being that adults demonstrate a superior ability to maintain attention on task and update their predictions over a longer time period. Copyright © 2014 Elsevier Inc. All rights reserved.

Continuing education at the cutting edge: promoting transformative knowledge translation.

PubMed

McWilliam, Carol L

2007-01-01

As the evidence-based practice movement gains momentum, continuing education practitioners increasingly confront the challenge of developing and conducting opportunities for achieving research uptake. Recent thinking invites new approaches to continuing education for health professionals, with due consideration of what knowledge merits uptake by practitioners, who should play what role in the knowledge transfer process, and what educational approach should be used. This article presents an innovative theory-based strategy that encompasses this new perspective. Through a facilitated experience of perspective transformation, clinicians are engaged in an on-the-job process of developing a deeply felt interest in research findings relevant to everyday practice, as well as ownership of that knowledge and its application. The strategy becomes a sustainable, integrated part of clinical practice, fitting naturally within its dynamic, unique environment, context, and climate and overcoming the barrier of time. Clinician experience of a top-down push toward prescribed practice change is avoided. With an expanded role encompassing facilitation of active learning partnerships for practice change, the continuing educator fosters a learning organization culture across the institution. The resultant role changes and leadership and accountability issues are elaborated.

Overcoming Jealousy: An Experiential Analysis of Common Factors.

ERIC Educational Resources Information Center

Barrell, James J.; Richards, Anne C.

1982-01-01

Investigated key aspects of the experience of jealousy through the recorded experiences of a study group consisting of three males and three females. Results indicated that jealousy is a complex experience which may be accompanied by a variety of negative feelings. Provides suggestions for overcoming jealousy. (RC)

Evidence of Knowledge Acquisition in a Cognitive Flexibility-Based Computer Learning Environment

PubMed Central

Heath, Scott; Higgs, John; Ambruso, Daniel R.

2008-01-01

Background A computer-based learning experience was developed using cognitive flexibility theory to overcome the pitfalls often encountered in existing medical education. An earlier study (not published) showed significant pretest-posttest increase in scores, as well as a significant positive correlation between choosing to complete the module individually or in pairs. Method This experience was presented as part of a second-year course in medical school with randomized assignment for students to complete the program as pairs or individuals. Results Sixty-six scores of 101 medical students (31 from students working as singles and 35 from 70 working in pairs) were analyzed. Out of 47 possible points, the mean pretest score was 15.1 (SD = 6.4, range 13.7-15.9). The mean posttest score was 22.9 (SD = 5.2, range 21.1-24.2). Posttest scores were statistically significantly higher than pretest scores (p<.001, Cohen's d = 1.17, average gain 7.8 points). Both pairs and singles showed pre-to-post test score gains, but the score gains of pairs and singles were not significantly different. Conclusion This learning module served as an effective instructional intervention. However, the effect of collaboration, measured by score gains for pairs, was not significantly different from score gains of students completing the assignment individually. PMID:20165544

Interprofessional online learning for primary healthcare: findings from a scoping review

PubMed Central

Reeves, Scott; Fletcher, Simon; McLoughlin, Clodagh; Yim, Alastair; Patel, Kunal D

2017-01-01

Objectives This article presents the findings from a scoping review which explored the nature of interprofessional online learning in primary healthcare. The review was informed by the following questions: What is the nature of evidence on online postgraduate education for primary healthcare interprofessional teams? What learning approaches and study methods are used in this context? What is the range of reported outcomes for primary healthcare learners, their organisations and the care they deliver to patients/clients? Setting The review explored the global literature on interprofessional online learning in primary healthcare settings. Results The review found that the 23 included studies employed a range of different e-learning methods with contrasting course durations, use of theory, participant mix, approaches to accreditation and assessment of learning. Most of the included studies reported outcomes associated with learner reactions and positive changes in participant attitudes/perceptions and improvement in knowledge/skills as a result of engagement in an e-learning course. In contrast, fewer studies reported changes in participant behaviours, changes in organisational practice and improvements to patients/clients. Conclusions A number of educational, methodological and outcome implications are be offered. E-learning can enhance an education experience, support development, ease time constraints, overcome geographic limitations and can offer greater flexibility. However, it can also contribute to the isolation of learners and its benefits can be negated by technical problems. PMID:28780560

Learning Discriminative Binary Codes for Large-scale Cross-modal Retrieval.

PubMed

Xu, Xing; Shen, Fumin; Yang, Yang; Shen, Heng Tao; Li, Xuelong

2017-05-01

Hashing based methods have attracted considerable attention for efficient cross-modal retrieval on large-scale multimedia data. The core problem of cross-modal hashing is how to learn compact binary codes that construct the underlying correlations between heterogeneous features from different modalities. A majority of recent approaches aim at learning hash functions to preserve the pairwise similarities defined by given class labels. However, these methods fail to explicitly explore the discriminative property of class labels during hash function learning. In addition, they usually discard the discrete constraints imposed on the to-be-learned binary codes, and compromise to solve a relaxed problem with quantization to obtain the approximate binary solution. Therefore, the binary codes generated by these methods are suboptimal and less discriminative to different classes. To overcome these drawbacks, we propose a novel cross-modal hashing method, termed discrete cross-modal hashing (DCH), which directly learns discriminative binary codes while retaining the discrete constraints. Specifically, DCH learns modality-specific hash functions for generating unified binary codes, and these binary codes are viewed as representative features for discriminative classification with class labels. An effective discrete optimization algorithm is developed for DCH to jointly learn the modality-specific hash function and the unified binary codes. Extensive experiments on three benchmark data sets highlight the superiority of DCH under various cross-modal scenarios and show its state-of-the-art performance.

Observational Word Learning: Beyond Propose-But-Verify and Associative Bean Counting.

PubMed

Roembke, Tanja; McMurray, Bob

2016-04-01

Learning new words is difficult. In any naming situation, there are multiple possible interpretations of a novel word. Recent approaches suggest that learners may solve this problem by tracking co-occurrence statistics between words and referents across multiple naming situations (e.g. Yu & Smith, 2007), overcoming the ambiguity in any one situation. Yet, there remains debate around the underlying mechanisms. We conducted two experiments in which learners acquired eight word-object mappings using cross-situational statistics while eye-movements were tracked. These addressed four unresolved questions regarding the learning mechanism. First, eye-movements during learning showed evidence that listeners maintain multiple hypotheses for a given word and bring them all to bear in the moment of naming. Second, trial-by-trial analyses of accuracy suggested that listeners accumulate continuous statistics about word/object mappings, over and above prior hypotheses they have about a word. Third, consistent, probabilistic context can impede learning, as false associations between words and highly co-occurring referents are formed. Finally, a number of factors not previously considered in prior analysis impact observational word learning: knowledge of the foils, spatial consistency of the target object, and the number of trials between presentations of the same word. This evidence suggests that observational word learning may derive from a combination of gradual statistical or associative learning mechanisms and more rapid real-time processes such as competition, mutual exclusivity and even inference or hypothesis testing.

eDrug: a dynamic interactive electronic drug formulary for medical students

PubMed Central

Maxwell, Simon R J; McQueen, Daniel S; Ellaway, Rachel

2006-01-01

What is already known about this subject Delivering education about an ever-increasing number of prescribable drugs to medical students represents a major challenge. Drug names are generally not logical or intuitive, and many students find learning them akin to learning a foreign language. Pharmacology and therapeutics teaching is struggling for visibility in some integrated medical curricula. What this study adds Development of electronic tools allowing web delivery of a restricted student formulary facilitates dynamic access to core learning materials, improves the profile of this aspect of the curriculum and is highly appreciated by students. Aims Prescribing drugs is a key responsibility of a doctor and requires a solid grounding in the relevant scientific disciplines of pharmacology and therapeutics (PT). The move away from basic science disciplines towards a more system-based and integrated undergraduate curriculum has created difficulties in the delivery of PT teaching in some medical schools. We aimed to develop a web-based strategy to overcome these problems and improve the PT learning experience. Methods We designed and introduced ‘eDrug’, a dynamic interactive web-based student formulary, as an aid to teaching and learning of PT throughout a 5-year integrated medical curriculum in a UK medical school of 1300 students. This was followed by a prospective observational study of student-reported views about its impact on their PT learning experience. Results eDrug was rated highly by students and staff, with the main benefits being increased visibility of PT in the curriculum, clear identification of core drugs, regular sourcing of drug information via direct links to accredited sources including the British National Formulary, prioritization of learning, immediate access and responsiveness. It has also served as a focus of discussion concerning core PT learning objectives amongst staff and students. Conclusions Web-based delivery of PT learning objectives actively supports learning within an integrated curriculum. PMID:17054667

Measuring E-Learning Readiness among EFL Teachers in Intermediate Public Schools in Saudi Arabia

ERIC Educational Resources Information Center

Al-Furaydi, Ahmed Ajab

2013-01-01

This study will determine their readiness level for the e-learning in several aspects such as attitude toward e-learning, and computer literacy also this study attempt to investigate the main the barriers that EFL teachers have to overcome while incorporating e-learning into their teaching. The theory upon which the study was technology acceptance…

The Learning Organisation Part II. "Getting Emotional": The Learning Organisation and Emotional Intelligence. CLMS Working Paper.

ERIC Educational Resources Information Center

Hughes, Jason

Emotional intelligence (EI) can be a diagnostic tool and a set of guiding principals to address the learning organization's concern of overcoming the barriers to collective learning. EI can be defined as "how well you handle yourself." It refers to "emotional literacy" and a person's capacity to manage emotions and use them as…

Overcoming Barriers for eLearning in Universities--Portfolio Models for eCompetence Development of Faculty

ERIC Educational Resources Information Center

Schneckenberg, Dirk

2010-01-01

This paper explores the role that eCompetence of faculty members play in the integration of eLearning in higher education. Learning technologies have the potential to enhance educational innovation, but the eLearning adoption rate of faculty in universities is so far disappointing. The motivation and capability of faculty to use information and…

Using contrasting cases to improve self-assessment in physics learning

NASA Astrophysics Data System (ADS)

Jax, Jared Michael

Accurate self-assessment (SA) is widely regarded as a valuable tool for conducting scientific work, although there is growing concern that students present difficulties in accurately assessing their own learning. For students, the challenge of accurately self-assessing their work prevents them from effectively critiquing their own knowledge and skills, and making corrections when necessary to improve their performance. An overwhelming majority of researchers have acknowledged the importance of developing and practicing the necessary reflective skills SA in science, yet it is rarely a focus of daily instruction leading to students typically overestimate their abilities. In an effort to provide a pragmatic approach to overcoming these deficiencies, this study will demonstrate the effect of using positive and negative examples of solutions (contrasting cases) on performance and accuracy of SA when compared to student who are only shown positive examples of solutions. The work described here sought, first, to establish the areas of flawed SA that introductory high school physics students experience when studying circuitry, and, second, to examine how giving students Content Knowledge in addition to Positive and Negative Examples focused on helping them self-assess might help overcome these deficiencies. In doing so, this work highlights the positive impact that these types of support have in significantly increasing student performance, SA accuracy, and the ability to evaluate solutions in physics education.

"Finding my own time": examining the spatially produced experiences of rural RNs in the rural nursing certificate program.

PubMed

Place, Jessica; MacLeod, Martha; John, Norma; Adamack, Monica; Lindsey, A Elizabeth

2012-07-01

Rural nurses require access to education that exposes them to the most up-to-date information and skill development. However, since most education opportunities are located in urban centers and focused on providing skills to urban nurses, geography effectively acts as a barrier to accessing education that meets the needs of rural nurses. The Rural Nursing Certificate Program is a post-basic education program that addresses these concerns by providing rural-relevant content online, with limited campus sessions. Does online delivery of rural nursing curriculum overcome challenges related to geography? This study employed surveys with some open-ended questions. Analysis included descriptive statistics and content analysis. Students reported that online delivery improved access. Benefits included not having to relocate; being able to continue working; and, flexibility. Challenges included travel for practical experiences and time management related to staffing shortages, personal-professional overlap and family responsibilities. Online learning improved access to nursing education. However, the realities of rural nursing made it impossible to completely overcome geography: sense of obligation to work overtime, cost and time of traveling to workshops and practicums, uneven access to the Internet and computer services, and distance from peer and university support remained challenges. Copyright © 2011 Elsevier Ltd. All rights reserved.

Making the Vision Work

ERIC Educational Resources Information Center

Plant, Helen; Ravenhall, Mark

2008-01-01

One of the successes of the Learning and Skills Council (LSC) has been to recognize the importance of advice and guidance to adults on courses as well as those wanting to access provision. Information, advice and guidance (IAG) matters: it helps people to overcome barriers to learning. It enables adults to identify what learning is right for them.…

Exploring the Effect of Learning Styles on Learning Achievement in a u-Museum

ERIC Educational Resources Information Center

Chen, Chia-Chen; Chen, Chien-Yi

2018-01-01

In recent years, mobile technology has been developing rapidly and has been widely used. There are many successful cases of mobile technology applied greatly in today's teaching and even combined with sensing devices to overcome the limitations of traditional learning environment. In order to make teaching more diversified, teachers currently…

Strategies for Overcoming Barriers to Training and Education for Canadians with Disabilities. Lessons in Learning

ERIC Educational Resources Information Center

Canadian Council on Learning, 2009

2009-01-01

If stronger skills and more education are key to greater labour force participation, then it is important to identify critical barriers to education and training for Canadians with disabilities. In 2008, the Canadian Council on Learning's Adult Learning Knowledge Centre funded a "Community Outreach Initiative for Learner's with…

Where Do Features Come From?

ERIC Educational Resources Information Center

Hinton, Geoffrey

2014-01-01

It is possible to learn multiple layers of non-linear features by backpropagating error derivatives through a feedforward neural network. This is a very effective learning procedure when there is a huge amount of labeled training data, but for many learning tasks very few labeled examples are available. In an effort to overcome the need for…

Neurological Processes and Reading Pathology: Knowing About Children and Reading Dysfunction.

ERIC Educational Resources Information Center

Roberts, David Harrill

For many years dyslexia has been incorrectly applied to those who have demonstrated difficulty in learning to read. Given the proper guidance and opportunities for becoming sensitive to demonstrations of the workings of language and engaging their minds in learning, many students will overcome their so-called learning disabilities. However, there…

Global Organizations and E-Learning: Leveraging Adult Learning in Different Cultures

ERIC Educational Resources Information Center

Nathan, Edward P.

2008-01-01

This article examines a number of issues regarding the leveraged use of global training within multinational organizations. Given a common purpose and using technology that may minimize cultural differences, is it possible for these organizations to overcome some of the cultural barriers to adult learning? In examining this concept, this article…

Promoting Teacher Learning through Learning Study Discourse: The Case of Science Teachers in Singapore

ERIC Educational Resources Information Center

Tan, Yuen Sze Michelle; Nashon, Samson Madera

2013-01-01

The potential of a theory of variation-framed learning study, a teacher professional development approach, to help teachers overcome curricular and pedagogical challenges associated with teaching new science curricula content was explored. With a group of Singapore teachers collaboratively planning and teaching new genetics content,…

Setting Learning Analytics in Context: Overcoming the Barriers to Large-Scale Adoption

ERIC Educational Resources Information Center

Ferguson, Rebecca; Macfadyen, Leah P.; Clow, Doug; Tynan, Belinda; Alexander, Shirley; Dawson, Shane

2014-01-01

A core goal for most learning analytic projects is to move from small-scale research towards broader institutional implementation, but this introduces a new set of challenges because institutions are stable systems, resistant to change. To avoid failure and maximize success, implementation of learning analytics at scale requires explicit and…

Perceptions of Teacher Candidates Regarding Project-Based Learning

ERIC Educational Resources Information Center

Baysura, Ozge Deniz; Altun, Sertel; Yucel-Toy, Banu

2016-01-01

Problem Statement: Project-based learning (PBL) is a learning and teaching approach that makes students search for new knowledge and skills, helps them overcome real-life questions, and makes them design their own studies and performances. Research in Turkey reveals that teachers are not well-informed about PBL, can not guide students in this…

An active role for machine learning in drug development

PubMed Central

Murphy, Robert F.

2014-01-01

Due to the complexity of biological systems, cutting-edge machine-learning methods will be critical for future drug development. In particular, machine-vision methods to extract detailed information from imaging assays and active-learning methods to guide experimentation will be required to overcome the dimensionality problem in drug development. PMID:21587249

Space Shuttle Guidance, Navigation, and Rendezvous Knowledge Capture Reports. Revision 1

NASA Technical Reports Server (NTRS)

Goodman, John L.

2011-01-01

This document is a catalog and readers guide to lessons learned, experience, and technical history reports, as well as compilation volumes prepared by United Space Alliance personnel for the NASA/Johnson Space Center (JSC) Flight Dynamics Division.1 It is intended to make it easier for future generations of engineers to locate knowledge capture documentation from the Shuttle Program. The first chapter covers observations on documentation quality and research challenges encountered during the Space Shuttle and Orion programs. The second chapter covers the knowledge capture approach used to create many of the reports covered in this document. These chapters are intended to provide future flight programs with insight that could be used to formulate knowledge capture and management strategies. The following chapters contain descriptions of each knowledge capture report. The majority of the reports concern the Space Shuttle. Three are included that were written in support of the Orion Program. Most of the reports were written from the years 2001 to 2011. Lessons learned reports concern primarily the shuttle Global Positioning System (GPS) upgrade and the knowledge capture process. Experience reports on navigation and rendezvous provide examples of how challenges were overcome and how best practices were identified and applied. Some reports are of a more technical history nature covering navigation and rendezvous. They provide an overview of mission activities and the evolution of operations concepts and trajectory design. The lessons learned, experience, and history reports would be considered secondary sources by historians and archivists.

The cerebellum does more than sensory prediction error-based learning in sensorimotor adaptation tasks.

PubMed

Butcher, Peter A; Ivry, Richard B; Kuo, Sheng-Han; Rydz, David; Krakauer, John W; Taylor, Jordan A

2017-09-01

Individuals with damage to the cerebellum perform poorly in sensorimotor adaptation paradigms. This deficit has been attributed to impairment in sensory prediction error-based updating of an internal forward model, a form of implicit learning. These individuals can, however, successfully counter a perturbation when instructed with an explicit aiming strategy. This successful use of an instructed aiming strategy presents a paradox: In adaptation tasks, why do individuals with cerebellar damage not come up with an aiming solution on their own to compensate for their implicit learning deficit? To explore this question, we employed a variant of a visuomotor rotation task in which, before executing a movement on each trial, the participants verbally reported their intended aiming location. Compared with healthy control participants, participants with spinocerebellar ataxia displayed impairments in both implicit learning and aiming. This was observed when the visuomotor rotation was introduced abruptly ( experiment 1 ) or gradually ( experiment 2 ). This dual deficit does not appear to be related to the increased movement variance associated with ataxia: Healthy undergraduates showed little change in implicit learning or aiming when their movement feedback was artificially manipulated to produce similar levels of variability ( experiment 3 ). Taken together the results indicate that a consequence of cerebellar dysfunction is not only impaired sensory prediction error-based learning but also a difficulty in developing and/or maintaining an aiming solution in response to a visuomotor perturbation. We suggest that this dual deficit can be explained by the cerebellum forming part of a network that learns and maintains action-outcome associations across trials. NEW & NOTEWORTHY Individuals with cerebellar pathology are impaired in sensorimotor adaptation. This deficit has been attributed to an impairment in error-based learning, specifically, from a deficit in using sensory prediction errors to update an internal model. Here we show that these individuals also have difficulty in discovering an aiming solution to overcome their adaptation deficit, suggesting a new role for the cerebellum in sensorimotor adaptation tasks. Copyright © 2017 the American Physiological Society.

Overcoming Breakdowns and Engaging the Public

NASA Astrophysics Data System (ADS)

Bowman, T. E.

2012-12-01

With strong climate science evidence readily available, why do major segments of the public remain disengaged? Decades of social science research and practical communications experience indicate that prioritizing and structuring information, choosing appropriate messengers, and adapting to audience interests and learning styles are vital, yet often ignored criteria. This session will explore key differences between communications models within the science community and effective outreach to non-scientist audiences. Here, prioritizing goals, understanding preconceptions and identifying intervention opportunities require careful examination. "Public engagement" is defined as encouraging and enabling people to make informed choices on their own behalf. Crucial barriers identified in economics, political psychology and audience segmentation research will be addressed, and recommendations for more effective engagement will emerge including: defining realistic goals, simplifying science content accurately, avoiding values conflicts that prevent learning, enlisting trusted messengers, and matching a call to action to the scale of the challenge in ways people can embrace.

Teaching Contemporary Physics Topics Using Real-Time Data Obtained via the World Wide Web

NASA Astrophysics Data System (ADS)

Post-Zwicker, A. P.; Davis, W.; Grip, R.; McKay, M.; Pfaff, R.; Stotler, D. P.

1999-12-01

As a teaching tool, the World Wide Web (WWW) is unprecedented in its ability to transmit information and enhance communication between scientist and student. Just beginning to be developed are sites that actively engage the user in the learning process and provide hands-on methods of teaching contemporary topics. These topics are often not found in the classroom due to the complexity and expense of the laboratory equipment and the WWW is an ideal tool for overcoming this difficulty. This paper presents a model for using the Internet to teach high school students about plasma physics and fusion energy. Students are given access to real-time data, virtual experiments, and communication with professional scientists via email. Preliminary data indicate that student collaboration and student-led learning is encouraged when using the site in the classroom. Scientist/student mentoring is enhanced with this form of communication.

Lessons learned in looking back: perspectives from trailblazers.

PubMed

McGinn, Lata K; Newman, Michelle G

2012-12-01

Although this is in many ways a good era for women, many things have yet to improve. Women continue to lag behind men with regard to salaries, are under-represented in position of leadership, and still take on greater responsibility for child rearing and family responsibilities. Careers dominated by women tend to be associated with lower salaries and lower prominence and by the same token, women tend to dominate leadership positions when the field becomes less prestigious. Although women now outnumber men in graduating classes, the feminization of clinical psychology brings new challenges. This special series comes out of the 2009 trailblazer panel held at the ABCT convention in New York City, which explored the experiences faced by pioneering women in behavior therapy and discussed ways to help women overcome the glass ceiling. This introductory paper summarizes the lessons learned by these trailblazers with a view toward helping women in academia today. Copyright © 2012. Published by Elsevier Ltd.

The Apollo Experience Lessons Learned for Constellation Lunar Dust Management

NASA Technical Reports Server (NTRS)

Wagner, Sandra

2006-01-01

Lunar dust will present significant challenges to NASA's Lunar Exploration Missions. The challenges can be overcome by using best practices in system engineering design. For successful lunar surface missions, all systems that come into contact with lunar dust must consider the effects throughout the entire design process. Interfaces between all these systems with other systems also must be considered. Incorporating dust management into Concept of Operations and Requirements development are the best place to begin to mitigate the risks presented by lunar dust. However, that is only the beginning. To be successful, every person who works on NASA's Constellation lunar missions must be mindful of this problem. Success will also require fiscal responsibility. NASA must learn from Apollo the root cause of problems caused by dust, and then find the most cost-effective solutions to address each challenge. This will require a combination of common sense existing technologies and promising, innovative technical solutions

Missed Opportunity: Spirituality as a Bridge to Resilience in Latinos with Cancer

PubMed Central

Costas-Muñíz, Rosario; Gany, Francesca

2016-01-01

Going through adverse life events can help a person learn how to cope with life’s challenges, overcome them, learn from the adverse experiences, grow, and be positively transformed by them. Spirituality is a resource that supports adaptation and resilience to improve quality of life in patients with cancer or other chronic illnesses. For Latinos, spirituality is an important core cultural value. As such, it is crucial to pay close attention to how cultural values play a role in health-related concerns when caring for Latino cancer patients, and to how spirituality, being an important aspect of Latino culture, influences how Latinos adjust and cope with cancer. Understanding how to facilitate resilience in the face of potentially negative life events, such as cancer, can not only help Latino cancer patients in active treatment, but can also impact effectiveness of managing and coping with the consequences of cancer during survivorship. PMID:25711211

Rank-Optimized Logistic Matrix Regression toward Improved Matrix Data Classification.

PubMed

Zhang, Jianguang; Jiang, Jianmin

2018-02-01

While existing logistic regression suffers from overfitting and often fails in considering structural information, we propose a novel matrix-based logistic regression to overcome the weakness. In the proposed method, 2D matrices are directly used to learn two groups of parameter vectors along each dimension without vectorization, which allows the proposed method to fully exploit the underlying structural information embedded inside the 2D matrices. Further, we add a joint [Formula: see text]-norm on two parameter matrices, which are organized by aligning each group of parameter vectors in columns. This added co-regularization term has two roles-enhancing the effect of regularization and optimizing the rank during the learning process. With our proposed fast iterative solution, we carried out extensive experiments. The results show that in comparison to both the traditional tensor-based methods and the vector-based regression methods, our proposed solution achieves better performance for matrix data classifications.

Inclusive instruction and learning for deaf students in postsecondary education.

PubMed

Foster, S; Long, G; Snell, K

1999-01-01

This article explores how students who are deaf and their instructors experience mainstream college classes. Both quantitative and qualitative procedures were used to examine student access to information and their sense of belonging and engagement in learning. Instructors were asked to discuss their approach to teaching and any instructional modifications made to address the needs of deaf learners. Results indicate that deaf students viewed classroom communication and engagement in a similar manner as their hearing peers. Deaf students were more concerned about the pace of instruction and did not feel as much a part of the 'university family' as did their hearing peers. Faculty generally indicated that they made few if any modifications for deaf students and saw support service faculty as responsible for the success or failure of these students. We discuss results of these and additional findings with regard to barriers to equal access and strategies for overcoming these barriers.

Recurrent Neural Networks With Auxiliary Memory Units.

PubMed

Wang, Jianyong; Zhang, Lei; Guo, Quan; Yi, Zhang

2018-05-01

Memory is one of the most important mechanisms in recurrent neural networks (RNNs) learning. It plays a crucial role in practical applications, such as sequence learning. With a good memory mechanism, long term history can be fused with current information, and can thus improve RNNs learning. Developing a suitable memory mechanism is always desirable in the field of RNNs. This paper proposes a novel memory mechanism for RNNs. The main contributions of this paper are: 1) an auxiliary memory unit (AMU) is proposed, which results in a new special RNN model (AMU-RNN), separating the memory and output explicitly and 2) an efficient learning algorithm is developed by employing the technique of error flow truncation. The proposed AMU-RNN model, together with the developed learning algorithm, can learn and maintain stable memory over a long time range. This method overcomes both the learning conflict problem and gradient vanishing problem. Unlike the traditional method, which mixes the memory and output with a single neuron in a recurrent unit, the AMU provides an auxiliary memory neuron to maintain memory in particular. By separating the memory and output in a recurrent unit, the problem of learning conflicts can be eliminated easily. Moreover, by using the technique of error flow truncation, each auxiliary memory neuron ensures constant error flow during the learning process. The experiments demonstrate good performance of the proposed AMU-RNNs and the developed learning algorithm. The method exhibits quite efficient learning performance with stable convergence in the AMU-RNN learning and outperforms the state-of-the-art RNN models in sequence generation and sequence classification tasks.

Perspective: clinical communication education in the United Kingdom: some fresh insights.

PubMed

Brown, Jo

2012-08-01

Clinical communication education is now part of the core curriculum of every medical school in the United Kingdom and the United States. It has emerged over 30 years because of various societal, political, and policy drivers and is supported by an impressive evidence base.For a variety of reasons, however, clinical communication has become separated from other parts of medical education and tends to be positioned in the early years of the curriculum, when students have limited experience of being in the clinical workplace and working with patients. The teachers of clinical communication, whether medical-school-based or clinically based, may not share learning goals for the subject and this may, therefore, provide a disintegrated learning experience for students.Clinical communication teachers need to inject fresh thinking into the teaching and learning of the subject to unite it with clinical practice in the authentic clinical workplace. Engaging with theories of workplace learning, which aim to overcome the theory/practice gap in vocational education, may be the way forward. The author suggests various ways that this might be achieved-for example, by situating clinical communication education throughout the whole undergraduate curriculum, by integrating the topic of clinical communication with other areas of medical education, by developing coteaching and curriculum design partnerships between medical school and clinical workplace, and by developing a greater range of postgraduate education that offers opportunities for professional development in clinical communication for qualified doctors that is complementary with what is taught in undergraduate education.

Learning Self-Evaluation: Challenges for Students.

ERIC Educational Resources Information Center

MacGregor, Jean

1993-01-01

Self-evaluation is unfamiliar to most college students. Teachers can use varied approaches to support students in overcoming unfamiliarity with self-evaluation, lack of confidence in describing learning, writing difficulties, evaluation difficulties, discomfort discussing academic problems, cultural bias against self-evaluation, emotional…

Why Women Want to Work: A Look at Career Persistence.

ERIC Educational Resources Information Center

Mandelbaum, Dorothy Rosenthal

The notions of both work and persistence carry implicit assumptions that some obstacles have to be overcome through effort. Given the hurdles that women physicians must overcome in training, most research has assumed that work plays an important role in their lives. A sample of 71 women physicians from an earlier study was surveyed to learn why…

Overcoming Pedagogical, Social/Cultural, and Attitudinal Barriers to Technology Integration in K-5 Schools

ERIC Educational Resources Information Center

Durff, Lisa

2017-01-01

Technology engages and increases academic achievement for K-5 students, but teachers face attitudinal, social/cultural, and pedagogical barriers when they integrate technology for student learning. Although some teachers overcome these barriers, it remains unclear how they do so. The purpose of this qualitative multiple case study was to analyze…

Lived experience of blood glucose self-monitoring among pregnant women with gestational diabetes mellitus: a phenomenological research.

PubMed

Youngwanichsetha, Sununta; Phumdoung, Sasitorn

2017-10-01

To explore and describe lived experience of blood glucose self-monitoring among pregnant Thai women with gestational diabetes mellitus. Self-monitoring of blood glucose is an essential practice among pregnant women with diabetes to prevent complications in pregnancy and the newborn infant. Phenomenological research was employed to understand lived experiences in glycemic control. Thirty participants were approached and interviewed using a semistructured interview guides. Qualitative data were analysed following Colaizzi's method. The findings revealed three themes: being worried about diabetes and blood testing, trying to control it and being patient for the child. Their worry comprised three dimensions: (1) wondering about the impacts of diabetes on the child, (2) concern about maternal health and (3) being worried about doing blood test. Trying to control diabetes was composed of three dimensions: (1) learning to test blood glucose, (2) being afraid of elevated blood sugar and (3) being aware of what to eat. Being patient for the child was composed of three dimensions: (1) overcoming food desires, (2) tolerating the fingerprick pain and (3) satisfaction with the outcomes. Women with gestational diabetes experienced being worried and afraid regarding blood glucose self-monitoring; however, they could overcome and tolerate this with some difficulties. These findings can be used to guide nursing practice in assessment of perception and response towards blood glucose self-monitoring in order to improve achievement of a good glycaemic control among pregnant women with gestational diabetes mellitus. © 2016 John Wiley & Sons Ltd.

A Contemporary Learning Theory Perspective on the Etiology of Anxiety Disorders: It's Not What You Thought it Was

ERIC Educational Resources Information Center

Mineka, Susan; Zinbarg, Richard

2006-01-01

The authors describe how contemporary learning theory and research provide the basis for perspectives on the etiology and maintenance of anxiety disorders that capture the complexity associated with individual differences in the development and course of these disorders. These insights from modern research on learning overcome the shortcomings of…

Expanded Learning Time and Opportunities: Key Principles, Driving Perspectives, and Major Challenges

ERIC Educational Resources Information Center

Blyth, Dale A.; LaCroix-Dalluhn, Laura

2011-01-01

If expanded learning is going to make a real difference, then three key principles must inform how communities overcome challenges and assure equitable access to learning opportunities. Much of today's debate is framed in the language of formal education systems--students, classrooms, schools--even though part of the expansion seeks to engage a…

Extending Basic Learning Opportunities: Challenge and Response. UNESCO-UNICEF Co-operative Programme Digest No. 16.

ERIC Educational Resources Information Center

Prakasha, Veda; And Others

This digest focuses on problems encountered in the expansion of facilities for universal primary education and responses being developed to overcome these problems. The central message of the document is that nonformal structures of learning and community involvement play a key role in the expansion of basic learning opportunities in the…

Growing Lemon Trees from Lemons: Lessons Reaped from a SoTL Faculty Learning Community's Research "Failures"

ERIC Educational Resources Information Center

Dich, Linh; Brown, Karen M.; Kuznekoff, Jeff H.; Conover, Theresa; Forren, John P.; Marshall, Janet

2017-01-01

Failure can be central to faculty research; however, failure produces a vehicle for learning. Through an interdisciplinary faculty community, the authors supported each other in facing, learning from, and overcoming "failed" aspects of research projects. This article reports obstacles encountered in conducting Scholarship of Teaching and…

Harnessing the Use of Open Learning Exchange to Support Basic Education in Science and Mathematics in the Philippines

ERIC Educational Resources Information Center

Feliciano, Josephine S.; Mandapat, Louie Carl R.; Khan, Concepcion L.

2013-01-01

This paper presents the open learning initiatives of the Science Education Institute of the Department of Science and Technology to overcome certain barriers, such as enabling access, cost of replication, timely feedback, monitoring and continuous improvement of learning modules. Using an open-education model, like MIT's (Massachusetts Institute…

Contributions Emotional Intelligence on Cognitive Learning Result of Biology of Senior High School Students in Medan, Indonesia

ERIC Educational Resources Information Center

Pratama, Anggi Tias; Corebima, Aloysius Duran

2016-01-01

Emotional intelligence is one of the factors affecting the success of students' learning results. Students having high emotional intelligence will be able to overcome the problems faced in school and in society. This research aims at investigating the correlation between emotional intelligence (EQ) and students' cognitive learning results of…

Overcoming the Inert Knowledge Problem in Learning from Expository Text.

ERIC Educational Resources Information Center

Cote, Nathalie

Students often fail to store new information in memory in a way that is accessible or useful. The information they have acquired is inert. This paper examines the inert knowledge problem in the context of learning from informational expository text. Kintsch and van Dijk (1978) have suggested a framework for understanding learning from expository…

Using a course pilot in the development of an online problem-based learning (PBL) therapeutics course in a post-professional PharmD program.

PubMed

Nagge, Jeff J; Killeen, Rosemary; Jennings, Brad

2018-02-01

To assess whether the traditional problem-based learning (PBL) process can be replicated in an online environment, and to identify any barriers and facilitators to learning using a course pilot. Eight alumni and one experienced tutor participated in a two-week simulated PBL course comprised of two three-hour synchronous online tutorials. Blackboard Collaborate ® software was used to permit audio and visual interaction. The PBL tutorials were recorded and observed by the researchers. Participants completed satisfaction surveys after the pilot, and were invited to take part in a focus group to debrief about their experience. Once the steep learning curve with the technology was overcome, the quality of the PBL process was similar in the online course as it was in the face-to-face course. Several key factors for success were identified through analysis of the videotaped sessions, and interviews with the participants in the course pilot. Conducting a course pilot study demonstrated that an online PBL course is feasible, and identified some considerations to facilitate success. Copyright © 2017 Elsevier Inc. All rights reserved.

Quantum-assisted learning of graphical models with arbitrary pairwise connectivity

NASA Astrophysics Data System (ADS)

Realpe-Gómez, John; Benedetti, Marcello; Biswas, Rupak; Perdomo-Ortiz, Alejandro

Mainstream machine learning techniques rely heavily on sampling from generally intractable probability distributions. There is increasing interest in the potential advantages of using quantum computing technologies as sampling engines to speedup these tasks. However, some pressing challenges in state-of-the-art quantum annealers have to be overcome before we can assess their actual performance. The sparse connectivity, resulting from the local interaction between quantum bits in physical hardware implementations, is considered the most severe limitation to the quality of constructing powerful machine learning models. Here we show how to surpass this `curse of limited connectivity' bottleneck and illustrate our findings by training probabilistic generative models with arbitrary pairwise connectivity on a real dataset of handwritten digits and two synthetic datasets in experiments with up to 940 quantum bits. Our model can be trained in quantum hardware without full knowledge of the effective parameters specifying the corresponding Boltzmann-like distribution. Therefore, the need to infer the effective temperature at each iteration is avoided, speeding up learning, and the effect of noise in the control parameters is mitigated, improving accuracy. This work was supported in part by NASA, AFRL, ODNI, and IARPA.

Overcoming Practical Challenges to Conducting Clinical Research in the Inpatient Stroke Rehabilitation Setting

PubMed Central

Campbell, Grace B.; Skidmore, Elizabeth R.; Whyte, Ellen M.; Matthews, Judith T.

2015-01-01

There is a shortage of published empirical studies conducted in acute inpatient stroke rehabilitation, though such studies are greatly needed in order to shed light on the most efficacious inpatient stroke rehabilitation interventions. The inherent challenges of inpatient research may dissuade researchers from undertaking this important work. This paper describes our institution’s experience devising practical solutions to research barriers in this setting. Our efforts facilitated five simultaneous inpatient stroke rehabilitation studies, and led to several benefits, including increased effectiveness of research participant identification and enrollment, novel collaborative projects, innovative clinical care initiatives, and enhanced emotional and practical support for patients and their families. We provide recommendations based on lessons learned during our experience, and discuss benefits of this collaboration for our research participants, clinical staff, and the research team. PMID:25775955

Reflections on Developing Collaborative Research in Pediatric Psychology: Implications and Future Directions

PubMed Central

2013-01-01

Objectives Collaborative research with pediatric colleagues has become increasingly important in the professional agenda of pediatric psychology, and there is a continuing need to articulate the challenges of such research. To address this need, this article describes types of collaborative research, reasons for collaboration, collaborative process, challenges, and strategies to facilitate collaborative research. Methods Experiences and lessons learned over the course of a career in collaborative research are described. Results Challenges in collaborative research can be overcome by effective strategies of engagement and communication. Useful methods of training researchers in collaborative research include modeling and supervised mentored experiences in research initiated by trainees. Conclusion Data are needed to identify the characteristics of successful collaborative research, strategies to promote effective research, and methods of training and career development. PMID:23671060

Project-based faculty development for e-learning.

PubMed

Vyas, Rashmi; Faith, Minnie; Selvakumar, Dhayakani; Pulimood, Anna; Lee, Mary

2016-12-01

The Christian Medical College, Vellore, in collaboration with Tufts University, Boston, conducted an advanced workshop in e-learning for medical faculty members in India. E-learning can enhance educational reforms for today's computer-literate generation, and keep faculty members up to speed in a rapidly changing world. The purpose of this paper is to report on the design and evaluation of a project-based faculty member development programme focused on developing faculty members as educators and as peer trainers who can use e-learning for educational reforms. During a 2-day workshop, 29 participants in groups of two or three developed 13 e-learning projects for implementation in their institutions. Evaluation of the workshop was through written feedback from the participants at the end of the workshop and by telephone interview with one participant from each project group at the end of one year. Content analysis of qualitative data was perfomed. The participants reported that they were motivated to implement e-learning projects and recognised the need for and usefulness of e-learning. The majority of projects (10 out of 13) that were implemented 'to some extent' or 'to a great extent' faced challenges with a lack of resources and administrative support, but faculty members were able to overcome them. E-learning can enhance educational reforms for today's computer-literate generation IMPLICATIONS: Designing feasible e-learning projects in small groups and obtaining hands-on experience with e-learning tools enhance the effectiveness of subsequent implementation. To successfully incorporate e-learning when designing educational reforms, faculty member training, continuing support and infrastructure facilities are essential. © 2016 John Wiley & Sons Ltd.

Enhancing students’ mathematical representation and selfefficacy through situation-based learning assisted by geometer’s sketchpad program

NASA Astrophysics Data System (ADS)

Sowanto; Kusumah, Y. S.

2018-05-01

This research was conducted based on the problem of a lack of students’ mathematical representation ability as well as self-efficacy in accomplishing mathematical tasks. To overcome this problem, this research used situation-based learning (SBL) assisted by geometer’s sketchpad program (GSP). This research investigated students’ improvement of mathematical representation ability who were taught under situation-based learning (SBL) assisted by geometer’s sketchpad program (GSP) and regular method that viewed from the whole students’ prior knowledge (high, average, and low level). In addition, this research investigated the difference of students’ self-efficacy after learning was given. This research belongs to quasi experiment research using non-equivalent control group design with purposive sampling. The result of this research showed that students’ enhancement in their mathematical representation ability taught under SBL assisted by GSP was better than the regular method. Also, there was no interaction between learning methods and students prior knowledge in student’ enhancement of mathematical representation ability. There was significant difference of students’ enhancement of mathematical representation ability taught under SBL assisted by GSP viewed from students’ prior knowledge. Furthermore, there was no significant difference in terms of self-efficacy between those who were taught by SBL assisted by GSP with the regular method.

Learned Helplessness: A Model to Understand and Overcome a Child's Extreme Reaction to Failure.

ERIC Educational Resources Information Center

Balk, David

1983-01-01

The author reviews literature on childrens' reactions to perceived failure and offers "learned helplessness" as a model to explain why a child who makes a mistake gives up. Suggestions for preventing these reactions are given. (Author/JMK)

Teaching and Learning with Hypervideo in Vocational Education and Training

ERIC Educational Resources Information Center

Cattaneo, Alberto A. P.; Nguyen, Anh Thu; Aprea, Carmela

2016-01-01

Audiovisuals offer increasing opportunities as teaching-and-learning materials while also confronting educators with significant challenges. Hypervideo provides one means of overcoming these challenges, offering new possibilities for interaction and support for reflective processes. However, few studies have investigated the instructional…

Optimal de novo design of MRM experiments for rapid assay development in targeted proteomics.

PubMed

Bertsch, Andreas; Jung, Stephan; Zerck, Alexandra; Pfeifer, Nico; Nahnsen, Sven; Henneges, Carsten; Nordheim, Alfred; Kohlbacher, Oliver

2010-05-07

Targeted proteomic approaches such as multiple reaction monitoring (MRM) overcome problems associated with classical shotgun mass spectrometry experiments. Developing MRM quantitation assays can be time consuming, because relevant peptide representatives of the proteins must be found and their retention time and the product ions must be determined. Given the transitions, hundreds to thousands of them can be scheduled into one experiment run. However, it is difficult to select which of the transitions should be included into a measurement. We present a novel algorithm that allows the construction of MRM assays from the sequence of the targeted proteins alone. This enables the rapid development of targeted MRM experiments without large libraries of transitions or peptide spectra. The approach relies on combinatorial optimization in combination with machine learning techniques to predict proteotypicity, retention time, and fragmentation of peptides. The resulting potential transitions are scheduled optimally by solving an integer linear program. We demonstrate that fully automated construction of MRM experiments from protein sequences alone is possible and over 80% coverage of the targeted proteins can be achieved without further optimization of the assay.

Particle Swarm Optimization With Interswarm Interactive Learning Strategy.

PubMed

Qin, Quande; Cheng, Shi; Zhang, Qingyu; Li, Li; Shi, Yuhui

2016-10-01

The learning strategy in the canonical particle swarm optimization (PSO) algorithm is often blamed for being the primary reason for loss of diversity. Population diversity maintenance is crucial for preventing particles from being stuck into local optima. In this paper, we present an improved PSO algorithm with an interswarm interactive learning strategy (IILPSO) by overcoming the drawbacks of the canonical PSO algorithm's learning strategy. IILPSO is inspired by the phenomenon in human society that the interactive learning behavior takes place among different groups. Particles in IILPSO are divided into two swarms. The interswarm interactive learning (IIL) behavior is triggered when the best particle's fitness value of both the swarms does not improve for a certain number of iterations. According to the best particle's fitness value of each swarm, the softmax method and roulette method are used to determine the roles of the two swarms as the learning swarm and the learned swarm. In addition, the velocity mutation operator and global best vibration strategy are used to improve the algorithm's global search capability. The IIL strategy is applied to PSO with global star and local ring structures, which are termed as IILPSO-G and IILPSO-L algorithm, respectively. Numerical experiments are conducted to compare the proposed algorithms with eight popular PSO variants. From the experimental results, IILPSO demonstrates the good performance in terms of solution accuracy, convergence speed, and reliability. Finally, the variations of the population diversity in the entire search process provide an explanation why IILPSO performs effectively.

Interprofessional online learning for primary healthcare: findings from a scoping review.

PubMed

Reeves, Scott; Fletcher, Simon; McLoughlin, Clodagh; Yim, Alastair; Patel, Kunal D

2017-08-04

This article presents the findings from a scoping review which explored the nature of interprofessional online learning in primary healthcare. The review was informed by the following questions: What is the nature of evidence on online postgraduate education for primary healthcare interprofessional teams? What learning approaches and study methods are used in this context? What is the range of reported outcomes for primary healthcare learners, their organisations and the care they deliver to patients/clients? The review explored the global literature on interprofessional online learning in primary healthcare settings. The review found that the 23 included studies employed a range of different e-learning methods with contrasting course durations, use of theory, participant mix, approaches to accreditation and assessment of learning. Most of the included studies reported outcomes associated with learner reactions and positive changes in participant attitudes/perceptions and improvement in knowledge/skills as a result of engagement in an e-learning course. In contrast, fewer studies reported changes in participant behaviours, changes in organisational practice and improvements to patients/clients. A number of educational, methodological and outcome implications are be offered. E-learning can enhance an education experience, support development, ease time constraints, overcome geographic limitations and can offer greater flexibility. However, it can also contribute to the isolation of learners and its benefits can be negated by technical problems. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Does the Owl Fly out of the Tree or Does the Owl Exit the Tree Flying? How L2 Learners Overcome Their L1 Lexicalization Biases

PubMed Central

Song, Lulu; Pulverman, Rachel; Pepe, Christina; Golinkoff, Roberta Michnick; Hirsh-Pasek, Kathy

2016-01-01

Learning a language is more than learning its vocabulary and grammar. For example, compared to English, Spanish uses many more path verbs such as ascender (‘to move upward’) and salir (‘to go out’), and expresses manner of motion optionally. English, in contrast, has many manner verbs (e.g., run, jog) and expresses path in prepositional phrases (e.g., out of the barn). The way in which a language encodes an event is known as its lexicalization pattern or bias. Using a written sentence elicitation task, we asked whether adult Spanish learners whose L1 was English adopted Spanish lexicalization biases, and what types of L2 exposure facilitated the learning of lexicalization biases. Results showed that advanced, but not intermediate, adult Spanish learners showed a path bias comparable to that found in native speakers of Spanish. Furthermore, study abroad experience is associated with better acquisition of L2 lexicalization biases when describing certain types of events. PMID:27103880

From Guide to Practice: Improving Your After School Science Program to Increase Student Academic Achievement

NASA Astrophysics Data System (ADS)

Taylor, J.

2013-12-01

Numerous science organizations, such as NASA, offer educational outreach activities geared towards after school. For some programs, the primary goal is to grow students' love of science. For others, the programs are also intended to increase academic achievement. For those programs looking to support student learning in out-of-school time environments, aligning the program with learning during the classroom day can be a challenge. The Institute for Education Sciences, What Works Clearinghouse, put together a 'Practice Guide' for maximizing learning time beyond the regular school day. These practice guides provide concrete recommendations for educators supported by research. While this guide is not specific to any content or subject-area, the recommendations provided align very well with science education. After school science is often viewed as a fun, dynamic environment for students. Indeed, one of the recommendations to ensure time is structured according to students' needs is to provide relevant and interesting experiences. Given that our after school programs provide such creative environments for students, what other components are needed to promote increased academic achievement? The recommendations provided to academic achievement, include: 1. Align Instruction, 2. Maximize Attendance and Participation, 3. Adapt Instruction, 4. Provide Engaging Experiences, and 5. Evaluate Program. In this session we will examine these five recommendations presented in the Practice Guide, discuss how these strategies align with science programs, and examine what questions each program should address in order to provide experiences that lend themselves to maximizing instruction. Roadblocks and solutions for overcoming challenges in each of the five areas will be presented. Jessica Taylor will present this research based on her role as an author on the Practice Guide, 'Improving Academic Achievement in Out-of-School Time' and her experience working in various informal science programs for NASA.

Pedagogical Potential of Muslim Religious Sources in Overcoming Physical and Mental and Psychological Trials

ERIC Educational Resources Information Center

Aminov, Tahir; Magsumov, Timur; Sayakhov, Ruslan; Yepaneshnikov, Vladimir; Nasipov, Ilshat; Aitov, Valerie

2018-01-01

The article describes the educational opportunities of Muslim religious sources in overcoming difficult life situations by a person. An individual cannot claim to be completely aware of the causes of any problems, but he or she ought to learn how to develop an adequate attitude to the very fact of their occurrence. Trials should be taken as…

Inviting Observation

ERIC Educational Resources Information Center

Hansen, Spencer D.

2010-01-01

Monthly meetings and a peer-observation program help novice teachers overcome isolation and practice new skills that support improved student learning. Peer observation is not without its difficulties. Above all else, the point of the program is to make teachers more comfortable observing, sharing instructional ideas, and learning from one…

On the Changing Nature of Learning Context: Anticipating the Virtual Extensions of the World

ERIC Educational Resources Information Center

Westera, Wim

2011-01-01

Contextual learning starts from the premise that learning cannot take place in a vacuum, but should somehow be connected with real world attributes to make sense to learners. Today, digital media tend to bring about new dimensions of context: internet connections and mobile devices enable learners to overcome restrictions of time and location, and…

Videos Bridging Asia and Africa: Overcoming Cultural and Institutional Barriers in Technology-Mediated Rural Learning

ERIC Educational Resources Information Center

Van Mele, Paul; Wanvoeke, Jonas; Akakpo, Cyriaque; Dacko, Rosaline Maiga; Ceesay, Mustapha; Beavogui, Louis; Soumah, Malick; Anyang, Robert

2010-01-01

Will African farmers watch and learn from videos featuring farmers in Bangladesh? Learning videos on rice seed management were made with rural women in Bangladesh. By using a new approach, called zooming-in, zooming-out, the videos were of regional relevance and locally appropriate. When the Africa Rice Center (AfricaRice) introduced them to…

Teaching and Learning with ICT Tools: Issues and Challenges from Teachers' Perceptions

ERIC Educational Resources Information Center

Ghavifekr, Simin; Kunjappan, Thanusha; Ramasamy, Logeswary; Anthony, Annreetha

2016-01-01

In this digital era, ICT use in the classroom is important for giving students opportunities to learn and apply the required 21st century skills. Hence studying the issues and challenges related to ICT use in teaching and learning can assist teachers in overcoming the obstacles and become successful technology users. Therefore, the main purpose of…

An Examination of the Effectiveness of Instruction in Which Pre-Service Mathematics Teachers Use Technology to Overcome Student Difficulties

ERIC Educational Resources Information Center

Yenmez, Arzu Aydogan

2017-01-01

It is seen that students face certain difficulties when learning the concepts and the relationships between them in the mathematics education that aims at enabling students to learn on the highest level. Identifying and eliminating these difficulties, helping students in the learning process and guiding them are among teachers' tasks. Overcoming…

Overcoming the obstacles: Life stories of scientists with learning disabilities

NASA Astrophysics Data System (ADS)

Force, Crista Marie

Scientific discovery is at the heart of solving many of the problems facing contemporary society. Scientists are retiring at rates that exceed the numbers of new scientists. Unfortunately, scientific careers still appear to be outside the reach of most individuals with learning disabilities. The purpose of this research was to better understand the methods by which successful learning disabled scientists have overcome the barriers and challenges associated with their learning disabilities in their preparation and performance as scientists. This narrative inquiry involved the researcher writing the life stories of four scientists. These life stories were generated from extensive interviews in which each of the scientists recounted their life histories. The researcher used narrative analysis to "make sense" of these learning disabled scientists' life stories. The narrative analysis required the researcher to identify and describe emergent themes characterizing each scientist's life. A cross-case analysis was then performed to uncover commonalities and differences in the lives of these four individuals. Results of the cross-case analysis revealed that all four scientists had a passion for science that emerged at an early age, which, with strong drive and determination, drove these individuals to succeed in spite of the many obstacles arising from their learning disabilities. The analysis also revealed that these scientists chose careers based on their strengths; they actively sought mentors to guide them in their preparation as scientists; and they developed coping techniques to overcome difficulties and succeed. The cross-case analysis also revealed differences in the degree to which each scientist accepted his or her learning disability. While some demonstrated inferior feelings about their successes as scientists, still other individuals revealed feelings of having superior abilities in areas such as visualization and working with people. These individuals revealed beliefs that they developed these special abilities as a result of their learning differences, which made them better than their non-learning disabled peers in certain areas. Finally, the researcher discusses implications of these findings in the light of special accommodations that can be made by teachers, school counselors, and parents to encourage learning disabled children who demonstrate interest in becoming scientists.

Machine Learning. Part 1. A Historical and Methodological Analysis.

DTIC Science & Technology

1983-05-31

Machine learning has always been an integral part of artificial intelligence, and its methodology has evolved in concert with the major concerns of the field. In response to the difficulties of encoding ever-increasing volumes of knowledge in modern Al systems, many researchers have recently turned their attention to machine learning as a means to overcome the knowledge acquisition bottleneck. Part 1 of this paper presents a taxonomic analysis of machine learning organized primarily by learning strategies and secondarily by

Engineering Design Theory: Applying the Success of the Modern World to Campaign Creation

DTIC Science & Technology

2009-05-21

and school of thought) to the simple methods of design.6 This progression is analogous to Peter Senge’s levels of learning disciplines.7 Senge...iterative learning and adaptive action that develops and employs critical and creative thinking , enabling leaders to apply the necessary logic to...overcome mental rigidity and develop group insight, the Army must learn to utilize group learning and thinking , through a fluid and creative open process

Therapeutic games to improve attachment capabilities and protect sexual health.

PubMed

Beier, Klaus M; Rebensburg, Klaus; Behrmann, Malte

2010-01-01

From the very beginning of life, man's fundamental needs for acceptance, security, trust, warmth and closeness can only be satisfied in relationships [1]. During infancy this is accomplished by body contact and the emotional experience of being taken care of, for instance by the sheltering manner in which an infant is held during breast-feeding. Through this parental loving care the modus of satisfying psychosocial fundamental needs by skin contact is learned by the infant and reinforced on a neuronal level, the way all processes of learning elementary skills generally are. According to present knowledge, chronic lack of security transmitted by frustration of psychosocial fundamental needs increases the probability of developing psychological and physical disorders. Furthermore it hinders overcoming prevailing diseases [2]. In developing therapeutic computer games this phylogenetically established programming for attachment in order to fulfill fundamental psychosocial needs will be the focus of interaction, cognitive triggers and strategic as well as emotional rules to be applied in the games which are designed in a modular way for difficult developmental phases (e.g. adolescence) or various chronic diseases. This is a new approach transferring sexological clinical experience into therapeutic computer games for prevention purposes and protection of sexual health.

Refugee health and medical student training.

PubMed

Griswold, Kim S

2003-10-01

Cultural awareness training is an increasingly important priority within medical curricula. This article describes an academic family practice-community partnership focusing on health care needs of refugees that became the model for a medical school selective on cultural sensitivity training. The monthly Refugee Health Night program featured dinner with preceptors and patients, international sessions on special medical needs of refugees, and actual clinical encounters with patients. Students were not expected to become culturally competent experts but, rather, health care providers sensitive to and appreciative of cultural context, experience, and expectations. We worked with students to develop sensitive methods of inquiry about mental health, especially around issues of war and torture. We used problem-based cases to emphasize primary care continuity and the benefit of establishing trust over time. Over 2 years, 50 students and nearly 300 refugees (more than 73 families) participated. Students reported that their interactions with the refugees provided positive learning experiences, including expanded knowledge of diverse cultures and enhanced skills for overcoming communication barriers. Patients of refugee status were able to have emergent health care needs met in a timely fashion. Providing health care for refugee individuals and families presents many challenges as well as extraordinary opportunities for patients and practitioners to learn from one another.

Understanding Evolutionary Change within the Framework of Geological Time

ERIC Educational Resources Information Center

Dodick, Jeff

2007-01-01

This paper focuses on a learning strategy designed to overcome students' difficulty in understanding evolutionary change within the framework of geological time. Incorporated into the learning program "From Dinosaurs to Darwin: Evolution from the Perspective of Time," this strategy consists of four scaffolded investigations in which…

Positive and Negative Aspects of Inclusion Services

ERIC Educational Resources Information Center

Hayes, Christye

2014-01-01

The purpose of this research paper was to investigate the conceptions and misconceptions of an inclusive education. Inclusion was formulated upon three core inclusionary principles, these being: setting diverse suitable learning challenges, responding to needs of pupils, and overcoming potential barriers to learning and assessment for individuals…

Modeling Didactic Knowledge by Storyboarding

ERIC Educational Resources Information Center

Knauf, Rainer; Sakurai, Yoshitaka; Tsuruta, Setsuo; Jantke, Klaus P.

2010-01-01

University education often suffers from a lack of an explicit and adaptable didactic design. Students complain about the insufficient adaptability to the learners' needs. Learning content and services need to reach their audience according to their different prerequisites, needs, and different learning styles and conditions. A way to overcome such…

Cognitive Overhead in Hypertext Learning Reexamined: Overcoming the Myths

ERIC Educational Resources Information Center

Zumbach, Joerg

2006-01-01

In hypertext learning, comparative research is mostly dedicated to differences in text-hypertext information retrieval and processing and to optimization of nonlinear information retrieval. Most of these investigations are conducted within the context of applied research. The theoretical background of information acquisition from linear and…

Amphibians acquire resistance to live and dead fungus overcoming fungal immunosuppression.

PubMed

McMahon, Taegan A; Sears, Brittany F; Venesky, Matthew D; Bessler, Scott M; Brown, Jenise M; Deutsch, Kaitlin; Halstead, Neal T; Lentz, Garrett; Tenouri, Nadia; Young, Suzanne; Civitello, David J; Ortega, Nicole; Fites, J Scott; Reinert, Laura K; Rollins-Smith, Louise A; Raffel, Thomas R; Rohr, Jason R

2014-07-10

Emerging fungal pathogens pose a greater threat to biodiversity than any other parasitic group, causing declines of many taxa, including bats, corals, bees, snakes and amphibians. Currently, there is little evidence that wild animals can acquire resistance to these pathogens. Batrachochytrium dendrobatidis is a pathogenic fungus implicated in the recent global decline of amphibians. Here we demonstrate that three species of amphibians can acquire behavioural or immunological resistance to B. dendrobatidis. Frogs learned to avoid the fungus after just one B. dendrobatidis exposure and temperature-induced clearance. In subsequent experiments in which B. dendrobatidis avoidance was prevented, the number of previous exposures was a negative predictor of B. dendrobatidis burden on frogs and B. dendrobatidis-induced mortality, and was a positive predictor of lymphocyte abundance and proliferation. These results suggest that amphibians can acquire immunity to B. dendrobatidis that overcomes pathogen-induced immunosuppression and increases their survival. Importantly, exposure to dead fungus induced a similar magnitude of acquired resistance as exposure to live fungus. Exposure of frogs to B. dendrobatidis antigens might offer a practical way to protect pathogen-naive amphibians and facilitate the reintroduction of amphibians to locations in the wild where B. dendrobatidis persists. Moreover, given the conserved nature of vertebrate immune responses to fungi and the fact that many animals are capable of learning to avoid natural enemies, these results offer hope that other wild animal taxa threatened by invasive fungi might be rescued by management approaches based on herd immunity.

Bhopal: lessons learned

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

Greenly, G.D. Jr.

1986-03-01

The risk assessment lesson learned from the Bhopal tragedy is both simple and complex. Practical planning for toxic material releases must start with an understanding of what the risks and possible consequences are. Additionally, plans must be formulated to ensure immediate decisive actions tailored to site specific scenarios, and the possible impacts projected on both the plant and surrounding communities. Most importantly, the planning process must include the communities that could be affected. Such planning will ultimately provide significant financial savings and provide for good public relations, and this makes good business sense in both developed and developing countries. Paraphrasingmore » the adage ''a penny saved is a penny earned,'' a penny spent on emergency preparedness is dollars earned through public awareness. The complex aspect of these simple concepts is overcoming human inertia, i.e., overcoming the ''it can't happen here'' syndrome in both government and private industry. A world center of excellence (ITRAC), acting as a center for education, research, and development in the area of emergency planning and response, will be the conduit for needed technology transfer to national centers of excellence in emergency planning and response. These national emergency planning and response centers (NARACS), managed by private industry for governments, will be catalysts to action in formulating effective plans involving potentially affected communities and plant management. The ITRAC/NARAC proposal is a simple concept involving complex ideas to solve the simple problem of being prepared for the Bhopal-like emergency which, as experience has demonstrated, will have complex consequences for the unprepared.« less

Progress in HPV vaccination in low- and lower-middle-income countries.

PubMed

LaMontagne, D Scott; Bloem, Paul J N; Brotherton, Julia M L; Gallagher, Katherine E; Badiane, Ousseynou; Ndiaye, Cathy

2017-07-01

The past 10 years have seen remarkable progress in the global scale-up of human papillomavirus (HPV) vaccinations. Forty-three low- and lower-middle-income countries (LLMICs) have gained experience in delivering this vaccine to young adolescent girls through pilot programs, demonstration programs, and national introductions and most of these have occurred in the last 4 years. The experience of Senegal is summarized as an illustrative country case study. Publication of numerous delivery experiences and lessons learned has demonstrated the acceptability and feasibility of HPV vaccinations in LLMICs. Four areas require dedicated action to overcome remaining challenges to national scaling-up: maintaining momentum politically, planning successfully, securing financing, and fostering sustainability. Advances in policy, programming, and science may help accelerate reaching 30 million girls in LLMICs with HPV vaccine by 2020. © 2017 The Authors. International Journal of Gynecology & Obstetrics published by John Wiley & Sons Ltd on behalf of International Federation of Gynecology and Obstetrics.

Turn Obstacles into Opportunities: Team Leaders Use a Skillful Approach to Move Past Barriers to Learning

ERIC Educational Resources Information Center

MacDonald, Elisa B.

2013-01-01

This article describes the role of the skillful leader and what practical solutions are needed to overcome hurdles. What distinguishes the skillful team leader from a less-effective leader is his or her approach to overcoming hurdles, and are rooted in the leader's values, mindset, intelligence, and skill. When faced with hurdles to team…

Transductive multi-view zero-shot learning.

PubMed

Fu, Yanwei; Hospedales, Timothy M; Xiang, Tao; Gong, Shaogang

2015-11-01

Most existing zero-shot learning approaches exploit transfer learning via an intermediate semantic representation shared between an annotated auxiliary dataset and a target dataset with different classes and no annotation. A projection from a low-level feature space to the semantic representation space is learned from the auxiliary dataset and applied without adaptation to the target dataset. In this paper we identify two inherent limitations with these approaches. First, due to having disjoint and potentially unrelated classes, the projection functions learned from the auxiliary dataset/domain are biased when applied directly to the target dataset/domain. We call this problem the projection domain shift problem and propose a novel framework, transductive multi-view embedding, to solve it. The second limitation is the prototype sparsity problem which refers to the fact that for each target class, only a single prototype is available for zero-shot learning given a semantic representation. To overcome this problem, a novel heterogeneous multi-view hypergraph label propagation method is formulated for zero-shot learning in the transductive embedding space. It effectively exploits the complementary information offered by different semantic representations and takes advantage of the manifold structures of multiple representation spaces in a coherent manner. We demonstrate through extensive experiments that the proposed approach (1) rectifies the projection shift between the auxiliary and target domains, (2) exploits the complementarity of multiple semantic representations, (3) significantly outperforms existing methods for both zero-shot and N-shot recognition on three image and video benchmark datasets, and (4) enables novel cross-view annotation tasks.

Organisational aspects and benchmarking of e-learning initiatives: a case study with South African community health workers.

PubMed

Reisach, Ulrike; Weilemann, Mitja

2016-06-01

South Africa desperately needs a comprehensive approach to fight HIV/AIDS. Education is crucial to reach this goal and Internet and e-learning could offer huge opportunities to broaden and deepen the knowledge basis. But due to the huge societal and digital divide between rich and poor areas, e-learning is difficult to realize in the townships. Community health workers often act as mediators and coaches for people seeking medical and personal help. They could give good advice regarding hygiene, nutrition, protection of family members in case of HIV/AIDS and finding legal ways to earn one's living if they were trained to do so. Therefore they need to have a broader general knowledge. Since learning opportunities in the townships are scarce, a system for e-learning has to be created in order to overcome the lack of experience with computers or the Internet and to enable them to implement a network of expertise. The article describes how the best international resources on basic medical knowledge, HIV/AIDS as well as on basic economic and entrepreneurial skills were benchmarked to be integrated into an e-learning system. After tests with community health workers, researchers developed recommendations on building a self-sustaining system for learning, including a network of expertise and best practice sharing. The article explains the opportunities and challenges for community health workers, which could provide information for other parts of the world with similar preconditions of rural poverty. © The Author(s) 2015.

Relatively brief environmental enrichment aids recovery of learning capacity and alters brain measures after postweaning brain lesions in rats

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

Will, B.E.; Rosenzweig, M.R.; Bennett, E.L.

1977-01-01

Enriched postlesion experience aided in overcoming effects of simultaneous bilateral cerebral lesions made at 30 days of age in one experiment with inbred Fischer rats and in a second experiment with the Berkeley S/sub 1/ strain. The lesions were directed to the occipital cortex, but in most cases there was also some impairment of the hippocampus. For 60 days after operations, half of the rats lived in small individual cages and half lived in groups in large enriched-environment cages. They were then pretrained and tested on the standard 12 Hebb-Williams problems. Daily injections of methamphetamine (vs. saline) during the periodmore » of differential experience in the first experiment produced no effect on the behavioral scores. The second experiment included groups that received only 2 hr/day of enriched experience, and they benefited as much as groups that remained in the enriched environment 24 hr/day. The results of both experiments demonstrated significant beneficial effects of environment when bilateral lesions were made at a later age and when the periods of enriched experience were shorter than had previously been tested. Two additional experiments revealed significant effects of both lesions and environment on weight and RNA/DNA of brain regions.« less

Implementing Courseware to Support Learning through Real-World Erroneous Examples: Students' Perceptions of Tertiary Courseware and Obstacles to Implementing Effective Delivery through VLE

ERIC Educational Resources Information Center

Monthienvichienchai, Rachada; Melis, Erica

2006-01-01

This paper presents a study in a UK university that investigated how first-year (freshman) Information Systems undergraduates perceive learning through courseware containing real-world erroneous examples derived from their peers and what obstacles had to be overcome to implement effective e-Learning support for using and creating such courseware.…

Overcoming Assessment Problems in Google Earth-Based Assignments

ERIC Educational Resources Information Center

Johnson, Nicholas D.; Lang, Nicholas P.; Zophy, Kelley T.

2011-01-01

Educational technologies such as Google Earth have the potential to increase student learning and participation in geoscience classrooms. However, little has been written about tying the use of such software with effective assessment. To maximize Google Earth's learning potential for students, educators need to craft appropriate, research-based…

Interdisciplinarity in Education: Overcoming Fragmentation in the Teaching-Learning Process

ERIC Educational Resources Information Center

Santos, Carla Madalena; Franco, Rubia Amanda; Leon, Diego; Ovigli, Daniel Bovolenta; Donizete Colombo, Pedro, Jr.

2017-01-01

The importance of interdisciplinarity in the teaching-learning process has been much debated. This topic has challenged schoolteachers, who do not always manage to integrate interdisciplinarity into the school routine. This paper emerged from the discipline Research Methodology taught at the postgraduate course in education of Universidade Federal…

Diversity without Silos: The Confluence of the Social and Scientific Teaching of Diversity

ERIC Educational Resources Information Center

Page, Scott E.

2014-01-01

Students drink from two separate streams. When studying "diversity" in political science, sociology, and history, they learn about demographic trends, changing notions of identity, and attempts to overcome historical injustices. They learn to view human differences through historical, legal, moral, and ethical lenses. These teachings…

Decimals, Denominators, Demons, Calculators, and Connections

ERIC Educational Resources Information Center

Sparrow, Len; Swan, Paul

2005-01-01

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

Learner Support Services for Online Students: Scaffolding for Success.

ERIC Educational Resources Information Center

Ludwig-Hardman, Stacey; Dunlap, Joanna C.

2003-01-01

Effective retention for online students requires learner support services. Based on the principle of scaffolding, these services include intake and diagnosis during recruitment and admission, orientation to online learning, one-to-one advising, and access to a learning community. These supports can help overcome isolation, lack of self-direction…

The Biomes of Homewood: Interactive Map Software

ERIC Educational Resources Information Center

Shingles, Richard; Feist, Theron; Brosnan, Rae

2005-01-01

To build a learning community, the General Biology faculty at Johns Hopkins University conducted collaborative, problem-based learning assignments outside of class in which students are assigned to specific areas on campus, and gather and report data about their area. To overcome the logistics challenges presented by conducting such assignments in…

Topic Centred Subject/Language Learning Materials and Their Use.

ERIC Educational Resources Information Center

Rado, Marta

Social bilinguals (second language learners in a linguistic minority) and cultural bilinguals (foreign language learners) often learn side by side in the same classroom, making syllabus planning and choice of teaching methodology difficult. Adopting a bilingual approach and exploring the semantic and discourse aspects of language can overcome the…

Overcoming Learning Barriers through Knowledge Management

ERIC Educational Resources Information Center

Dror, Itiel E.; Makany, Tamas; Kemp, Jonathan

2011-01-01

The ability to learn highly depends on how knowledge is managed. Specifically, different techniques for note-taking utilize different cognitive processes and strategies. In this paper, we compared dyslexic and control participants when using linear and non-linear note-taking. All our participants were professionals working in the banking and…

Leveraging the Semantic Web for Adaptive Education

ERIC Educational Resources Information Center

Kravcik, Milos; Gasevic, Dragan

2007-01-01

In the area of technology-enhanced learning reusability and interoperability issues essentially influence the productivity and efficiency of learning and authoring solutions. There are two basic approaches how to overcome these problems--one attempts to do it via standards and the other by means of the Semantic Web. In practice, these approaches…

The Paradoxical Future of Digital Learning

ERIC Educational Resources Information Center

Warschauer, Mark

2007-01-01

What constitutes learning in the 21st century will be contested terrain as our society strives toward post-industrial forms of knowledge acquisition and production without having yet overcome the educational contradictions and failings of the industrial age. Educational reformers suggest that the advent of new technologies will radically transform…

Cultivating creativity in conservation science.

PubMed

Aslan, Clare E; Pinsky, Malin L; Ryan, Maureen E; Souther, Sara; Terrell, Kimberly A

2014-04-01

Conservation practitioners and scientists are often faced with seemingly intractable problems in which traditional approaches fail. While other sectors (e.g., business) frequently emphasize creative thinking to overcome complex challenges, creativity is rarely identified as an essential skill for conservationists. Yet more creative approaches are urgently needed in the effort to sustain Earth's biodiversity. We identified 4 strategies to develop skills in creative thinking and discuss underlying research and examples supporting each strategy. First, by breaking down barriers between disciplines and surrounding oneself with unfamiliar people, concepts, and perspectives, one can expand base knowledge and experiences and increase the potential for new combinations of ideas. Second, by meeting people where they are (both literally and figuratively), one exposes oneself to new environments and perspectives, which again broadens experiences and increases ability to communicate effectively with stakeholders. Third, by embracing risk responsibly, one is more likely to develop new, nontraditional solutions and be open to high-impact outcomes. Finally, by following a cycle of learning, struggle, and reflection, one can trigger neurophysiological changes that allow the brain to become more creative. Creativity is a learned trait, rather than an innate skill. It can be actively developed at both the individual and institutional levels, and learning to navigate the relevant social and practical barriers is key to the process. To maximize the success of conservation in the face of escalating challenges, one must take advantage of what has been learned from other disciplines and foster creativity as both a professional skill and an essential component of career training and individual development. © 2013 Society for Conservation Biology.

Implementation and Refinement of a Problem-based Learning Model: A Ten-Year Experience

PubMed Central

Crabtree, Brian L.; Theilman, Gary D.; Ross, Brendan S.; Cleary, John D.; Byrd, H. Joseph

2007-01-01

Objectives To evaluate the effectiveness of a problem-based learning (PBL) model implemented in 1995 at the University of Mississippi School of Pharmacy. Design The third-professional (P3) year curriculum was reoriented from a faculty-centered model of teaching to a student-centered model of learning. Didactic lectures and structured classroom time were diminished. Small student groups were organized and a faculty facilitator monitored each group's discussions and provided individual student assessments. At the end of each 8-week block, students were assessed on group participation, disease and drug content knowledge, and problem-solving abilities. Faculty and student input was solicited at the end of each year to aid programmatic improvement. In 2000, a formal 5-year review of the PBL program was conducted. Assessment Recommendations for improvement included clarifying course objectives, adopting a peer-review process for examination materials, refining the group assessment instruments, and providing an opportunity for student remediation after a course was failed. A weekly case conference presided over by a faculty content expert was also recommended. Ongoing critical evaluation during the following 5-year period was provided by graduates of the program, faculty participants, and accreditation reviews. Conclusion Over our 10-year experience with a PBL model of P3 education, we found that although the initial challenges of increased demands on personnel and teaching space were easily overcome, student acceptance of the program depended on their acknowledgment of the practical benefits of active learning and on the value afforded their input on curricular development. PMID:17429517

"It's like you are just a spectator in this thing": Experiencing social life the 'aspie' way.

PubMed

Ryan, Sara; Räisänen, Ulla

2008-12-01

This study explores the experiences of people with Asperger syndrome (AS) from a sociological perspective using the theoretical approaches of ethnomethodology and symbolic interactionism. In-depth interviews were conducted with 16 people with AS and three key themes of feeling different, trying to fit in and safe spaces are considered here. We suggest that people with AS develop a different symbolic capacity to most people and have difficulties in making sense of social encounters. While these difficulties can be overcome, to some degree, by developing strategies to try to fit in, this learning remains at a superficial level and is not internalised through the process of socialisation. Without being able to derive a firm sense of reality from spontaneous involvement in social encounters, participants feel "unruled, unreal and anomic" (Goffman, 1967: 135) and experience intense autistic emotion (Davidson, 2007a,b).

“It's like you are just a spectator in this thing”: Experiencing social life the ‘aspie’ way

PubMed Central

Ryan, Sara; Räisänen, Ulla

2008-01-01

This study explores the experiences of people with Asperger syndrome (AS) from a sociological perspective using the theoretical approaches of ethnomethodology and symbolic interactionism. In-depth interviews were conducted with 16 people with AS and three key themes of feeling different, trying to fit in and safe spaces are considered here. We suggest that people with AS develop a different symbolic capacity to most people and have difficulties in making sense of social encounters. While these difficulties can be overcome, to some degree, by developing strategies to try to fit in, this learning remains at a superficial level and is not internalised through the process of socialisation. Without being able to derive a firm sense of reality from spontaneous involvement in social encounters, participants feel “unruled, unreal and anomic” (Goffman, 1967: 135) and experience intense autistic emotion (Davidson, 2007a,b). PMID:24683419

Investigating the role of sliding friction in rolling motion: a teaching sequence based on experiments and simulations

NASA Astrophysics Data System (ADS)

De Ambrosis, Anna; Malgieri, Massimiliano; Mascheretti, Paolo; Onorato, Pasquale

2015-05-01

We designed a teaching-learning sequence on rolling motion, rooted in previous research about student conceptions, and proposing an educational reconstruction strongly centred on the role of friction in different cases of rolling. A series of experiments based on video analysis is used to highlight selected key concepts and to motivate students in their exploration of the topic; and interactive simulations, which can be modified on the fly by students to model different physical situations, are used to stimulate autonomous investigation in enquiry activities. The activity sequence was designed for students on introductory physics courses and was tested with a group of student teachers. Comparisons between pre- and post-tests, and between our results and those reported in the literature, indicate that students’ understanding of rolling motion improved markedly and some typical difficulties were overcome.

A user-centered, object-oriented methodology for developing Health Information Systems: a Clinical Information System (CIS) example.

PubMed

Konstantinidis, Georgios; Anastassopoulos, George C; Karakos, Alexandros S; Anagnostou, Emmanouil; Danielides, Vasileios

2012-04-01

The aim of this study is to present our perspectives on healthcare analysis and design and the lessons learned from our experience with the development of a distributed, object-oriented Clinical Information System (CIS). In order to overcome known issues regarding development, implementation and finally acceptance of a CIS by the physicians we decided to develop a novel object-oriented methodology by integrating usability principles and techniques in a simplified version of a well established software engineering process (SEP), the Unified Process (UP). A multilayer architecture has been defined and implemented with the use of a vendor application framework. Our first experiences from a pilot implementation of our CIS are positive. This approach allowed us to gain a socio-technical understanding of the domain and enabled us to identify all the important factors that define both the structure and the behavior of a Health Information System.

Two birds with one stone: experiences of combining clinical and research training in addiction medicine.

PubMed

Klimas, J; McNeil, R; Ahamad, K; Mead, A; Rieb, L; Cullen, W; Wood, E; Small, W

2017-01-23

Despite a large evidence-base upon which to base clinical practice, most health systems have not combined the training of healthcare providers in addiction medicine and research. As such, addiction care is often lacking, or not based on evidence or best practices. We undertook a qualitative study to assess the experiences of physicians who completed a clinician-scientist training programme in addiction medicine within a hospital setting. We interviewed physicians from the St. Paul's Hospital Goldcorp Addiction Medicine Fellowship and learners from the hospital's academic Addiction Medicine Consult Team in Vancouver, Canada (N = 26). They included psychiatrists, internal medicine and family medicine physicians, faculty, mentors, medical students and residents. All received both addiction medicine and research training. Drawing on Kirkpatrick's model of evaluating training programmes, we analysed the interviews thematically using qualitative data analysis software (Nvivo 10). We identified five themes relating to learning experience that were influential: (i) attitude, (ii) knowledge, (iii) skill, (iv) behaviour and (v) patient outcome. The presence of a supportive learning environment, flexibility in time lines, highly structured rotations, and clear guidance regarding development of research products facilitated clinician-scientist training. Competing priorities, including clinical and family responsibilities, hindered training. Combined training in addiction medicine and research is feasible and acceptable for current doctors and physicians in training. However, there are important barriers to overcome and improved understanding of the experience of addiction physicians in the clinician-scientist track is required to improve curricula and research productivity.

Integration of classroom science performance assessment tasks by participants of the Wisconsin Performance Assessment Development Project (WPADP)

NASA Astrophysics Data System (ADS)

Tonnis, Dorothy Ann

The goals of this interpretive study were to examine selected Wisconsin science teachers' perceptions of teaching and learning science, to describe the scope of classroom performance assessment practices, and to gain an understanding of teachers' personal and professional experiences that influenced their belief systems of teaching, learning and assessment. The study was designed to answer the research questions: (1) How does the integration of performance assessment relate to the teachers' views of teaching and learning? (2) How are the selected teachers integrating performance assessment in their teaching? (3) What past personal and professional experiences have influenced teachers' attitudes and beliefs related to their classroom performance assessment practices? Purposeful sampling was used to select seven Wisconsin elementary, middle and high school science teachers who participated in the WPADP initiative from 1993-1995. Data collection methods included a Teaching Practices Inventory (TPI), semi-structured interviews, teacher developed portfolios, portfolio conferences, and classroom observations. Four themes and multiple categories emerged through data analysis to answer the research questions and to describe the results. Several conclusions were drawn from this research. First, science teachers who appeared to effectively integrate performance assessment, demonstrated transformational thinking in their attitudes and beliefs about teaching and learning science. In addition, these teachers viewed assessment and instructional practices as interdependent. Third, transformational teachers generally used well defined criteria to judge student work and made it public to the students. Transformational teachers provided students with real-world performance assessment tasks that were also learning events. Furthermore, student task responses informed the transformational teachers about effectiveness of instruction, students' complex thinking skills, quality of assessment instruments, students' creativity, and students' self-assessment skills. Finally, transformational teachers maintained integration of performance assessment practices through sustaining teacher support networks, engaging in professional development programs, and reflecting upon past personal and professional experiences related to teaching, learning and assessment. Salient conflicts overcome or minimized by transformational teachers include the conflict between assessment scoring and grading issues, validity and reliability concerns about the performance assessment tasks used, and the difficulty for teachers to consistently provide public criteria to students before task administration.

Mutual benefit for foreign medical students and Chinese postgraduates: A mixed team-based learning method overcomes communication problems in hematology clerkship.

PubMed

Chen, Xianling; Chen, Buyuan; Li, Xiaofan; Song, Qingxiao; Chen, Yuanzhong

2017-03-04

Hematology is difficult for students to learn. A beneficial education method for hematology clerkship training is required to help students develop clinical skills. Foreign medical students often encounter communication issues in China. To address this issue, Chinese post-graduates from our institute are willing to assist with educating foreign students. Therefore, we propose a mixed team-based learning method (MTBL) which might overcome communication problems in hematology clerkship. Twenty-two foreign medical Students attended a 2-week hematology clerkship in Fujian Medical University Union Hospital. Twenty-one foreign African medical students were assigned randomly into two groups. Fourteen foreign African medical students were assigned to MTBL group. Each MTBL team included two foreign African medical students and one Chinese post-graduate. Seven foreign African medical students were assigned to lecture-based learning method (LBL) group, which had a foreign medical classmate from Hong Kong or Chinese intern volunteers to serve as translators. The practice test scores of MTBL were significantly higher than LBL group (p < 0.05). The MTBL group had increased motivation to prepare before class, an engaged classroom atmosphere, and an improvement in their understanding of difficult topics. Interestingly, the Chinese post-graduates also benefited from this setting, as they found that this interaction improved their communication in the English language. The mixed team-based learning method overcomes communication problems in hematology clerkship. Foreign medical students and Chinese post-graduates alike can benefit from MTBL. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(2):93-96, 2017. © 2016 The International Union of Biochemistry and Molecular Biology.

Low fidelity, high quality: a model for e-learning.

PubMed

Gordon, Morris; Chandratilake, Madawa; Baker, Paul

2013-08-01

E-learning continues to proliferate as a method to deliver continuing medical education. The effectiveness of e-learning has been widely studied, showing that it is as effective as traditional forms of education. However, most reports focus on whether the e-learning is effective, rather than discussing innovations to allow clinical educators to ask 'how' and 'why' it is effective, and to facilitate local reproduction. Previous work has set out a number of barriers to the introduction of e-learning interventions. Cost, the time to produce interventions, and the training requirements for educators and trainees have all been identified as barriers. We set out to design an e-learning intervention on paediatric prescribing that could address these issues using a low-fidelity approach, and report our methods so as to allow interested readers to use a similar approach. Using low-cost, readily accessible tools and applying appropriate educational theory, the intervention was produced in a short period of time. As part of a randomised controlled trial, long-term retention of prescribing skills was demonstrated, with significantly higher prescribing skill scores in the e-learning group at 4 and 12 weeks (p < 0.0001). Feedback was universally positive, with Likert responses suggesting that it was useful, convenient and easy to use. A low-fidelity approach to designing can successfully overcome many of the barriers to the introduction of e-learning. The design model described is simple and can be used by clinical teachers to support local development. Further research could investigate the experiences of these clinicians using this method of instructional design. © 2013 John Wiley & Sons Ltd.

Overcoming breastfeeding problems

MedlinePlus

Plugged milk ducts; Nipple soreness when breastfeeding; Breastfeeding - overcoming problems; Let-down reflex ... Breastfeeding (nursing) your baby can be a good experience for both the mother and the baby. It ...

Beyond the Biology: A Systematic Investigation of Noncontent Instructor Talk in an Introductory Biology Course

PubMed Central

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. PMID:26582237

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.

The Impact of ICT as Another Route to Overcome Learning Barriers for Students with SEN: A Case Study in an Egyptian Context

ERIC Educational Resources Information Center

Al-Gawhary, Wedad; Kambouri, Maria

2012-01-01

The purpose of this case study was to measure the impact of using ICT in Individual Learning Programmes of students with learning disabilities. Twenty five students and thirteen teachers took part in the research which was based on classroom observations. The Kappa coefficient was employed as a measure to statistically quantify the students'…

The Use of Self, Peer and Teacher Assessment as a Feedback System in a Learning Environment Aimed at Fostering Skills of Cooperation in an Entrepreneurial Context

ERIC Educational Resources Information Center

Schelfhout, Wouter; Dochy, Filip; Janssens, Steven

2004-01-01

Education is criticized for producing inert knowledge and for paying too little attention to skills such as cooperating and problem solving. Powerful learning environments have the potential to overcome these educational shortcomings. The goal of this research was to find out ways in which a "learning enterprise" can best be supported (coached) in…

Students' Perception of Technology Use in Nursing Education.

PubMed

Williamson, Kathleen M; Muckle, Janelle

2018-02-01

Technology is an integral part of a nurse's practice; therefore, it is necessary for technology to be integrated into the nursing curriculum for students. Nursing schools are shifting paradigms by integrating technology into the teaching environment to foster active and meaningful learning experiences. Factors related to external influences on individual beliefs, attitudes, and intention to use need to be studied so nurse educators can support the integration of technology into pedagogy. The Technology Acceptance Model was used to evaluate student perceptions of usefulness and ease of use of technology, while matriculated in a baccalaureate level nursing program. Quantitative and qualitative data were collected to uncover how nursing students (N = 375) perceived the usefulness and ease of use of technology while in nursing school. Almost every student (99.7%) owned a smartphone, and 95% were reasonably comfortable using various technologies. Selecting and incorporating technological tools to successfully support learning is essential to overcome challenges and support the innovative delivery of content and use of technology by students.

Overcoming Computer Anxiety: A Three-Step Process for Adult Learners

ERIC Educational Resources Information Center

Sivakumaran, Thillainatarajan; Lux, Allison C.

2011-01-01

Many adult learners returning to school later in life have discovered that technology is heavily embedded in the learning environment. Learning both course contents and technology in unison can be a daunting task for students who feel intimidated by technology. Computer anxiety is a term that describes resistance, fear or anxieties towards…

Overcoming Barriers between Volunteer Professionals Advising Project-Based Learning Teams with Regulation Tools

ERIC Educational Resources Information Center

Rees Lewis, Daniel G.; Easterday, Matthew W.; Harburg, Emily; Gerber, Elizabeth M.; Riesbeck, Christopher K.

2018-01-01

To provide the substantial support required for project-based learning (PBL), educators can incorporate professional experts as "design coaches." However, previous work shows barriers incorporating design coaches who can rarely meet face-to-face: (1) communication online is time-consuming, (2) updating coaches online is not perceived as…

Combining Vision with Voice: A Learning and Implementation Structure Promoting Teachers' Internalization of Practices Based on Self-Determination Theory

ERIC Educational Resources Information Center

Assor, Avi; Kaplan, Haya; Feinberg, Ofra; Tal, Karen

2009-01-01

We propose that self-determination theory's conceptualization of internalization may help school reformers overcome the recurrent problem of "the predictable failure of educational reform" (Sarason, 1993). Accordingly, we present a detailed learning and implementation structure to promote teachers' internalization and application of ideas and…

Taking Charge of Professional Development: A Practical Model for Your School

ERIC Educational Resources Information Center

Semadeni, Joseph

2009-01-01

Overcome budget cuts, lack of leadership, top-down mandates, and other obstacles to professional development by using this book's take-charge approach. Joseph H. Semadeni guides you through a systemic method to professional development that: (1) Motivates teachers to continuously learn and apply best practices; (2) Makes adult learning activities…

New Data, Old Tensions: Big Data, Personalized Learning, and the Challenges of Progressive Education

ERIC Educational Resources Information Center

Dishon, Gideon

2017-01-01

Personalized learning has become the most notable application of big data in primary and secondary schools in the United States. The combination of big data and adaptive technological platforms is heralded as a revolution that could transform education, overcoming the outdated classroom model, and realizing the progressive vision of…

Sexual History-Taking: Using Educational Interventions to Overcome Barriers to Learning

ERIC Educational Resources Information Center

Jayasuriya, Ashini N.; Dennick, Reg

2011-01-01

Sexual history-taking is a basic medical skill that is traditionally taught poorly in medical school. Practising medical professionals have frequently reported feeling inadequately trained at taking these histories or discussing sexual risk. In order to promote and enhance the learning of this basic skill, those who teach sexual history-taking…

Overcoming Underachieving: An Action Guide to Helping Your Child Succeed in School.

ERIC Educational Resources Information Center

Goldstein, Sam; Mather, Nancy

Academic underachievement represents a significant problem faced by many children. This guide for parents is based on a framework called "Building Blocks of Learning" that enables parents to evaluate their child's pattern of learning and to pinpoint strengths as well as weaknesses. By using strengths to bolster weaknesses, continuing damage to…

Raising Expectations or Constructing Victims? Problems with Promoting Social Inclusion through Lifelong Learning

ERIC Educational Resources Information Center

Williams, Joanna

2011-01-01

Whilst in government, New Labour defined social exclusion as a state of "disadvantage" resulting from individual psychology: namely, low aspirations, a lack of self-confidence or moral deviancy. Engagement in lifelong learning was considered a means of promoting social inclusion and of overcoming such disadvantage. This policy review…

Integrative Metabolism: An Interactive Learning Tool for Nutrition, Biochemistry, and Physiology

ERIC Educational Resources Information Center

Carey, Gale

2010-01-01

Metabolism is a dynamic, simultaneous, and integrative science that cuts across nutrition, biochemistry, and physiology. Teaching this science can be a challenge. The use of a scenario-based, visually appealing, interactive, computer-animated CD may overcome the limitations of learning "one pathway at a time" and engage two- and…

Using Action Research and Action Learning for Entrepreneurial Network Capability Development

ERIC Educational Resources Information Center

McGrath, Helen; O'Toole, Thomas

2016-01-01

This paper applies an action research (AR) design and action learning (AL) approach to network capability development in an entrepreneurial context. Recent research suggests that networks are a viable strategy for the entrepreneurial firm to overcome the liabilities associated with newness and smallness. However, a gap emerges as few, if any,…

Real time on-chip sequential adaptive principal component analysis for data feature extraction and image compression

NASA Technical Reports Server (NTRS)

Duong, T. A.

2004-01-01

In this paper, we present a new, simple, and optimized hardware architecture sequential learning technique for adaptive Principle Component Analysis (PCA) which will help optimize the hardware implementation in VLSI and to overcome the difficulties of the traditional gradient descent in learning convergence and hardware implementation.

When and Where You Want It: Continuing Education from a Distance

ERIC Educational Resources Information Center

Shade, Stacy Deck; Barber, Gerard M.

2004-01-01

Online technology is increasingly being used as a tool for delivery of continuing education to health care professionals. This paper discusses key lessons learned in developing a distance-learning program. It provides practical information on ways to enhance interactivity and overcome obstacles. Preliminary outcomes for learners in a four-state…

Crossing the Boundaries: Solidarity, Identity, and Mutual Learning in a K-20 Partnership

ERIC Educational Resources Information Center

Olitsky, Stacy

2017-01-01

This study investigates possibilities for faculty members and teachers to overcome status and professional culture barriers as they engage in partnership work aimed at promoting inquiry-based instruction. It compares the processes and outcomes of several types of professional learning opportunities within a Math and Science Partnership based on…

The Developments of ICT and the Need for Blended Learning in Saudi Arabia

ERIC Educational Resources Information Center

Alzahrani, Majed Gharmallah

2017-01-01

The provision of information and communication technology (ICT) to academic staff and university students is critical in order to offer them more effective learning environments. Investigating the current status of the developments of ICT may help decision makers and academic staff to employ them successfully by overcoming the needs and…

Improving Cognitive Abilities and e-Inclusion in Children with Cerebral Palsy

NASA Astrophysics Data System (ADS)

Martinengo, Chiara; Curatelli, Francesco

Besides overcoming the motor barriers for accessing to computers and Internet, ICT tools can provide a very useful, and often necessary, support for the cognitive development of motor-impaired children with cerebral palsy. In fact, software tools for computation and communication allow teachers to put into effect, in a more complete and efficient way, the learning methods and the educational plans studied for the child. In the present article, after a brief analysis of the general objectives to be pursued for favouring the learning for children with cerebral palsy, we take account of some specific difficulties in the logical-linguistic and logical-mathematical fields, and we show how they can be overcome using general ICT tools and specifically implemented software programs.

Quantum-Assisted Learning of Hardware-Embedded Probabilistic Graphical Models

NASA Astrophysics Data System (ADS)

Benedetti, Marcello; Realpe-Gómez, John; Biswas, Rupak; Perdomo-Ortiz, Alejandro

2017-10-01

Mainstream machine-learning techniques such as deep learning and probabilistic programming rely heavily on sampling from generally intractable probability distributions. There is increasing interest in the potential advantages of using quantum computing technologies as sampling engines to speed up these tasks or to make them more effective. However, some pressing challenges in state-of-the-art quantum annealers have to be overcome before we can assess their actual performance. The sparse connectivity, resulting from the local interaction between quantum bits in physical hardware implementations, is considered the most severe limitation to the quality of constructing powerful generative unsupervised machine-learning models. Here, we use embedding techniques to add redundancy to data sets, allowing us to increase the modeling capacity of quantum annealers. We illustrate our findings by training hardware-embedded graphical models on a binarized data set of handwritten digits and two synthetic data sets in experiments with up to 940 quantum bits. Our model can be trained in quantum hardware without full knowledge of the effective parameters specifying the corresponding quantum Gibbs-like distribution; therefore, this approach avoids the need to infer the effective temperature at each iteration, speeding up learning; it also mitigates the effect of noise in the control parameters, making it robust to deviations from the reference Gibbs distribution. Our approach demonstrates the feasibility of using quantum annealers for implementing generative models, and it provides a suitable framework for benchmarking these quantum technologies on machine-learning-related tasks.

Being an informal caregiver for a relative with liver cirrhosis and overt hepatic encephalopathy: a phenomenological study.

PubMed

Künzler-Heule, Patrizia; Beckmann, Sonja; Mahrer-Imhof, Romy; Semela, David; Händler-Schuster, Daniela

2016-09-01

To explore the experiences of being an informal caregiver for a relative with liver cirrhosis and overt hepatic encephalopathy. Overt hepatic encephalopathy is a common complication in patients with liver cirrhosis. It is associated with decreased quality of life for patients, and presents a major burden for caregivers. The involvement of informal caregivers in medical care is recommended, but it has not been clearly described. An understanding of the experience of caregivers is needed to improve the support provided to them by healthcare professionals. A qualitative, interpretative, phenomenological approach was used. Twelve informal caregivers participated in qualitative interviews. The analysis followed the six steps of the interpretative phenomenological approach. Caregivers' experiences were described using five themes: (1) feeling overwhelmed by their loved one having unexplainable symptoms and behaviours; (2) learning that this and previous experiences were complications of liver disease; (3) becoming aware of the symptoms of hepatic encephalopathy; (4) having feelings of being tied down and (5) experiencing and overcoming obstacles in working with healthcare professionals. This study provides insight into caregivers' experiences and the consequences for their lives. The first occurrence of symptoms was a shock, but receiving the diagnosis was seen as an important step in understanding and learning. Caregivers provide daily assessments of their relatives' conditions, and they feel responsible for medication management. Over time, the caregivers impressively showed how they were able to incorporate their personal experiences into caregiving and to accept more accountability in managing the disease. Nurses should acknowledge caregivers as experts in caring for their loved ones. Nurses can assist caregivers in managing an episode of hepatic encephalopathy and can provide individualised interventions to ease the future burden. © 2016 John Wiley & Sons Ltd.

Physics holo.lab learning experience: using smartglasses for augmented reality labwork to foster the concepts of heat conduction

NASA Astrophysics Data System (ADS)

Strzys, M. P.; Kapp, S.; Thees, M.; Klein, P.; Lukowicz, P.; Knierim, P.; Schmidt, A.; Kuhn, J.

2018-05-01

Fundamental concepts of thermodynamics rely on abstract physical quantities such as energy, heat and entropy, which play an important role in the process of interpreting thermal phenomena and statistical mechanics. However, these quantities are not covered by human visual perception, and since heat sensation is purely qualitative and easy to deceive, an intuitive understanding often is lacking. Today immersive technologies like head-mounted displays of the newest generation, especially HoloLens, allow for high-quality augmented reality learning experiences, which can overcome this gap in human perception by presenting different representations of otherwise invisible quantities directly in the field of view of the user on the experimental apparatus, which simultaneously avoids a split-attention effect. In a mixed reality (MR) scenario as presented in this paper—which we call a holo.lab—human perception can be extended to the thermal regime by presenting false-color representations of the temperature of objects as a virtual augmentation directly on the real object itself in real-time. Direct feedback to experimental actions of the users in the form of different representations allows for immediate comparison to theoretical principles and predictions and therefore is supposed to intensify the theory–experiment interactions and to increase students’ conceptual understanding. We tested this technology for an experiment on thermal conduction of metals in the framework of undergraduate laboratories. A pilot study with treatment and control groups (N = 59) showed a small positive effect of MR on students’ performance measured with a standardized concept test for thermodynamics, pointing to an improvement of the understanding of the underlying physical concepts. These findings indicate that complex experiments could benefit even more from augmentation. This motivates us to enrich further experiments with MR.

Template-based education toolkit for mobile platforms

NASA Astrophysics Data System (ADS)

Golagani, Santosh Chandana; Esfahanian, Moosa; Akopian, David

2012-02-01

Nowadays mobile phones are the most widely used portable devices which evolve very fast adding new features and improving user experiences. The latest generation of hand-held devices called smartphones is equipped with superior memory, cameras and rich multimedia features, empowering people to use their mobile phones not only as a communication tool but also for entertainment purposes. With many young students showing interest in learning mobile application development one should introduce novel learning methods which may adapt to fast technology changes and introduce students to application development. Mobile phones become a common device, and engineering community incorporates phones in various solutions. Overcoming the limitations of conventional undergraduate electrical engineering (EE) education this paper explores the concept of template-based based education in mobile phone programming. The concept is based on developing small exercise templates which students can manipulate and revise for quick hands-on introduction to the application development and integration. Android platform is used as a popular open source environment for application development. The exercises relate to image processing topics typically studied by many students. The goal is to enable conventional course enhancements by incorporating in them short hands-on learning modules.

Flyback CCM inverter for AC module applications: iterative learning control and convergence analysis

NASA Astrophysics Data System (ADS)

Lee, Sung-Ho; Kim, Minsung

2017-12-01

This paper presents an iterative learning controller (ILC) for an interleaved flyback inverter operating in continuous conduction mode (CCM). The flyback CCM inverter features small output ripple current, high efficiency, and low cost, and hence it is well suited for photovoltaic power applications. However, it exhibits the non-minimum phase behaviour, because its transfer function from control duty to output current has the right-half-plane (RHP) zero. Moreover, the flyback CCM inverter suffers from the time-varying grid voltage disturbance. Thus, conventional control scheme results in inaccurate output tracking. To overcome these problems, the ILC is first developed and applied to the flyback inverter operating in CCM. The ILC makes use of both predictive and current learning terms which help the system output to converge to the reference trajectory. We take into account the nonlinear averaged model and use it to construct the proposed controller. It is proven that the system output globally converges to the reference trajectory in the absence of state disturbances, output noises, or initial state errors. Numerical simulations are performed to validate the proposed control scheme, and experiments using 400-W AC module prototype are carried out to demonstrate its practical feasibility.

Overcoming default categorical bias in spatial memory.

PubMed

Sampaio, Cristina; Wang, Ranxiao Frances

2010-12-01

In the present study, we investigated whether a strong default categorical bias can be overcome in spatial memory by using alternative membership information. In three experiments, we tested location memory in a circular space while providing participants with an alternative categorization. We found that visual presentation of the boundaries of the alternative categories (Experiment 1) did not induce the use of the alternative categories in estimation. In contrast, visual cuing of the alternative category membership of a target (Experiment 2) and unique target feature information associated with each alternative category (Experiment 3) successfully led to the use of the alternative categories in estimation. Taken together, the results indicate that default categorical bias in spatial memory can be overcome when appropriate cues are provided. We discuss how these findings expand the category adjustment model (Huttenlocher, Hedges, & Duncan, 1991) in spatial memory by proposing a retrieval-based category adjustment (RCA) model.

Innovations in Undergraduate Chemical Biology Education.

PubMed

Van Dyke, Aaron R; Gatazka, Daniel H; Hanania, Mariah M

2018-01-19

Chemical biology derives intellectual vitality from its scientific interface: applying chemical strategies and perspectives to biological questions. There is a growing need for chemical biologists to synergistically integrate their research programs with their educational activities to become holistic teacher-scholars. This review examines how course-based undergraduate research experiences (CUREs) are an innovative method to achieve this integration. Because CUREs are course-based, the review first offers strategies for creating a student-centered learning environment, which can improve students' outcomes. Exemplars of CUREs in chemical biology are then presented and organized to illustrate the five defining characteristics of CUREs: significance, scientific practices, discovery, collaboration, and iteration. Finally, strategies to overcome common barriers in CUREs are considered as well as future innovations in chemical biology education.

Overcoming Impediments to Learning the Four Language Skills Using Note Books

ERIC Educational Resources Information Center

Christopher, Anne A.

2016-01-01

The level of awareness of the importance of mastering ESL among the local community is poor, particularly in rural areas. A study was conducted to gather information from English as a Second Language (ESL) learners pertaining to the impediments of English Language learning (ELL) by specifically focusing on the four language skills namely…

Recurring Issues Encountered by Distance Educators in Developing and Emerging Nations

ERIC Educational Resources Information Center

Wright, Clayton R.; Dhanarajan, Gajaraj; Reju, Sunday A.

2009-01-01

This article explores a number of challenges faced by e-learning or distance educators in developing and emerging countries, provides a context for many of the challenges, and outlines some measures devised to overcome them. These educators must determine a sound rationale for employing online learning, recognize that technology is only part of…

Creating a Learning Organisation within the Family Business: An Irish Perspective

ERIC Educational Resources Information Center

Birdthistle, Naomi; Fleming, Patricia

2005-01-01

Purpose--The purpose of this paper is to investigate how a learning organisation can be created within the framework of the family SME in Ireland. Design/methodology/approach--No comprehensive list of independent family businesses in Ireland was available. To overcome this problem a pragmatic approach was taken in the construction of a sampling…

Integrating Experiential Learning into Business Courses: Using Learning Journals to Create Living Case Studies

ERIC Educational Resources Information Center

McHann, James C.; Frost, Laura A.

2010-01-01

Research demonstrates that the capacity to implement strategy and to execute plans drives business success (Hrebiniak, 2007) and that businesses' inability to succeed by executing effectively arises from the ubiquitous incapacity of business professionals to overcome the gap between what they know and what they are actually able to do, whether…

Evaluation of Learning Environments for Object-Oriented Programming: Measuring Cognitive Load with a Novel Measurement Technique

ERIC Educational Resources Information Center

Uysal, Murat Pasa

2016-01-01

Various methods and tools have been proposed to overcome the learning obstacles for Object-Oriented Programming (OOP). However, it remains difficult especially for novice learners. The problem may be not only adopting an instructional method, but also an Integrated Development Environment (IDE). Learners employ IDEs as a means to solve programming…

Cultural Differences in Learning and Implications for Distance Delivery of Educational Programmes to Developing Nations: A Case Study in Fiji

ERIC Educational Resources Information Center

Shanahan, Morris W.

2008-01-01

Shanahan (2006) found that to be effective the delivery of distance learning programmes to developing nations had to overcome certain constraints, such as cultural constrictions (i.e., issues of language), tradition-based limitations (i.e., paternalistic and hierarchical structures), an inherited past (colonialism), and poor infrastructure…

Transfer Learning Community: Overcoming Transfer Shock and Increasing Retention of Mathematics and Science Majors

ERIC Educational Resources Information Center

Scott, Timothy P.; Thigpin, Sara S.; Bentz, Adrienne O.

2017-01-01

The College of Science at Texas A&M University developed a transfer student learning community with one 2-year institution after receiving National Science Foundation funds for scholarships to support students majoring in engineering and science. To date, 89% of the students that matriculated to Texas A&M University under this grant have…

A Preliminary Instrument for Measuring Students' Subjective Perceptions of Difficulties in Learning Recursion

ERIC Educational Resources Information Center

Lacave, Carmen; Molina, Ana I.; Redondo, Miguel A.

2018-01-01

Contribution: Findings are provided from an initial survey to evaluate the magnitude of the recursion problem from the student point of view. Background: A major difficulty that programming students must overcome--the learning of recursion--has been addressed by many authors, using various approaches, but none have considered how students perceive…

The Effect of Problem-Based Learning in Nursing Education: A Meta-Analysis

ERIC Educational Resources Information Center

Shin, In-Soo; Kim, Jung-Hee

2013-01-01

Problem-based learning (PBL) has been identified as an approach that improves the training of nurses by teaching them how to apply theory to clinical practice and by developing their problem-solving skills, which could be used to overcome environmental constraints within clinical practice. A consensus is emerging that there is a need for…

Exploring the Interface: Explicit Focus-on-Form Instruction and Learned Attentional Biases in L2 Latin

ERIC Educational Resources Information Center

Cintrón-Valentín, Myrna; Ellis, Nick C.

2015-01-01

Eye-tracking was used to investigate the attentional processes whereby different types of focus on form (FonF) instruction assist learners in overcoming learned attention and blocking effects in their online processing of second language input. English native speakers viewed Latin utterances combining lexical and morphological cues to temporality…

School Reform for Positive Behaviour Support through Collaborative Learning: Utilising Lesson Study for a Learning Community

ERIC Educational Resources Information Center

Saito, Eisuke; Watanabe, Miki; Gillies, Robyn; Someya, Ikuo; Nagashima, Takashi; Sato, Masaaki; Murase, Masatsugu

2015-01-01

Recent research has emphasised educating children about positive behaviours to overcome delinquency issues, but there is little clarification of what factors lead to positive behaviours. This study analyses factors that led to children's positive behaviours at a junior high school in Japan, which experienced a dramatic turnaround after…

Reaching for the Moon: Overcoming Learning Disabilities. An Interview with Samantha Abeel.

ERIC Educational Resources Information Center

Schools in the Middle, 1995

1995-01-01

In this interview, 16-year-old Samantha Abeel, who is learning-disabled in math, describes the frustrations of dealing with seventh-grade responsibilities like locker combinations, unfamiliar teachers, and algebra. Sam is gifted in writing but didn't receive special help with math until entering a special education class in eighth grade, where a…

Do Focused Self-Explanation Prompts Overcome Seductive Details? A Multimedia Study

ERIC Educational Resources Information Center

Wang, Zhe; Adesope, Olusola

2017-01-01

Research on the seductive details effect on reading expository texts in multimedia learning environments has grown over the past few decades. However, less is known when seductive details are encountered in learning through worked-examples to solve problems. Thus, it is necessary to examine the seductive details effect when solving problems in a…

Structuring Collaboration in Mixed-Ability Groups to Promote Verbal Interaction, Learning, and Motivation of Average-Ability Students

ERIC Educational Resources Information Center

Saleh, Mohammad; Lazonder, Ard W.; Jong, Ton de

2007-01-01

Average-ability students often do not take full advantage of learning in mixed-ability groups because they hardly engage in the group interaction. This study examined whether structuring collaboration by group roles and ground rules for helping behavior might help overcome this participatory inequality. In a plant biology course, heterogeneously…

We Need to Communicate! Helping Hearing Parents of Deaf Children Learn American Sign Language

ERIC Educational Resources Information Center

Weaver, Kimberly A.; Starner, Thad

2011-01-01

Language immersion from birth is crucial to a child's language development. However, language immersion can be particularly challenging for hearing parents of deaf children to provide as they may have to overcome many difficulties while learning American Sign Language (ASL). We are in the process of creating a mobile application to help hearing…

Overcoming Navigational Design in a VLE: Students as Agents of Change

ERIC Educational Resources Information Center

Sadoux, Marion; Rzycka, Dorota; Jones, Mizuho; Lopez, Joaquin

2016-01-01

This paper focuses on the outcomes of a project funded by the Teaching and Learning Enhancement Office at the University of Nottingham Ningbo China (UNNC). Students were recruited to design a new navigational architecture for the Moodle pages of the Language Centre. They received some training on the key principles of distributive learning and…

Evaluating a Moving Target: Lessons Learned from Using Practical Participatory Evaluation (P-PE) in Hospital Settings

ERIC Educational Resources Information Center

Wharton, Tracy; Alexander, Neil

2013-01-01

This article describes lessons learned about implementing evaluations in hospital settings. In order to overcome the methodological dilemmas inherent in this environment, we used a practical participatory evaluation (P-PE) strategy to engage as many stakeholders as possible in the process of evaluating a clinical demonstration project.…

Helping Second Language Literature Learners Overcome E-Learning Difficulties: LET-NET Team Teaching with Online Peer Interaction

ERIC Educational Resources Information Center

Wu, Pin-Hsiang Natalie; Marek, Michael W.

2013-01-01

This study presents and discusses results from an EFL second language literature program in which the instructional design included a team teaching scheme, blended learning practice, and computer-mediated peer-interaction. The team teaching plan used a Mandarin speaking English teacher and a Native English-speaking teacher collaborating and…

Activity Theory and Situated Learning Theory: Contrasting Views of Educational Practice

ERIC Educational Resources Information Center

Arnseth, Hans Christian

2008-01-01

The purpose of this article is to offer a critical discussion of the practice turn in contemporary educational research. In order to make the discussion specific, I use two influential theories, namely activity theory and situated learning theory. They both turn to the notion of practice in order to overcome the limitations of mentalist and…

Development of an Internet Collaborative Learning Behavior Scale--Preliminary Results.

ERIC Educational Resources Information Center

Hsu, Ti; Wang, Hsiu Fei

It is well known that math phobia is a common problem among young school children. It becomes a challenge to educational practitioners and academic researchers to figure out ways to overcome the problem. Collaborative team learning has been proposed as one of the alternatives. This study was part of a large and ongoing research project designed to…

From Chalk and Talk to Walking the Walk: Facilitating Dynamic Learning Contexts for Entrepreneurship Students in Fast-Tracking Innovations

ERIC Educational Resources Information Center

Gilbert, David H.

2012-01-01

Purpose: The purpose of this paper is to examine the notion of designing and developing applied, industry-engaged learning environments that embrace ambiguity and uncertainty in overcoming pedagogical inertia in educating young entrepreneurs and innovators. The research reported on proposes a solution to the dual expectations of producing…

Peer Assessment in the Classroom Using Mobile Devices

ERIC Educational Resources Information Center

Pellowe, William; Holster, Trevor; Lake, J.

2014-01-01

Peer feedback can engage the learning process, but collecting the survey data into a usable format can be time-consuming, which can deter classroom teachers from undertaking the kind of in-depth analysis for classroom research. To overcome this detriment, and in order to research the effects of learning by assessing, we created a peer feedback…

Impact of Bilingualism on Infants' Ability to Learn from Talking and Nontalking Faces

ERIC Educational Resources Information Center

Fort, Mathilde; Ayneto-Gimeno, Alba; Escrichs, Anira; Sebastian-Galles, Nuria

2018-01-01

To probably overcome the challenge of learning two languages at the same time, infants raised in a bilingual environment pay more attention to the mouth of talking faces than same-age monolinguals. Here we examined the consequences of such preference for monolingual and bilingual infants' ability to perceive nonspeech information coming from the…

Development of a Workbench to Address the Educational Data Mining Bottleneck

ERIC Educational Resources Information Center

Rodrigo, Ma. Mercedes T.; Baker, Ryan S. J. d.; McLaren, Bruce M.; Jayme, Alejandra; Dy, Thomas T.

2012-01-01

In recent years, machine-learning software packages have made it easier for educational data mining researchers to create real-time detectors of cognitive skill as well as of metacognitive and motivational behavior that can be used to improve student learning. However, there remain challenges to overcome for these methods to become available to…

Throwing Paper Wads in the Chemistry Classroom: Really Active Student Learning

ERIC Educational Resources Information Center

Orvis, Jessica N.; Orvis, Jeffrey A.

2005-01-01

Active engagement in the classroom is one of the best tools available for overcoming conceptual difficulties. Science educators agree that students of all ages learn more by participating actively in the interpretation of scientific phenomena (NAS 2003; NSF 1998). In this article, the authors describe demonstrations in class using paper wads as an…

Finding Productive Talk around Errors in Intelligent Tutoring Systems

ERIC Educational Resources Information Center

Olsen, Jennifer K.; Rummel, Nikol; Aleven, Vincent

2015-01-01

To learn from an error, students must correct the error by engaging in sense-making activities around the error. Past work has looked at how supporting collaboration around errors affects learning. This paper attempts to shed further light on the role that collaboration can play in the process of overcoming an error. We found that good…

Male Learners' Vocabulary Achievement through Concept Mapping and Mind Mapping: Differences and Similarities

ERIC Educational Resources Information Center

Tarkashvand, Zahra

2015-01-01

While learning English plays an essential role in today's life, vocabulary achievement is helpful to overcome the difficulties of commanding the language. Drawing on data from three months experimental work, this article explores how two mapping strategies affect the learning vocabularies in EFL male learners. While females were studied before,…

Lessons learned for the National Children's Study from the National Institute of Environmental Health Sciences/U.S. Environmental Protection Agency Centers for Children's Environmental Health and Disease Prevention Research.

PubMed

Kimmel, Carole A; Collman, Gwen W; Fields, Nigel; Eskenazi, Brenda

2005-10-01

This mini-monograph was developed to highlight the experiences of the National Institute of Environmental Health Sciences (NIEHS)/U.S. Environmental Protection Agency (EPA) Centers for Children's Environmental Health and Disease Prevention Research, focusing particularly on several areas of interest for the National Children's Study. These include general methodologic issues for conducting longitudinal birth cohort studies and community-based participatory research and for measuring air pollution exposures, pesticide exposures, asthma, and neurobehavioral toxicity. Rather than a detailed description of the studies in each of the centers, this series of articles is intended to provide information on the practicalities of conducting such intensive studies and the lessons learned. This explication of lessons learned provides an outstanding opportunity for the planners of the National Children's Study to draw on past experiences that provide information on what has and has not worked when studying diverse multiracial and multiethnic groups of children with unique urban and rural exposures. The Children's Centers have addressed and overcome many hurdles in their efforts to understand the link between environmental exposures and health outcomes as well as interactions between exposures and a variety of social and cultural factors. Some of the major lessons learned include the critical importance of long-term studies for assessing the full range of developmental consequences of environmental exposures, recognition of the unique challenges presented at different life stages for both outcome and exposure measurement, and the importance of ethical issues that must be dealt with in a changing medical and legal environment. It is hoped that these articles will be of value to others who are embarking on studies of children's environmental health.

Multi-level deep supervised networks for retinal vessel segmentation.

PubMed

Mo, Juan; Zhang, Lei

2017-12-01

Changes in the appearance of retinal blood vessels are an important indicator for various ophthalmologic and cardiovascular diseases, including diabetes, hypertension, arteriosclerosis, and choroidal neovascularization. Vessel segmentation from retinal images is very challenging because of low blood vessel contrast, intricate vessel topology, and the presence of pathologies such as microaneurysms and hemorrhages. To overcome these challenges, we propose a neural network-based method for vessel segmentation. A deep supervised fully convolutional network is developed by leveraging multi-level hierarchical features of the deep networks. To improve the discriminative capability of features in lower layers of the deep network and guide the gradient back propagation to overcome gradient vanishing, deep supervision with auxiliary classifiers is incorporated in some intermediate layers of the network. Moreover, the transferred knowledge learned from other domains is used to alleviate the issue of insufficient medical training data. The proposed approach does not rely on hand-crafted features and needs no problem-specific preprocessing or postprocessing, which reduces the impact of subjective factors. We evaluate the proposed method on three publicly available databases, the DRIVE, STARE, and CHASE_DB1 databases. Extensive experiments demonstrate that our approach achieves better or comparable performance to state-of-the-art methods with a much faster processing speed, making it suitable for real-world clinical applications. The results of cross-training experiments demonstrate its robustness with respect to the training set. The proposed approach segments retinal vessels accurately with a much faster processing speed and can be easily applied to other biomedical segmentation tasks.

Increasing Rural Adults' Participation in Collegial Programs: Exemplary Programs. Proceedings of the Rural Action Conference "Programs and Activities to Overcome Barriers to Rural Adult Participation in Postsecondary Education" (Blacksburg, Virginia, June 1-3, 1987).

ERIC Educational Resources Information Center

Sullins, W. Robert, Ed.; And Others

Approximately 85 educators from six states participated in a regional conference designed to showcase exemplary and collaborative programs to overcome many of the barriers faced by rural adults in pursuing higher education. After the keynote address, "The Role of Adult Learning in Revitalizing Rural Communities," by Cornelia Butler Flora, the…

Replicating effective pedagogical approaches from introductory physics to improve student learning of quantum mechanics

NASA Astrophysics Data System (ADS)

Sayer, Ryan Thomas

Upper-level undergraduate students entering a quantum mechanics (QM) course are in many ways similar to students entering an introductory physics course. Numerous studies have investigated the difficulties that novices face in introductory physics as well as the pedagogical approaches that are effective in helping them overcome those difficulties. My research focuses on replicating effective approaches and instructional strategies used in introductory physics courses to help advanced students in an upper-level QM course. I have investigated the use of Just-in-time Teaching (JiTT) and peer discussion involving clicker questions in an upper-level quantum mechanics course. The JiTT approach including peer discussions was effective in helping students overcome their difficulties and improve their understanding of QM concepts. Learning tools, such as a Quantum Interactive Learning Tutorial (QuILT) based on the Doubleslit Experiment (DSE) which I helped develop, have been successful in helping upper-level undergraduate students improve their understanding of QM. Many students have also demonstrated the ability to transfer knowledge from a QuILT based on the Mach-Zehnder interferometer while working on the DSE QuILT. In addition, I have been involved in implementing research-based activities during our semester-long professional development course for teaching assistants (TAs). In one intervention, TAs were asked to grade student solutions to introductory physics problems first using their choice of method, then again using a rubric designed to promote effective problem-solving approaches, then once more at the end of the semester using their choice of method. This intervention found that many TAs have ingrained beliefs about the purposes of grading which include placing the burden of proof on the instructor as well as a belief that grading cannot serve as a formative assessment. I also compared TAs grading practices and considerations when grading student solutions to QM problems versus when grading student solutions to introductory physics. Many TAs penalized students for not explicating the problem solving process more often in the QM context than in the introductory physics context. The implications of these interventions for promoting student learning in QM are discussed.

Using technology to promote mobile learning: engaging students with cell phones in the classroom.

PubMed

Robb, Meigan; Shellenbarger, Teresa

2012-01-01

Advancements in cell phone technology have impacted every aspect of society. Individuals have instant access to social networks, Web sites, and applications. Faculty need to consider using these mobile devices to enrich the classroom. The authors discuss how they successfully designed and incorporated cell phone learning activities into their classrooms. Teaching-learning strategies using cell phone technology and recommendations for overcoming challenges associated with cell phone use in the classroom are discussed.

The community comes to campus: the Patient and Community Fair.

PubMed

Towle, Angela; Godolphin, William; Kline, Cathy

2015-08-01

Community-based learning connects students with local communities so that they learn about the broad context in which health and social care is provided; however, students usually interact with only one or a few organisations that serve a particular population. One example of a community-based learning activity is the health fair in which students provide health promotion and screening for local communities. We adapted the health fair concept to develop a multi-professional educational event at which, instead of providing service, students learn from and about the expertise and resources of not-for-profit organisations. The fair is an annual 1-day event that students can attend between, or in place of, classes. Each community organisation has a booth to display information. One-hour 'patient panels' are held on a variety of topics throughout the day. Evaluation methods include questionnaires, exit interviews and visitor tracking sheets. Over 5 years (2009-2013), the fair increased in size with respect to estimated attendance, number of participating organisations, number of patient panels and number of students for whom the fair is a required curriculum component. Students learn about a range of patient experiences and community resources, and information about specific diseases or conditions. The fair is an efficient way for students to learn about a range of community organisations. It fosters university-community engagement through continuing connections between students, faculty members and community organisations. Lessons learned include the need for community organisations to have techniques to engage students, and ways to overcome challenges of evaluating an informal 'drop-in' event. The fair is an efficient way for students to learn about a range of community organisations. © 2015 John Wiley & Sons Ltd.

Exploring preservice teachers' interpretations of curricular experiences while learning to teach in an inquiry-oriented way: A phenomenology

NASA Astrophysics Data System (ADS)

Sander, Scott A.

Despite ubiquitous calls for school reform, the traditional transmission model of education continues to dominate our nation's science classrooms at all levels. How do these experiences impact those who enter formal teacher education programs and Methods courses that promote a more inquiry-oriented way of teaching science? The purpose of this foundational study was to explore the interpretations of five preservice science teachers' (PSTs) curricular experiences in order to gain a greater understanding directly from the participants about learning to teach in an inquiry-oriented way. Phenomenology was selected as a flexible methodology that enabled access to the "lifeworld" that PSTs had constructed of their experiences within a science Methods course. The inquiry-based methods used within the course also provided the data that ultimately became the bulk of the stories presented in Chapter 4. The methods were selected for their ability to make the PSTs' thinking visible. The use of "thinking routines" within the context of the Methods course supplied data from the PSTs as they were in the role of a student. The use of the virtual classroom TeachLivE(TM) supplied data from the PSTs as they were in the role of a teacher. The data generated by these unique methods helped to constitute the stories presented in Chapter 4. Instead of stories about the PSTs these are stories constructed from the data that represents the thinking of PSTs. The stories are presented as what PSTs see, believe, care about, and wonder with regards to learning to teach in an inquiry-oriented way. This data indicates that while PSTs have taken notice of the challenge to their existing ideas about teaching science there are still significant barriers that must be overcome to replace entrenched beliefs in order for them to implement inquiry-oriented practices in their future classrooms. As a beginning step in the inquiry process and aligned with constructivist theories of learning, thinking routines and TeachLivE have the potential to elicit the prior knowledge of PSTs regarding learning to teach. By providing a way to hear the voices of PSTs and make their thinking visible, I surface implications for science education and future research to shift the traditional discourse within classrooms.

Cochlear implant: the family's perspective.

PubMed

Vieira, Sheila de Souza; Dupas, Giselle; Chiari, Brasilia Maria

2018-07-01

To understand the family's experience of a child who uses a cochlear implant (CI). Specifically, to identify the difficulties, changes, and feelings entailed by deafness and the use of the CI; the coping strategies; and to understand the role of the family for the child with a CI. Qualitative research, using Symbolic Interactionism and Straussian Grounded Theory as the theoretical and methodological frameworks, respectively. Data collection instrument: semi-structured interview. A total of 9 families (32 individuals) participated in the study. The children's ages ranged from 6 to 11 years old (mean = 8.9 years old). Their experience is described in the following categories: Having to fight for results, Coping with difficult situations, Recognizing that you are not alone, Learning to overcome, and Having one's life restored by the implant. Cochlear implantation changes the direction of the child and the family's life by restoring the child's opportunity to hear and to obtain good results in her personal, social, and academic development. Even after implantation, the child continues to experience difficulties and requires the family's mobilization in order to be successful. The family is the principal actor in the process of the child's rehabilitation.

Doctor-patient communications in the Aboriginal community: towards the development of educational programs.

PubMed

Towle, Angela; Godolphin, William; Alexander, Ted

2006-09-01

Aboriginal people in Canada have poorer health than the rest of the population. Reasons for health disparities are many and include problems in communication between doctor and patient. The objective of this study was to understand doctor-patient communication in Aboriginal communities in order to design educational interventions for medical students based on the needs and experiences of patients. Experiences of good and poor communication were studied by semi-structured interviews or focus groups with 22 Aboriginal community members, 2 community health representatives and 2 Aboriginal trainee physicians. Transcribed data were coded and subjected to thematic analysis. Positive and negative experiences of communicating with physicians fell into three broad and interrelated themes: their histories as First Nations citizens; the extent to which the physician was trusted; time in the medical interview. Aboriginal peoples' history affects their communication with physicians; barriers may be overcome when patients feel they have a voice and the time for it to be heard. Physicians can improve communication with Aboriginal patients by learning about their history, building trust and giving time.

Investigating engagement, thinking, and learning among culturally diverse, urban sixth graders experiencing an inquiry-based science curriculum, contextualized in the local environment

NASA Astrophysics Data System (ADS)

Kelley, Sybil Schantz

This mixed-methods study combined pragmatism, sociocultural perspectives, and systems thinking concepts to investigate students' engagement, thinking, and learning in science in an urban, K-8 arts, science, and technology magnet school. A grant-funded school-university partnership supported the implementation of an inquiry-based science curriculum, contextualized in the local environment through field experiences. The researcher worked as co-teacher of 3 sixth-grade science classes and was deeply involved in the daily routines of the school. The purposes of the study were to build a deeper understanding of the complex interactions that take place in an urban science classroom, including challenges related to implementing culturally-relevant instruction; and to offer insight into the role educational systems play in supporting teaching and learning. The central hypothesis was that connecting learning to meaningful experiences in the local environment can provide culturally accessible points of engagement from which to build science learning. Descriptive measures provided an assessment of students' engagement in science activities, as well as their levels of thinking and learning throughout the school year. Combined with analyses of students' work files and focus group responses, these findings provided strong evidence of engagement attributable to the inquiry-based curriculum. In some instances, degree of engagement was found to be affected by student "reluctance" and "resistance," terms defined but needing further examination. A confounding result showed marked increases in thinking levels coupled with stasis or decrease in learning. Congruent with past studies, data indicated the presence of tension between the diverse cultures of students and the mainstream cultures of school and science. Findings were synthesized with existing literature to generate the study's principal product, a grounded theory model representing the complex, interacting factors involved in teaching and learning. The model shows that to support learning and to overcome cultural tensions, there must be alignment among three main forces or "causal factors": students, teaching, and school climate. Conclusions emphasize system-level changes to support science learning, including individualized support for students in the form of differentiated instruction; focus on excellence in teaching, particularly through career-spanning professional support for teachers; and attention to identifying key leverage points for implementing effective change.

4E x 2 Instructional Model: Uniting Three Learning Constructs to Improve Praxis in Science and Mathematics Classrooms

ERIC Educational Resources Information Center

Marshall, Jeff C.; Horton, Bob; Smart, Julie

2009-01-01

After decades of research endorsing inquiry-based learning, at best only moderate success has been noted in creating effective systemic implementation in K-12 classrooms. Thus, teachers need to be better equipped in how to bring this transformation to their own classrooms. Changing beliefs and overcoming external obstacles encourages the use of…

Facilitating 3D Virtual World Learning Environments Creation by Non-Technical End Users through Template-Based Virtual World Instantiation

ERIC Educational Resources Information Center

Liu, Chang; Zhong, Ying; Ozercan, Sertac; Zhu, Qing

2013-01-01

This paper presents a template-based solution to overcome technical barriers non-technical computer end users face when developing functional learning environments in three-dimensional virtual worlds (3DVW). "iVirtualWorld," a prototype of a platform-independent 3DVW creation tool that implements the proposed solution, facilitates 3DVW…

Supporting Learning and Promoting Conceptual Change with Box and AVOW Diagrams. Part 2: Their Impact on Student Learning at A-Level.

ERIC Educational Resources Information Center

Cheng, Peter C-H.; Shipstone, David M.

2003-01-01

Presents results of preliminary trials that suggest that the program devised helped UK Year 12 (A-level) learners develop useful concepts of current and voltage, acquire a more integrated understanding of circuit behavior, and overcome their tendencies towards localized and sequential reasoning. Provides learners with a valuable aid for problem…

Implementation of Web-Based Education in Egypt through Cloud Computing Technologies and Its Effect on Higher Education

ERIC Educational Resources Information Center

El-Seoud, M. Samir Abou; El-Sofany, Hosam F.; Taj-Eddin, Islam A. T. F.; Nosseir, Ann; El-Khouly, Mahmoud M.

2013-01-01

The information technology educational programs at most universities in Egypt face many obstacles that can be overcome using technology enhanced learning. An open source Moodle eLearning platform has been implemented at many public and private universities in Egypt, as an aid to deliver e-content and to provide the institution with various…

Addressing Potential Challenges in Co-Creating Learning and Teaching: Overcoming Resistance, Navigating Institutional Norms and Ensuring Inclusivity in Student-Staff Partnerships

ERIC Educational Resources Information Center

Bovill, C.; Cook-Sather, A.; Felten, P.; Millard, L.; Moore-Cherry, N.

2016-01-01

Against a backdrop of rising interest in students becoming partners in learning and teaching in higher education, this paper begins by exploring the relationships between student engagement, co-creation and student-staff partnership before providing a typology of the roles students can assume in working collaboratively with staff. Acknowledging…

Can Teacher Collaboration Overcome Barriers to Interdisciplinary Learning in a Disciplinary University? A Case Study Using Climate Change

ERIC Educational Resources Information Center

Pharo, E. J.; Davison, A.; Warr, K.; Nursey-Bray, M.; Beswick, K.; Wapstra, E.; Jones, C.

2012-01-01

A teacher network was formed at an Australian university in order to better promote interdisciplinary student learning on the complex social-environmental problem of climate change. Rather than leaving it to students to piece together disciplinary responses, eight teaching academics collaborated on the task of exposing students to different types…

Mutual Benefit for Foreign Medical Students and Chinese Postgraduates: A Mixed Team-Based Learning Method Overcomes Communication Problems in Hematology Clerkship

ERIC Educational Resources Information Center

Chen, Xianling; Chen, Buyuan; Li, Xiaofan; Song, Qingxiao; Chen, Yuanzhong

2017-01-01

Hematology is difficult for students to learn. A beneficial education method for hematology clerkship training is required to help students develop clinical skills. Foreign medical students often encounter communication issues in China. To address this issue, Chinese post-graduates from our institute are willing to assist with educating foreign…

Beginning to Understand Why New Hampshire's Rural Educators Chose Not to Join New Hampshire's Newly Developed On-Line Professional Learning Communities: A Quantitative and Qualitative Study

ERIC Educational Resources Information Center

Baker, Cheryl B.

2011-01-01

Rural educators face many barriers when trying to participate in high quality professional development, including isolation, funding issues, distance, and lack of temporary replacements. Technological solutions can assist rural educators in overcoming these barriers. Participating in on-line professional learning communities can provide New…

SBL-Online: Implementing Studio-Based Learning Techniques in an Online Introductory Programming Course to Address Common Programming Errors and Misconceptions

ERIC Educational Resources Information Center

Polo, Blanca J.

2013-01-01

Much research has been done in regards to student programming errors, online education and studio-based learning (SBL) in computer science education. This study furthers this area by bringing together this knowledge and applying it to proactively help students overcome impasses caused by common student programming errors. This project proposes a…

Investigating the Explicit Instruction of Apology Speech Act on Pragmatic Development of Iranian EFL Learners

ERIC Educational Resources Information Center

Rajabi, Shima; Azizifar, Akbar; Gowhary, Habib

2015-01-01

Learning a foreign language requires students to acquire both grammatical knowledge and socio-pragmatic rules of a language. Pragmatic competence as one of the most difficult aspects of language provides several challenges to L2 learners in the process of learning a foreign language. To overcome this problem, EFL teachers should find the most…

Assessment of Aerobic Endurance: A Comparison between CD-ROM and Laboratory-Based Instruction.

ERIC Educational Resources Information Center

Kirkwood, Margaret; Sharp, Bob; de Vito, Giuseppe; Nimmo, Myra A.

2002-01-01

Describes a CD-ROM version of a basic course in exercise physiology that was developed in the United Kingdom to overcome problems of staff time, expense, ethical considerations, and large student numbers. Compares it to a traditional course and concludes that adding more active learning approaches to the CD-ROM would enhance student learning. (LRW)

Does Web-Based Role-Play Establish a High Quality Learning Environment? Design versus Evaluation

ERIC Educational Resources Information Center

Ludewig, Alexandra; Ludewig-Rohwer, Iris

2013-01-01

Online role-plays have been celebrated for providing an environment which allows for high quality learning. Innovative approaches have been embraced in foreign language studies, especially in countries where a great distance to the target country needs to be overcome, not only to expose students to the target language but also to provide them with…

Information Technology Education for Older Adults as a Continuing Peer-Learning Process: A Chinese Case Study

ERIC Educational Resources Information Center

Xie, Bo

2007-01-01

This article examines older Chinese's learning and use of computers and the Internet, focusing on the major barriers encountered and strategies employed to overcome those barriers. A total of 33 interviews were conducted in 2004 in Shanghai. Data analysis was guided by grounded theory. The following are the major findings : (a) lack of technical…

The Use of Team-Based, Guided Inquiry Learning to Overcome Educational Disadvantages in Learning Human Physiology: A Structural Equation Model

ERIC Educational Resources Information Center

Rathner, Joseph A.; Byrne, Graeme

2014-01-01

The study of human bioscience is viewed as a crucial curriculum in allied health. Nevertheless, bioscience (and particularly physiology) is notoriously difficult for undergraduates, particularly academically disadvantaged students. So endemic are the high failure rates (particularly in nursing) that it has come to be known as "the human…

The Virtual Mentor: Harnessing the Power of Technology to Connect K-12 Students with Collegiate Mentors

ERIC Educational Resources Information Center

Ohlson, Matthew; Ehrlich, Suzanne; Lerman, Justin; Pascale, Amanda

2017-01-01

Research shows that mentoring is a way to enhance learning teaching and learning outcomes. CAMP (Collegiate Achievement Mentoring Program) Osprey is a mentoring program where collegiate students serve as leadership mentors to at-risk K12 students. To overcome geographic and financial barriers faced by our high-poverty, urban and rural partners,…

Making a Difference. A Resource Pack for People Who Want To Become More Active Citizens.

ERIC Educational Resources Information Center

Dadzie, Stella, Comp.; Turner, Cheryl, Ed.

This document, which is a resource pack for individuals in the United Kingdom who want to become more active citizens, consists of information for group leaders and five learning modules. The section for group leaders contains the following: basic tips on leading a group; strategies for overcoming barriers to learning; glossary; and overview of…

Webly-Supervised Fine-Grained Visual Categorization via Deep Domain Adaptation.

PubMed

Xu, Zhe; Huang, Shaoli; Zhang, Ya; Tao, Dacheng

2018-05-01

Learning visual representations from web data has recently attracted attention for object recognition. Previous studies have mainly focused on overcoming label noise and data bias and have shown promising results by learning directly from web data. However, we argue that it might be better to transfer knowledge from existing human labeling resources to improve performance at nearly no additional cost. In this paper, we propose a new semi-supervised method for learning via web data. Our method has the unique design of exploiting strong supervision, i.e., in addition to standard image-level labels, our method also utilizes detailed annotations including object bounding boxes and part landmarks. By transferring as much knowledge as possible from existing strongly supervised datasets to weakly supervised web images, our method can benefit from sophisticated object recognition algorithms and overcome several typical problems found in webly-supervised learning. We consider the problem of fine-grained visual categorization, in which existing training resources are scarce, as our main research objective. Comprehensive experimentation and extensive analysis demonstrate encouraging performance of the proposed approach, which, at the same time, delivers a new pipeline for fine-grained visual categorization that is likely to be highly effective for real-world applications.

Active Learning Framework for Non-Intrusive Load Monitoring: Preprint

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

Jin, Xin

2016-05-16

Non-Intrusive Load Monitoring (NILM) is a set of techniques that estimate the electricity usage of individual appliances from power measurements taken at a limited number of locations in a building. One of the key challenges in NILM is having too much data without class labels yet being unable to label the data manually for cost or time constraints. This paper presents an active learning framework that helps existing NILM techniques to overcome this challenge. Active learning is an advanced machine learning method that interactively queries a user for the class label information. Unlike most existing NILM systems that heuristically requestmore » user inputs, the proposed method only needs minimally sufficient information from a user to build a compact and yet highly representative load signature library. Initial results indicate the proposed method can reduce the user inputs by up to 90% while still achieving similar disaggregation performance compared to a heuristic method. Thus, the proposed method can substantially reduce the burden on the user, improve the performance of a NILM system with limited user inputs, and overcome the key market barriers to the wide adoption of NILM technologies.« less

Academic standards and changing patterns of medical school admissions: a Malaysian study.

PubMed

Tan, C M

1990-07-01

Changing social demands made it necessary for the Medical Faculty of the University of Malaya to accommodate students with a wider range of academic experience than before. However, teachers sought to achieve comparable academic standards to those in the West by striving to maintain a close resemblance to the Western model of medical education in other respects. As a result teachers failed to adapt their teaching methods, assessment techniques and curriculum design to meet the educational needs of the students, thus compromising academic standards. Many students lack basic academic skills and do not know how to learn effectively. In order to help students overcome their learning difficulties innovative teaching was required during the first year at university, designed to foster the joint development of knowledge and basic skills. In the case of less well-prepared students who lack self-confidence, a caring and supportive learning environment is crucial to the achievement of meaningful learning. Lecturers needed to become facilitators of learning rather than transmitters of knowledge. However, teachers' objective to retain international recognition of the degree, which presumably reflected the importance of teaching, was not operationalized in terms of its incentive structure such that teachers were constrained not to try to fill the new roles demanded of them. It was assumed that academic distinction accrued through scientific research was essential for the achievement of academic excellence. However, under the prevailing circumstances the two aims were mutually exclusive and incompatible and teaching quality deteriorated.

Automated Depression Analysis Using Convolutional Neural Networks from Speech.

PubMed

He, Lang; Cao, Cui

2018-05-28

To help clinicians to efficiently diagnose the severity of a person's depression, the affective computing community and the artificial intelligence field have shown a growing interest in designing automated systems. The speech features have useful information for the diagnosis of depression. However, manually designing and domain knowledge are still important for the selection of the feature, which makes the process labor consuming and subjective. In recent years, deep-learned features based on neural networks have shown superior performance to hand-crafted features in various areas. In this paper, to overcome the difficulties mentioned above, we propose a combination of hand-crafted and deep-learned features which can effectively measure the severity of depression from speech. In the proposed method, Deep Convolutional Neural Networks (DCNN) are firstly built to learn deep-learned features from spectrograms and raw speech waveforms. Then we manually extract the state-of-the-art texture descriptors named median robust extended local binary patterns (MRELBP) from spectrograms. To capture the complementary information within the hand-crafted features and deep-learned features, we propose joint fine-tuning layers to combine the raw and spectrogram DCNN to boost the depression recognition performance. Moreover, to address the problems with small samples, a data augmentation method was proposed. Experiments conducted on AVEC2013 and AVEC2014 depression databases show that our approach is robust and effective for the diagnosis of depression when compared to state-of-the-art audio-based methods. Copyright © 2018. Published by Elsevier Inc.

Transforming Education Research Through Open Video Data Sharing.

PubMed

Gilmore, Rick O; Adolph, Karen E; Millman, David S; Gordon, Andrew

2016-01-01

Open data sharing promises to accelerate the pace of discovery in the developmental and learning sciences, but significant technical, policy, and cultural barriers have limited its adoption. As a result, most research on learning and development remains shrouded in a culture of isolation. Data sharing is the rare exception (Gilmore, 2016). Many researchers who study teaching and learning in classroom, laboratory, museum, and home contexts use video as a primary source of raw research data. Unlike other measures, video captures the complexity, richness, and diversity of behavior. Moreover, because video is self-documenting, it presents significant potential for reuse. However, the potential for reuse goes largely unrealized because videos are rarely shared. Research videos contain information about participants' identities making the materials challenging to share. The large size of video files, diversity of formats, and incompatible software tools pose technical challenges. The Databrary (databrary.org) digital library enables researchers who study learning and development to store, share, stream, and annotate videos. In this article, we describe how Databrary has overcome barriers to sharing research videos and associated data and metadata. Databrary has developed solutions for respecting participants' privacy; for storing, streaming, and sharing videos; and for managing videos and associated metadata. The Databrary experience suggests ways that videos and other identifiable data collected in the context of educational research might be shared. Open data sharing enabled by Databrary can serve as a catalyst for a truly multidisciplinary science of learning.

Transforming Education Research Through Open Video Data Sharing

PubMed Central

Gilmore, Rick O.; Adolph, Karen E.; Millman, David S.; Gordon, Andrew

2016-01-01

Open data sharing promises to accelerate the pace of discovery in the developmental and learning sciences, but significant technical, policy, and cultural barriers have limited its adoption. As a result, most research on learning and development remains shrouded in a culture of isolation. Data sharing is the rare exception (Gilmore, 2016). Many researchers who study teaching and learning in classroom, laboratory, museum, and home contexts use video as a primary source of raw research data. Unlike other measures, video captures the complexity, richness, and diversity of behavior. Moreover, because video is self-documenting, it presents significant potential for reuse. However, the potential for reuse goes largely unrealized because videos are rarely shared. Research videos contain information about participants’ identities making the materials challenging to share. The large size of video files, diversity of formats, and incompatible software tools pose technical challenges. The Databrary (databrary.org) digital library enables researchers who study learning and development to store, share, stream, and annotate videos. In this article, we describe how Databrary has overcome barriers to sharing research videos and associated data and metadata. Databrary has developed solutions for respecting participants’ privacy; for storing, streaming, and sharing videos; and for managing videos and associated metadata. The Databrary experience suggests ways that videos and other identifiable data collected in the context of educational research might be shared. Open data sharing enabled by Databrary can serve as a catalyst for a truly multidisciplinary science of learning. PMID:28042361

Integrating authentic scientific research in a conservation course–based undergraduate research experience

USGS Publications Warehouse

Sorensen, Amanda E.; Corral, Lucia; Dauer, Jenny M.; Fontaine, Joseph J.

2018-01-01

Course-based undergraduate research experiences (CUREs) have been developed to overcome barriers including students in research. However, there are few examples of CUREs that take place in a conservation and natural resource context with students engaging in field research. Here, we highlight the development of a conservation-focused CURE integrated to a research program, research benefits, student self-assessment of learning, and perception of the CURE. With the additional data, researchers were able to refine species distribution models and facilitate management decisions. Most students reported gains in their scientific skills, felt they had engaged in meaningful, real-world research. In student reflections on how this experience helped clarify their professional intentions, many reported being more likely to enroll in graduate programs and seek employment related to science. Also interesting was all students reported being more likely to talk with friends, family, or the public about wildlife conservation issues after participating, indicating that courses like this can have effects beyond the classroom, empowering students to be advocates and translators of science. Field-based, conservation-focused CUREs can create meaningful conservation and natural resource experiences with authentic scientific teaching practices.

The use of team-based, guided inquiry learning to overcome educational disadvantages in learning human physiology: a structural equation model.

PubMed

Rathner, Joseph A; Byrne, Graeme

2014-09-01

The study of human bioscience is viewed as a crucial curriculum in allied health. Nevertheless, bioscience (and particularly physiology) is notoriously difficult for undergraduates, particularly academically disadvantaged students. So endemic are the high failure rates (particularly in nursing) that it has come to be known as "the human bioscience problem." In the present report, we describe the outcomes for individual success in studying first-year human physiology in a subject that emphasises team-based active learning as the major pedagogy for mastering subject learning outcomes. Structural equation modeling was used to develop a model of the impact team learning had on individual performance. Modeling was consistent with the idea that students with similar academic abilities (as determined by tertiary entrance rank) were advantaged (scored higher on individual assessment items) by working in strong teams (teams that scored higher in team-based assessments). Analysis of covariance revealed that students who studied the subject with active learning as the major mode of learning activities outperformed students who studied the subject using the traditional didactic teaching format (lectures and tutorials, P = 0.000). After adjustment for tertiary entrance rank (via analysis of covariance) on two individual tests (the final exam and a late-semester in-class test), individual student grades improved by 8% (95% confidence interval: 6-10%) and 12% (95% confidence interval: 10-14%) when students engaged in team-based active learning. These data quantitatively support the notion that weaker students working in strong teams can overcome their educational disadvantages. Copyright © 2014 The American Physiological Society.

The use of team-based, guided inquiry learning to overcome educational disadvantages in learning human physiology: a structural equation model

PubMed Central

Byrne, Graeme

2014-01-01

The study of human bioscience is viewed as a crucial curriculum in allied health. Nevertheless, bioscience (and particularly physiology) is notoriously difficult for undergraduates, particularly academically disadvantaged students. So endemic are the high failure rates (particularly in nursing) that it has come to be known as “the human bioscience problem.” In the present report, we describe the outcomes for individual success in studying first-year human physiology in a subject that emphasises team-based active learning as the major pedagogy for mastering subject learning outcomes. Structural equation modeling was used to develop a model of the impact team learning had on individual performance. Modeling was consistent with the idea that students with similar academic abilities (as determined by tertiary entrance rank) were advantaged (scored higher on individual assessment items) by working in strong teams (teams that scored higher in team-based assessments). Analysis of covariance revealed that students who studied the subject with active learning as the major mode of learning activities outperformed students who studied the subject using the traditional didactic teaching format (lectures and tutorials, P = 0.000). After adjustment for tertiary entrance rank (via analysis of covariance) on two individual tests (the final exam and a late-semester in-class test), individual student grades improved by 8% (95% confidence interval: 6–10%) and 12% (95% confidence interval: 10–14%) when students engaged in team-based active learning. These data quantitatively support the notion that weaker students working in strong teams can overcome their educational disadvantages. PMID:25179611

[Participative action research; self-care education for the mature adult, a dialogic and empowered process].

PubMed

Sanchez Gomez, Sheila; Medina Moya, José Luis; Mendoza Pérez de Mendiguren, Beatriz; Ugarte Arena, Ana Isabel; Martínez de Albéniz Arriaran, Mercedes

2015-11-01

Explore and transform dialogic-reflexive learning processes oriented to self-care, capacitation, empowerment and health promotion for "mature-adult" collective. Participative action research on a qualitative and sociocritic approach. Data generation methods are SITE: Field work focuses on the development of the educational program "Care is in your hands" that takes place in two villages (Primary Care. Comarca Araba). Through a theoretical sampling involved people who are in a "mature-adult" life stage and three nurses with extensive experience in development health education programs. Participant observation where health education sessions are recorded in video and group reflection on action. To triangulate the data, have been made in-depth interviews with 4 participants. Carried out a content and discourse analysis. Participant and nurses' Previous Frameworks, and these last ones' discourses as well, reveal a current technical rationality (unidirectional, informative,.) yet in practice that perpetuates the role of passive recipient of care. Educational keys constructed from a viewpoint of Dialogic Learning emerge as elements that facilitate overcoming these previous frames limitations. Finally, Reflective Learning launched, has provided advance in professional knowledge and improve health education. Dialogical learning emerges as key to the training and empowerment, where we have seen how practical-reflexive, and not technical, rationality is meanly useful confronting ambiguous and complex situations of self-care practice and education. Copyright © 2014 Elsevier España, S.L.U. All rights reserved.

Teaching and Learning Economic Creativity: How to Overcome Uncertainty in Realizing Creative New Concepts That Have a Value? How the CRAP System--Coordination & Registration of Action Points--and External Assessment Generates Possible Solutions to Create Value of New Concepts

ERIC Educational Resources Information Center

Roelofs, Henk; Nieuwenhuis, Adriaan

2016-01-01

How do we identify tools that can overcome uncertainty in realizing value with students using their "idea creativity" in generating and developing ideas in new concepts? Tools that better fit in the mindset of the new generations. The major question of idea creativity, especially in an educational environment is: How to determine and…

Nursing students' spiritual talks with patients - evaluation of a partnership learning programme in clinical practice.

PubMed

Strand, Kari; Carlsen, Liv B; Tveit, Bodil

2017-07-01

To evaluate the impact of a partnership learning programme designed to support undergraduate nursing students' competence in speaking with patients about spiritual issues. Spiritual care is an oft-neglected and underexposed area of nursing practice. Despite the increasing amount of research on spiritual care in educational programmes, little is known about nursing students' experiences with existential/spiritual talks and the process of learning about spiritual care in the clinical placement. The project used a qualitative evaluation design to evaluate the impact of a partnership-initiated intervention focusing on student learning of spiritual care in a hospital ward. Data were collected through three focus group interviews with bachelor of nursing students from one Norwegian university college and supplemented with notes. Data were analysed by means of qualitative interpretative content analysis. The intervention was found to enhance students' competence in spiritual talks. The students developed an extended understanding of spirituality, became more confident in speaking with patients about spiritual issues and more active in grasping opportunities to provide spiritual care. Participating nurses significantly contributed to the students' learning process by being role models, mentoring the students and challenging them to overcome barriers in speaking with patients about spiritual issues. The partnership learning programme proved to be a useful model in terms of enhancing students' confidence in speaking with patients about spiritual concerns. Collaboration between nursing university colleges and clinical placements could help nursing students and clinical nurses to develop competencies in spiritual care and bridge the gap between academic education and clinical education, to the benefit of both. © 2016 John Wiley & Sons Ltd.

How Do SPJC Administrative and Support Systems and Procedures Need To Change in Order To Overcome Organizational Obstacles to E-Learning Access? Project Eagle Evaluation Question #2. Benchmarking St. Petersburg Junior College: A Report to Leadership.

ERIC Educational Resources Information Center

Burkhart, Joyce

St. Petersburg Junior College (SPJC), Florida, identified critical issues in e-learning practices and posed six questions in order to formulate an evaluation process. SPJC considered one question per quarter for 18 months. The questions were reviewed using the following steps: (1) examine best e-learning practices related to that question, using…

Selective Use of the Mother Tongue to Enhance Students' English Learning Processes…Beyond the Same Assumptions (Uso selectivo de la lengua materna para mejorar el proceso de aprendizaje del inglés de los estudiantes…Más allá de las mismas suposiciones)

ERIC Educational Resources Information Center

Cuartas Alvarez, Luis Fernando

2014-01-01

This article reports the results of an action-research project that examines enhancing students' English learning processes through the selective use of their mother tongues with the aim of overcoming their reluctant attitudes toward learning English in the classroom. This study involves forty ninth-graders from an all-girls public school in…

New guidelines for health care for alcohol and drug users and the real work: possible contributions of ergonomics to the restructuring of work and competence development.

PubMed

de Almeida, Daniela Tonizza; de Oliveira Echternacht, E Eliza Helena

2012-01-01

The study investigated, through a literature review, how the research community has addressed the difficulties experiences by the teams in front of new prescriptions for the treatment of alcohol and drug users in Centers of Psyco-social Attention and discusses the relevance of the conceptual and methodological references of Ergonomics for understand and transform work situations. Such studies tend to do an analysis that does not account for variability present in both the workers and work organization and prioritize the analysis of final results of the, disqualifying local inventions due to tasks imposed by policy guidelines. It is estimated that the Ergonomics, considering the diversity of training, learning and experience, contributes to the implementation of media to promote the continued development of competences that can meet the demands of production and expands knowledge about the problems experienced and the possibilities of overcoming them.

An adult learning perspective on disability and microfinance: The case of Katureebe.

PubMed

Nuwagaba, Ephraim L; Rule, Peter N

2016-01-01

Despite Uganda's progress in promoting affirmative action for persons with disabilities and its strategy of using microfinance to fight poverty, access to microfinance services by persons with disabilities is still problematic due to barriers, characterised by discrepancies between policies and practices. Regarding education, the affirmative action in favour of learners with disabilities has not translated into actual learning opportunities due to personal and environmental barriers. The study on which this article is based investigated the non-formal and informal adult learning practices regarding microfinance that persons with disabilities engaged in. This article seeks to illuminate the barriers that a person with a visual impairment encountered while learning about and engaging with microfinance and the strategies that he developed to overcome them. This was a case study, framed within the social model of disability and critical research paradigm. Data were collected through in-depth interviews of a person with visual impairment and observations of the environment in which adult learning and engagement with Savings and Credit Cooperative Organisations (SACCOs) occurred. Findings indicate that the person with a visual disability faced barriers to learning about microfinance services. He experienced barriers in an integrated manner and developed strategies to overcome these barriers. The barriers and strategies are theorised using the social model of disability. The case of a person with visual impairment suggests that persons with disabilities face multiple barriers regarding microfinance, including social, psychological and educational. However, his own agency and attitudes were also of importance as they influenced his learning. Viewing these barriers as blockades can lead to non-participation in learning and engagement with microfinance whereas viewing them as surmountable hurdles can potentially motivate participants to succeed in learning about and engaging with microfinance.

An adult learning perspective on disability and microfinance: The case of Katureebe

PubMed Central

Nuwagaba, Ephraim L.

2016-01-01

Background Despite Uganda’s progress in promoting affirmative action for persons with disabilities and its strategy of using microfinance to fight poverty, access to microfinance services by persons with disabilities is still problematic due to barriers, characterised by discrepancies between policies and practices. Regarding education, the affirmative action in favour of learners with disabilities has not translated into actual learning opportunities due to personal and environmental barriers. Objectives The study on which this article is based investigated the non-formal and informal adult learning practices regarding microfinance that persons with disabilities engaged in. This article seeks to illuminate the barriers that a person with a visual impairment encountered while learning about and engaging with microfinance and the strategies that he developed to overcome them. Methods This was a case study, framed within the social model of disability and critical research paradigm. Data were collected through in-depth interviews of a person with visual impairment and observations of the environment in which adult learning and engagement with Savings and Credit Cooperative Organisations (SACCOs) occurred. Results Findings indicate that the person with a visual disability faced barriers to learning about microfinance services. He experienced barriers in an integrated manner and developed strategies to overcome these barriers. The barriers and strategies are theorised using the social model of disability. Conclusion The case of a person with visual impairment suggests that persons with disabilities face multiple barriers regarding microfinance, including social, psychological and educational. However, his own agency and attitudes were also of importance as they influenced his learning. Viewing these barriers as blockades can lead to non-participation in learning and engagement with microfinance whereas viewing them as surmountable hurdles can potentially motivate participants to succeed in learning about and engaging with microfinance. PMID:28730047

Teaching Feminist Group Process within a Nursing Curriculum.

ERIC Educational Resources Information Center

Banister, Elizabeth; Schreiber, Rita

1999-01-01

Describes feminist group processes (praxis, empowerment, awareness, consensus, evolution) taught to nursing students through experiential learning activities. Explains changes in learner and teacher behavior and challenges that were encountered and overcome. (SK)

Extinction learning is slower, weaker and less context specific after alcohol

PubMed Central

Bisby, James A.; King, John A.; Sulpizio, Valentina; Degeilh, Fanny; Valerie Curran, H.; Burgess, Neil

2015-01-01

Alcohol is frequently involved in psychological trauma and often used by individuals to reduce fear and anxiety. We examined the effects of alcohol on fear acquisition and extinction within a virtual environment. Healthy volunteers were administered alcohol (0.4 g/kg) or placebo and underwent acquisition and extinction from different viewpoints of a virtual courtyard, in which the conditioned stimulus, paired with a mild electric shock, was centrally located. Participants returned the following day to test fear recall from both viewpoints of the courtyard. Skin conductance responses were recorded as an index of conditioned fear. Successful fear acquisition under alcohol contrasted with impaired extinction learning evidenced by persistent conditioned responses (Experiment 1). Participants’ impairments in extinction under alcohol correlated with impairments in remembering object-locations in the courtyard seen from one viewpoint when tested from the other viewpoint. Alcohol-induced extinction impairments were overcome by increasing the number of extinction trials (Experiment 2). However, a test of fear recall the next day showed persistent fear in the alcohol group across both viewpoints. Thus, alcohol impaired extinction rather than acquisition of fear, suggesting that extinction is more dependent than acquisition on alcohol-sensitive representations of spatial context. Overall, extinction learning under alcohol was slower, weaker and less context-specific, resulting in persistent fear at test that generalized to the extinction viewpoint. The selective effect on extinction suggests an effect of alcohol on prefrontal involvement, while the reduced context-specificity implicates the hippocampus. These findings have important implications for the use of alcohol by individuals with clinical anxiety disorders. PMID:26234587

Cognitive state monitoring and the design of adaptive instruction in digital environments: lessons learned from cognitive workload assessment using a passive brain-computer interface approach

PubMed Central

Gerjets, Peter; Walter, Carina; Rosenstiel, Wolfgang; Bogdan, Martin; Zander, Thorsten O.

2014-01-01

According to Cognitive Load Theory (CLT), one of the crucial factors for successful learning is the type and amount of working-memory load (WML) learners experience while studying instructional materials. Optimal learning conditions are characterized by providing challenges for learners without inducing cognitive over- or underload. Thus, presenting instruction in a way that WML is constantly held within an optimal range with regard to learners' working-memory capacity might be a good method to provide these optimal conditions. The current paper elaborates how digital learning environments, which achieve this goal can be developed by combining approaches from Cognitive Psychology, Neuroscience, and Computer Science. One of the biggest obstacles that needs to be overcome is the lack of an unobtrusive method of continuously assessing learners' WML in real-time. We propose to solve this problem by applying passive Brain-Computer Interface (BCI) approaches to realistic learning scenarios in digital environments. In this paper we discuss the methodological and theoretical prospects and pitfalls of this approach based on results from the literature and from our own research. We present a strategy on how several inherent challenges of applying BCIs to WML and learning can be met by refining the psychological constructs behind WML, by exploring their neural signatures, by using these insights for sophisticated task designs, and by optimizing algorithms for analyzing electroencephalography (EEG) data. Based on this strategy we applied machine-learning algorithms for cross-task classifications of different levels of WML to tasks that involve studying realistic instructional materials. We obtained very promising results that yield several recommendations for future work. PMID:25538544

A Fully Automated Drosophila Olfactory Classical Conditioning and Testing System for Behavioral Learning and Memory Assessment

PubMed Central

Jiang, Hui; Hanna, Eriny; Gatto, Cheryl L.; Page, Terry L.; Bhuva, Bharat; Broadie, Kendal

2016-01-01

Background Aversive olfactory classical conditioning has been the standard method to assess Drosophila learning and memory behavior for decades, yet training and testing are conducted manually under exceedingly labor-intensive conditions. To overcome this severe limitation, a fully automated, inexpensive system has been developed, which allows accurate and efficient Pavlovian associative learning/memory analyses for high-throughput pharmacological and genetic studies. New Method The automated system employs a linear actuator coupled to an odorant T-maze with airflow-mediated transfer of animals between training and testing stages. Odorant, airflow and electrical shock delivery are automatically administered and monitored during training trials. Control software allows operator-input variables to define parameters of Drosophila learning, short-term memory and long-term memory assays. Results The approach allows accurate learning/memory determinations with operational fail-safes. Automated learning indices (immediately post-training) and memory indices (after 24 hours) are comparable to traditional manual experiments, while minimizing experimenter involvement. Comparison with Existing Methods The automated system provides vast improvements over labor-intensive manual approaches with no experimenter involvement required during either training or testing phases. It provides quality control tracking of airflow rates, odorant delivery and electrical shock treatments, and an expanded platform for high-throughput studies of combinational drug tests and genetic screens. The design uses inexpensive hardware and software for a total cost of ~$500US, making it affordable to a wide range of investigators. Conclusions This study demonstrates the design, construction and testing of a fully automated Drosophila olfactory classical association apparatus to provide low-labor, high-fidelity, quality-monitored, high-throughput and inexpensive learning and memory behavioral assays. PMID:26703418

A fully automated Drosophila olfactory classical conditioning and testing system for behavioral learning and memory assessment.

PubMed

Jiang, Hui; Hanna, Eriny; Gatto, Cheryl L; Page, Terry L; Bhuva, Bharat; Broadie, Kendal

2016-03-01

Aversive olfactory classical conditioning has been the standard method to assess Drosophila learning and memory behavior for decades, yet training and testing are conducted manually under exceedingly labor-intensive conditions. To overcome this severe limitation, a fully automated, inexpensive system has been developed, which allows accurate and efficient Pavlovian associative learning/memory analyses for high-throughput pharmacological and genetic studies. The automated system employs a linear actuator coupled to an odorant T-maze with airflow-mediated transfer of animals between training and testing stages. Odorant, airflow and electrical shock delivery are automatically administered and monitored during training trials. Control software allows operator-input variables to define parameters of Drosophila learning, short-term memory and long-term memory assays. The approach allows accurate learning/memory determinations with operational fail-safes. Automated learning indices (immediately post-training) and memory indices (after 24h) are comparable to traditional manual experiments, while minimizing experimenter involvement. The automated system provides vast improvements over labor-intensive manual approaches with no experimenter involvement required during either training or testing phases. It provides quality control tracking of airflow rates, odorant delivery and electrical shock treatments, and an expanded platform for high-throughput studies of combinational drug tests and genetic screens. The design uses inexpensive hardware and software for a total cost of ∼$500US, making it affordable to a wide range of investigators. This study demonstrates the design, construction and testing of a fully automated Drosophila olfactory classical association apparatus to provide low-labor, high-fidelity, quality-monitored, high-throughput and inexpensive learning and memory behavioral assays. Copyright © 2015 Elsevier B.V. All rights reserved.

Investigation into the efficacy of generating synthetic pathological oscillations for domain adaptation

NASA Astrophysics Data System (ADS)

Lewis, Rory; Ellenberger, James; Williams, Colton; White, Andrew M.

2013-11-01

In the ongoing investigation of integrating Knowledge Discovery in Databases (KDD) into neuroscience, we present a paper that facilitates overcoming the two challenges preventing this integration. Pathological oscillations found in the human brain are difficult to evaluate because 1) there is often no time to learn and train off of the same distribution in the fatally sick, and 2) sinusoidal signals found in the human brain are complex and transient in nature requiring large data sets to work with which are costly and often very expensive or impossible to acquire. Overcoming these challenges in today's neuro-intensive-care unit (ICU) requires insurmountable resources. For these reasons, optimizing KDD for pathological oscillations so machine learning systems can predict neuropathological states would be of immense value. Domain adaptation, which allows a way of predicting on a separate set of data than the training data, can theoretically overcome the first challenge. However, the challenge of acquiring large data sets that show whether domain adaptation is a good candidate to test in a live neuro ICU remains a challenge. To solve this conundrum, we present a methodology for generating synthesized neuropathological oscillations for domain adaptation.

Health Reform Redux: Learning From Experience and Politics

PubMed Central

2009-01-01

The 2008 presidential campaign season featured health care reform proposals. I discuss 3 approaches to health care reform and the tools for bringing about reform, such as insurance market reforms, tax credits, subsidies, individual and employer mandates, and public program expansions. I also discuss the politics of past and current health care reform efforts. Market-based reforms and mandates have been less successful than public program expansions at expanding coverage and controlling costs. New divisions among special interest groups increase the likelihood that reform efforts will succeed. Federal support for state efforts may be necessary to achieve national health care reform. History suggests that state-level success precedes national reform. History also suggests that an organized social movement for reform is necessary to overcome opposition from special interest groups. PMID:19299668

Differential evolution algorithm-based kernel parameter selection for Fukunaga-Koontz Transform subspaces construction

NASA Astrophysics Data System (ADS)

Binol, Hamidullah; Bal, Abdullah; Cukur, Huseyin

2015-10-01

The performance of the kernel based techniques depends on the selection of kernel parameters. That's why; suitable parameter selection is an important problem for many kernel based techniques. This article presents a novel technique to learn the kernel parameters in kernel Fukunaga-Koontz Transform based (KFKT) classifier. The proposed approach determines the appropriate values of kernel parameters through optimizing an objective function constructed based on discrimination ability of KFKT. For this purpose we have utilized differential evolution algorithm (DEA). The new technique overcomes some disadvantages such as high time consumption existing in the traditional cross-validation method, and it can be utilized in any type of data. The experiments for target detection applications on the hyperspectral images verify the effectiveness of the proposed method.

Linear discriminant analysis based on L1-norm maximization.

PubMed

Zhong, Fujin; Zhang, Jiashu

2013-08-01

Linear discriminant analysis (LDA) is a well-known dimensionality reduction technique, which is widely used for many purposes. However, conventional LDA is sensitive to outliers because its objective function is based on the distance criterion using L2-norm. This paper proposes a simple but effective robust LDA version based on L1-norm maximization, which learns a set of local optimal projection vectors by maximizing the ratio of the L1-norm-based between-class dispersion and the L1-norm-based within-class dispersion. The proposed method is theoretically proved to be feasible and robust to outliers while overcoming the singular problem of the within-class scatter matrix for conventional LDA. Experiments on artificial datasets, standard classification datasets and three popular image databases demonstrate the efficacy of the proposed method.

Use of iPhone technology in improving acetabular component position in total hip arthroplasty.

PubMed

Tay, Xiau Wei; Zhang, Benny Xu; Gayagay, George

2017-09-01

Improper acetabular cup positioning is associated with high risk of complications after total hip arthroplasty. The aim of our study is to objectively compare 3 methods, namely (1) free hand, (2) alignment jig (Sputnik), and (3) iPhone application to identify an easy, reproducible, and accurate method in improving acetabular cup placement. We designed a simple setup and carried out a simple experiment (see Method section). Using statistical analysis, the difference in inclination angles using iPhone application compared with the freehand method was found to be statistically significant ( F [2,51] = 4.17, P = .02) in the "untrained group". There is no statistical significance detected for the other groups. This suggests a potential role for iPhone applications in junior surgeons in overcoming the steep learning curve.

Expression transmission using exaggerated animation for Elfoid

PubMed Central

Hori, Maiya; Tsuruda, Yu; Yoshimura, Hiroki; Iwai, Yoshio

2015-01-01

We propose an expression transmission system using a cellular-phone-type teleoperated robot called Elfoid. Elfoid has a soft exterior that provides the look and feel of human skin, and is designed to transmit the speaker's presence to their communication partner using a camera and microphone. To transmit the speaker's presence, Elfoid sends not only the voice of the speaker but also the facial expression captured by the camera. In this research, facial expressions are recognized using a machine learning technique. Elfoid cannot, however, display facial expressions because of its compactness and a lack of sufficiently small actuator motors. To overcome this problem, facial expressions are displayed using Elfoid's head-mounted mobile projector. In an experiment, we built a prototype system and experimentally evaluated it's subjective usability. PMID:26347686

Personalized medicine: challenges and opportunities for translational bioinformatics

PubMed Central

Overby, Casey Lynnette; Tarczy-Hornoch, Peter

2013-01-01

Personalized medicine can be defined broadly as a model of healthcare that is predictive, personalized, preventive and participatory. Two US President’s Council of Advisors on Science and Technology reports illustrate challenges in personalized medicine (in a 2008 report) and in use of health information technology (in a 2010 report). Translational bioinformatics is a field that can help address these challenges and is defined by the American Medical Informatics Association as “the development of storage, analytic and interpretive methods to optimize the transformation of increasing voluminous biomedical data into proactive, predictive, preventative and participatory health.” This article discusses barriers to implementing genomics applications and current progress toward overcoming barriers, describes lessons learned from early experiences of institutions engaged in personalized medicine and provides example areas for translational bioinformatics research inquiry. PMID:24039624

Exploring the Learning Problems and Resource Usage of Undergraduate Industrial Design Students in Design Studio Courses

ERIC Educational Resources Information Center

Chen, Wenzhi

2016-01-01

Design is a powerful weapon for modern companies so it is important to have excellent designers in the industry. The purpose of this study is to explore the learning problems and the resources that students use to overcome problems in undergraduate industrial design studio courses. A survey with open-type questions was conducted to collect data.…

Learning in Neural Networks: VLSI Implementation Strategies

NASA Technical Reports Server (NTRS)

Duong, Tuan Anh

1995-01-01

Fully-parallel hardware neural network implementations may be applied to high-speed recognition, classification, and mapping tasks in areas such as vision, or can be used as low-cost self-contained units for tasks such as error detection in mechanical systems (e.g. autos). Learning is required not only to satisfy application requirements, but also to overcome hardware-imposed limitations such as reduced dynamic range of connections.

The Role of Cooperative Learning Type Team Assisted Individualization to Improve the Students' Mathematics Communication Ability in the Subject of Probability Theory

ERIC Educational Resources Information Center

Tinungki, Georgina Maria

2015-01-01

The importance of learning mathematics can not be separated from its role in all aspects of life. Communicating ideas by using mathematics language is even more practical, systematic, and efficient. In order to overcome the difficulties of students who have insufficient understanding of mathematics material, good communications should be built in…

A Novel Tool to Facilitate the Learning of Buffering Mechanism by Undergraduate Students of the Biological Area

ERIC Educational Resources Information Center

Carvalho, Eduardo O.; Nantes, Iseli L.

2008-01-01

In this study, the application and evaluation of a novel didactic tool (buffer kit) is described to make it easy for students in the biological area to overcome their conceptual deficiencies that render the learning of the buffering mechanism difficult. The buffer kit was constructed with double-face EVA cards with a conjugated acid formula…

Education for Personal Life: John MacMurray on Why Learning to Be Human Requires Emotional Discipline

ERIC Educational Resources Information Center

MacAllister, James

2014-01-01

In this article I discuss the philosophy of John MacMurray, and in particular, his little-examined writings on discipline and emotion education. It is argued that discipline is a vital element in the emotion education MacMurray thought central to learning to be human, because for him it takes concerted effort to overcome the human tendency toward…

Tweet Me, Message Me, Like Me: Using Social Media to Facilitate Pedagogical Change within an Emerging Community of Practice

ERIC Educational Resources Information Center

Goodyear, Victoria A.; Casey, Ashley; Kirk, David

2014-01-01

While e-support has been positioned as a means, to overcome some of the time and financial constraints to professional learning, it has largely failed to act as a medium for professional learning in physical education. Consequently, this paper positions teachers prior interest with social media acts as a type of "leverage" for using…

Can a teaching assistant experience in a surgical anatomy course influence the learning curve for nontechnical skill development for surgical residents?

PubMed

Heidenreich, Mark J; Musonza, Tashinga; Pawlina, Wojciech; Lachman, Nirusha

2016-01-01

The foundation upon which surgical residents are trained to work comprises more than just critical cognitive, clinical, and technical skill. In an environment where the synchronous application of expertise is vital to patient outcomes, the expectation for optimal functioning within a multidisciplinary team is extremely high. Studies have shown that for most residents, one of the most difficult milestones in the path to achieving professional expertise in a surgical career is overcoming the learning curve. This view point commentary provides a reflection from the two senior medical students who have participated in the Student-as-Teacher program developed by the Department of Anatomy at Mayo Clinic, designed to prepare students for their teaching assistant (TA) role in anatomy courses. Both students participated as TAs in a six week surgical anatomy course for surgical first assistant students offered by the School of Health Sciences at Mayo Clinic. Development of teaching skills, nontechnical leadership, communication, and assessment skills, are discussed in relation to their benefits in preparing senior medical students for surgical residency. © 2015 American Association of Anatomists.

Designing 3 Dimensional Virtual Reality Using Panoramic Image

NASA Astrophysics Data System (ADS)

Wan Abd Arif, Wan Norazlinawati; Wan Ahmad, Wan Fatimah; Nordin, Shahrina Md.; Abdullah, Azrai; Sivapalan, Subarna

The high demand to improve the quality of the presentation in the knowledge sharing field is to compete with rapidly growing technology. The needs for development of technology based learning and training lead to an idea to develop an Oil and Gas Plant Virtual Environment (OGPVE) for the benefit of our future. Panoramic Virtual Reality learning based environment is essential in order to help educators overcome the limitations in traditional technical writing lesson. Virtual reality will help users to understand better by providing the simulations of real-world and hard to reach environment with high degree of realistic experience and interactivity. Thus, in order to create a courseware which will achieve the objective, accurate images of intended scenarios must be acquired. The panorama shows the OGPVE and helps to generate ideas to users on what they have learnt. This paper discusses part of the development in panoramic virtual reality. The important phases for developing successful panoramic image are image acquisition and image stitching or mosaicing. In this paper, the combination of wide field-of-view (FOV) and close up image used in this panoramic development are also discussed.

A review of simulation-enhanced, team-based cardiopulmonary resuscitation training for undergraduate students.

PubMed

Onan, Arif; Simsek, Nurettin; Elcin, Melih; Turan, Sevgi; Erbil, Bülent; Deniz, Kaan Zülfikar

2017-11-01

Cardiopulmonary resuscitation training is an essential element of clinical skill development for healthcare providers. The International Liaison Committee on Resuscitation has described issues related to cardiopulmonary resuscitation and emergency cardiovascular care education. Educational interventions have been initiated to try to address these issues using a team-based approach and simulation technologies that offer a controlled, safe learning environment. The aim of the study is to review and synthesize published studies that address the primary question "What are the features and effectiveness of educational interventions related to simulation-enhanced, team-based cardiopulmonary resuscitation training?" We conducted a systematic review focused on educational interventions pertaining to cardiac arrest and emergencies that addressed this main question. The findings are presented together with a discussion of the effectiveness of various educational interventions. In conclusion, student attitudes toward interprofessional learning and simulation experiences were more positive. Research reports emphasized the importance of adherence to established guidelines, adopting a holistic approach to training, and that preliminary training, briefing, deliberate practices, and debriefing should help to overcome deficiencies in cardiopulmonary resuscitation training. Copyright © 2017 Elsevier Ltd. All rights reserved.

Exploring students' perceptions on the use of significant event analysis, as part of a portfolio assessment process in general practice, as a tool for learning how to use reflection in learning

PubMed Central

Grant, Andrew J; Vermunt, Jan D; Kinnersley, Paul; Houston, Helen

2007-01-01

Background Portfolio learning enables students to collect evidence of their learning. Component tasks making up a portfolio can be devised that relate directly to intended learning outcomes. Reflective tasks can stimulate students to recognise their own learning needs. Assessment of portfolios using a rating scale relating to intended learning outcomes offers high content validity. This study evaluated a reflective portfolio used during a final-year attachment in general practice (family medicine). Students were asked to evaluate the portfolio (which used significant event analysis as a basis for reflection) as a learning tool. The validity and reliability of the portfolio as an assessment tool were also measured. Methods 81 final-year medical students completed reflective significant event analyses as part of a portfolio created during a three-week attachment (clerkship) in general practice (family medicine). As well as two reflective significant event analyses each portfolio contained an audit and a health needs assessment. Portfolios were marked three times; by the student's GP teacher, the course organiser and by another teacher in the university department of general practice. Inter-rater reliability between pairs of markers was calculated. A questionnaire enabled the students' experience of portfolio learning to be determined. Results Benefits to learning from reflective learning were limited. Students said that they thought more about the patients they wrote up in significant event analyses but information as to the nature and effect of this was not forthcoming. Moderate inter-rater reliability (Spearman's Rho .65) was found between pairs of departmental raters dealing with larger numbers (20 – 60) of portfolios. Inter-rater reliability of marking involving GP tutors who only marked 1 – 3 portfolios was very low. Students rated highly their mentoring relationship with their GP teacher but found the portfolio tasks time-consuming. Conclusion The inter-rater reliability observed in this study should be viewed alongside the high validity afforded by the authenticity of the learning tasks (compared with a sample of a student's learning taken by an exam question). Validity is enhanced by the rating scale which directly connects the grade given with intended learning outcomes. The moderate inter-rater reliability may be increased if a portfolio is completed over a longer period of time and contains more component pieces of work. The questionnaire used in this study only accessed limited information about the effect of reflection on students' learning. Qualitative methods of evaluation would determine the students experience in greater depth. It would be useful to evaluate the effects of reflective learning after students have had more time to get used to this unfamiliar method of learning and to overcome any problems in understanding the task. PMID:17397544

Exploring students' perceptions on the use of significant event analysis, as part of a portfolio assessment process in general practice, as a tool for learning how to use reflection in learning.

PubMed

Grant, Andrew J; Vermunt, Jan D; Kinnersley, Paul; Houston, Helen

2007-03-30

Portfolio learning enables students to collect evidence of their learning. Component tasks making up a portfolio can be devised that relate directly to intended learning outcomes. Reflective tasks can stimulate students to recognise their own learning needs. Assessment of portfolios using a rating scale relating to intended learning outcomes offers high content validity. This study evaluated a reflective portfolio used during a final-year attachment in general practice (family medicine). Students were asked to evaluate the portfolio (which used significant event analysis as a basis for reflection) as a learning tool. The validity and reliability of the portfolio as an assessment tool were also measured. 81 final-year medical students completed reflective significant event analyses as part of a portfolio created during a three-week attachment (clerkship) in general practice (family medicine). As well as two reflective significant event analyses each portfolio contained an audit and a health needs assessment. Portfolios were marked three times; by the student's GP teacher, the course organiser and by another teacher in the university department of general practice. Inter-rater reliability between pairs of markers was calculated. A questionnaire enabled the students' experience of portfolio learning to be determined. Benefits to learning from reflective learning were limited. Students said that they thought more about the patients they wrote up in significant event analyses but information as to the nature and effect of this was not forthcoming. Moderate inter-rater reliability (Spearman's Rho .65) was found between pairs of departmental raters dealing with larger numbers (20-60) of portfolios. Inter-rater reliability of marking involving GP tutors who only marked 1-3 portfolios was very low. Students rated highly their mentoring relationship with their GP teacher but found the portfolio tasks time-consuming. The inter-rater reliability observed in this study should be viewed alongside the high validity afforded by the authenticity of the learning tasks (compared with a sample of a student's learning taken by an exam question). Validity is enhanced by the rating scale which directly connects the grade given with intended learning outcomes. The moderate inter-rater reliability may be increased if a portfolio is completed over a longer period of time and contains more component pieces of work. The questionnaire used in this study only accessed limited information about the effect of reflection on students' learning. Qualitative methods of evaluation would determine the students experience in greater depth. It would be useful to evaluate the effects of reflective learning after students have had more time to get used to this unfamiliar method of learning and to overcome any problems in understanding the task.

Social Image Tag Ranking by Two-View Learning

NASA Astrophysics Data System (ADS)

Zhuang, Jinfeng; Hoi, Steven C. H.

Tags play a central role in text-based social image retrieval and browsing. However, the tags annotated by web users could be noisy, irrelevant, and often incomplete for describing the image contents, which may severely deteriorate the performance of text-based image retrieval models. In order to solve this problem, researchers have proposed techniques to rank the annotated tags of a social image according to their relevance to the visual content of the image. In this paper, we aim to overcome the challenge of social image tag ranking for a corpus of social images with rich user-generated tags by proposing a novel two-view learning approach. It can effectively exploit both textual and visual contents of social images to discover the complicated relationship between tags and images. Unlike the conventional learning approaches that usually assumes some parametric models, our method is completely data-driven and makes no assumption about the underlying models, making the proposed solution practically more effective. We formulate our method as an optimization task and present an efficient algorithm to solve it. To evaluate the efficacy of our method, we conducted an extensive set of experiments by applying our technique to both text-based social image retrieval and automatic image annotation tasks. Our empirical results showed that the proposed method can be more effective than the conventional approaches.

Interprofessional education development: not for the faint of heart

PubMed Central

Fahs, Deborah B; Honan, Linda; Gonzalez-Colaso, Rosana; Colson, Eve R

2017-01-01

Interprofessional education (IPE) has the potential to improve communication, collaboration and coordination of care, leading to improved health care outcomes. Promoting IPE has become an aim for many professional schools. However, there are challenges to implementing meaningful curricula that involve multiple health care professional schools. In this study, we outline 12 lessons learned when designing and implementing an Interprofessional Longitudinal Clinical Experience (ILCE) for 247 students from a School of Nursing, Medicine and Physician Associate Program in New England. Lessons learned over 4 years include pilot, evaluate and refine projects; create a formal interprofessional organizational structure; involve faculty who are passionate ambassadors for IPE; procure and maintain financial support; recognize power struggles and bias; overcome logistical conundrums to realize common goals, secure clinical sites and prepare IPE coaches; expect there will always be another hurdle; do not go it alone; recruit experts; recognize role differentiation and similarities; be aware of fragility of students and faculty and collect data to assess, evaluate, improve and gain buy-in. We were able to successfully implement a large program for students from three different health care professional schools that takes place in the clinical setting with faculty coaches, patients and their families. We hope that the lessons learned can be instructive to those considering a similar effort. PMID:28553153

The Da Vinci Xi and robotic radical prostatectomy-an evolution in learning and technique.

PubMed

Goonewardene, S S; Cahill, D

2017-06-01

The da Vinci Xi robot has been introduced as the successor to the Si platform. The promise of the Xi is to open the door to new surgical procedures. For robotic-assisted radical prostatectomy (RARP)/pelvic surgery, the potential is better vision and longer instruments. How has the Xi impacted on operative and pathological parameters as indicators of surgical performance? This is a comparison of an initial series of 42 RARPs with the Xi system in 2015 with a series using the Si system immediately before Xi uptake in the same calendar year, and an Si series by the same surgeon synchronously as the Xi series using operative time, blood loss, and positive margins as surrogates of surgical performance. Subjectively and objectively, there is a learning curve to Xi uptake in longer operative times but no impact on T2 positive margins which are the most reflective single measure of RARP outcomes. Subjectively, the vision of the Xi is inferior to the Si system, and the integrated diathermy system and automated setup are quirky. All require experience to overcome. There is a learning curve to progress from the Si to Xi da Vinci surgical platforms, but this does not negatively impact the outcome.

Fears and Phobias

MedlinePlus

... a strong swimmer might have a fear of deep water. In this case, the fear is helpful because it cautions the person to stay safe. Someone could overcome this fear by learning how to swim safely. A fear can be ...

The Development of GIS Educational Resources Sharing among Central Taiwan Universities

NASA Astrophysics Data System (ADS)

Chou, T.-Y.; Yeh, M.-L.; Lai, Y.-C.

2011-09-01

Using GIS in the classroom enhance students' computer skills and explore the range of knowledge. The paper highlights GIS integration on e-learning platform and introduces a variety of abundant educational resources. This research project will demonstrate tools for e-learning environment and delivers some case studies for learning interaction from Central Taiwan Universities. Feng Chia University (FCU) obtained a remarkable academic project subsidized by Ministry of Education and developed e-learning platform for excellence in teaching/learning programs among Central Taiwan's universities. The aim of the project is to integrate the educational resources of 13 universities in central Taiwan. FCU is serving as the hub of Center University. To overcome the problem of distance, e-platforms have been established to create experiences with collaboration enhanced learning. The e-platforms provide coordination of web service access among the educational community and deliver GIS educational resources. Most of GIS related courses cover the development of GIS, principles of cartography, spatial data analysis and overlaying, terrain analysis, buffer analysis, 3D GIS application, Remote Sensing, GPS technology, and WebGIS, MobileGIS, ArcGIS manipulation. In each GIS case study, students have been taught to know geographic meaning, collect spatial data and then use ArcGIS software to analyze spatial data. On one of e-Learning platforms provide lesson plans and presentation slides. Students can learn Arc GIS online. As they analyze spatial data, they can connect to GIS hub to get data they need including satellite images, aerial photos, and vector data. Moreover, e-learning platforms provide solutions and resources. Different levels of image scales have been integrated into the systems. Multi-scale spatial development and analyses in Central Taiwan integrate academic research resources among CTTLRC partners. Thus, establish decision-making support mechanism in teaching and learning. Accelerate communication, cooperation and sharing among academic units

Using school grounds for nature studies: An exploratory study of elementary teachers' experiences

NASA Astrophysics Data System (ADS)

Willis, Tamra Lee

2001-06-01

The purpose of this study was to gain understanding of the experiences of elementary teachers who used school grounds to do nature studies. Following an inductive, naturalistic approach, the goal was to explore the phenomenon using words of teachers as guides to understanding. Interviews were conducted with a purposeful sampling of ten quality public school teachers in grades K--5 who were well-known for their schoolyard nature programs. Interview questions were focused by a theoretical framework of environmental cognition. Data were gathered about how teachers came to use the outdoors to teach and how they experienced teaching nature studies on the school grounds. A conceptual model of Quality Teachers of Schoolyard Nature Studies was delineated. The model consisted of three components: teacher past and present experiences with nature, teacher beliefs relevant to using the school grounds for nature studies, and teacher action efficacy pertaining to schoolyard nature programs. The model suggested a relationship between teachers' personal experiences' with nature and their beliefs about sharing nature with children. In addition, the model connected teachers' beliefs about schoolyard nature to their action efficacy, i.e. action behavior reflected through motivation and commitment. The participants shared many common experiences and beliefs. Most had extensive childhood experiences in nature and memories of adults who shared nature with them. They did not consider themselves nature experts, but felt they knew the basics of natural science from their own experiences outdoors and from working with children. The teachers' beliefs about schoolyard nature studies developed from several dimensions of their lives: experiences with nature, experiences teaching, and experiences with students. They were motivated to share nature with students on the school grounds by their beliefs that students would come to appreciate and understand nature, just as they had during their own experiences. In addition, they believed that schoolyard nature programs benefitted student learning and enjoyment of learning. The action efficacy of the teachers was influenced by their beliefs about schoolyard nature programs and beliefs in their own competence to overcome challenges and achieve goals. Implications for educational practice and further research were cited.

Food Sauces to Understand Volcanoes: a Learning Sequence in Middle School

NASA Astrophysics Data System (ADS)

Pieraccioni, Fabio; Bonaccorsi, Elena; Gioncada, Anna

2017-04-01

Some volcanic processes occur at pressures and temperatures very different from daily experience. Such extreme conditions, unreproducible in the classroom, can lead children to build concepts about volcanic phenomena very different from the reality (Greca & Moreira, 2000; Dove, 1998). The didactic goals of this learning sequence concern the relationships between the viscosity of magmas and types of erupted materials and their consequences on volcano shapes, to favour pupils' comprehension of what a volcano is. Viscosity and its temperature dependence can be easily experimented in class with analogue materials at room temperature (Baker et al., 2004). Our research aims are to observe the development of the thought of pupils of middle schools on volcanic phenomena; this allowed to put in evidence the benefits of this approach and to give suggestions to avoid possible critical points. We have experimented a hands-on learning sequence about volcanoes in four third classes of Tuscan middle schools, for an amount of 95 pupils, 48 females and 47 males. Sharing the principles of constructivism, we think useful that pupils start from their own direct experience for understanding natural phenomena not directly observable. Therefore, we start from the experiences and knowledge of children to build a inquiry-based itinerary (Minner et al., 2010; Pieraccioni et al., 2016). The learning sequence begins with a practical activity in which we employ common and well-known materials to introduce the concept of viscosity in order to relate various kinds of magma to the shape of volcanoes. One of the benefits of this approach is to overcome the problems of introducing complex concepts such as acidity of magmas or silica content, far from the pupils' experience and knowledge. These concepts are often used in Italian middle school textbooks to describe and classify volcanoes. The result is a list of names to learn by heart. On the contrary, by using oil, ketchup, peanut butter or honey, pupils become familiar with concepts such as viscosity, behavior of fluids, magma, lava, slope of flanks and they can begin to comprehend why volcanoes have got differently named forms. REFERENCES Baker D.R., Dalpè C. & Porier G. (2004) - The Viscosities of Food as Analogs for Silicate Melts. Journal of Geoscience Education, 52, 363-367. Dove J. (1998) - Students alternative conceptions in Earth science: a review of research and implications for teaching and learning. Research Papers in Education, 13(2), 183-201. Greca I.M. & Moreira M.A. (2000) - Mental models, conceptual models, and modelling. International Journal of Science Education, 22(1), 1-11. Minner D. D., Levy A. J., & Century J. (2010) - Inquiry-based science instruction—what it is and does it matter? Results from a research synthesis years 1984 to 2002. Journal of Research in Science Teaching, 47(4), 474-496. Pieraccioni F., Finato B., Bonaccorsi E. & Gioncada A. (2016) - The soil in the classroom: a middle school case study. Educational Journal of the University of Patras UNESCO, 3(2), 149 -157.

Optical projects in the Clinic program at Harvey Mudd College

NASA Astrophysics Data System (ADS)

Yang, Q.

2017-08-01

Clinic program is the senior capstone program at Harvey Mudd College (HMC). Multidisciplinary and industry-sponsored projects allow a team of students to solve a real-world problem over one academic year. Over its 50 plus years, Clinic program has completed numerous optics related projects. This report gives an overview of the Clinic program, reviews recent optical projects and discusses how this program supports the learning of the HMC engineering students. A few sample optical projects with more details are presented to provide an insight of what challenges that undergraduates can overcome. Students achieve learning within the optics discipline and the related engineering disciplines. The experiences in these optical projects indicate the great potential to bringing optical hands-on projects into the undergraduate level. Because of the general engineering curriculum at HMC, these projects often work the best with a multidisciplinary nature even if the core of the project is optically focused. Students gain leadership training, oral and written communication skills and experiences in team work. Close relationship with the sponsor liaisons allows for the students to gain skills in professional conduct, management of tight schedule and a specified budget, and it well prepares the students to their engineering practice. Optical projects have their own sets of specific challenges, so it needs to be chosen properly to match the undergraduate skill sets such as those of HMC engineering students.

Challenging Cognitive Control by Mirrored Stimuli in Working Memory Matching

PubMed Central

Wirth, Maria; Gaschler, Robert

2017-01-01

Cognitive conflict has often been investigated by placing automatic processing originating from learned associations in competition with instructed task demands. Here we explore whether mirror generalization as a congenital mechanism can be employed to create cognitive conflict. Past research suggests that the visual system automatically generates an invariant representation of visual objects and their mirrored counterparts (i.e., mirror generalization), and especially so for lateral reversals (e.g., a cup seen from the left side vs. right side). Prior work suggests that mirror generalization can be reduced or even overcome by learning (i.e., for those visual objects for which it is not appropriate, such as letters d and b). We, therefore, minimized prior practice on resolving conflicts involving mirror generalization by using kanji stimuli as non-verbal and unfamiliar material. In a 1-back task, participants had to check a stream of kanji stimuli for identical repetitions and avoid miss-categorizing mirror reversed stimuli as exact repetitions. Consistent with previous work, lateral reversals led to profound slowing of reaction times and lower accuracy in Experiment 1. Yet, different from previous reports suggesting that lateral reversals lead to stronger conflict, similar slowing for vertical and horizontal mirror transformations was observed in Experiment 2. Taken together, the results suggest that transformations of visual stimuli can be employed to challenge cognitive control in the 1-back task. PMID:28503160

Using activity-based learning approach to enhance the quality of instruction in civil engineering in Indonesian universities

NASA Astrophysics Data System (ADS)

Priyono, Wena, Made; Rahardjo, Boedi

2017-09-01

Experts and practitioners agree that the quality of higher education in Indonesia needs to be improved significantly and continuously. The low quality of university graduates is caused by many factors, one of which is the poor quality of learning. Today's instruction process tends to place great emphasis only on delivering knowledge. To avoid the pitfalls of such instruction, e.g. passive learning, thus Civil Engineering students should be given more opportunities to interact with others and actively participate in the learning process. Based on a number of theoretical and empirical studies, one appropriate strategy to overcome the aforementioned problem is by developing and implementing activity-based learning approach.

Learning Latent Variable and Predictive Models of Dynamical Systems

DTIC Science & Technology

2009-10-01

stable over the full 1000 frame image sequence without significant damping. C. Sam- ples drawn from a least squares synthesized sequences (top), and...LDS stabilizing algorithms, LB-1 and LB-2. Bars at every 20 timesteps denote variance in the results. CG provides the best stable short term predictions...observations. This thesis contributes (1) novel learning algorithms for existing dynamical system models that overcome significant limitations of previous

Does the Owl Fly out of the Tree or Does the Owl Exit the Tree Flying? How L2 Learners Overcome Their L1 Lexicalization Biases

ERIC Educational Resources Information Center

Song, Lulu; Pulverman, Rachel; Pepe, Christina; Golinkoff, Roberta Michnick; Hirsh-Pasek, Kathy

2016-01-01

Learning a language is more than learning its vocabulary and grammar. For example, compared with English, Spanish uses many more path verbs such as "ascender" ("to move upward") and "salir" ("to go out"), and expresses manner of motion optionally. English, in contrast, has many manner verbs (e.g., "run,…

Strategies used by nurses, academics and students to overcome intercultural communication challenges.

PubMed

Henderson, Saras; Barker, Michelle; Mak, Anita

2016-01-01

Nurse clinicians and academics need to understand intercultural communication challenges to improve their communication skills and better support students' learning. Gaps exist in the literature regarding intercultural communication resources for students, academics and clinicians. The aim of this study was to explore the experiences of clinical nurses, nurse academics, and student nurses regarding intercultural communication challenges. Data were collected using focus group interviews with nineteen clinical facilitators (nurses who supervise nursing students in clinical practice), five clinical nurses, and ten nursing students. Seven nurse academics were interviewed via telephone. The purposive sample was drawn from a tertiary hospital and a university in Australia. Participants were invited to discuss challenging intercultural scenarios they had experienced including strategies they used to overcome such challenges. Using qualitative content analysis data were analysed resulting in four categories which were: 1) prejudice based on cultural diversity; 2) unfamiliarity with cultural boundaries; 3) stereotyping cultural behaviours; and 4) difficulty understanding English. Strategies participants used to mitigate challenges included resorting to cultural validation through alliance building, proactively seeking clarification, and acquiring cultural awareness knowledge. This study highlights intercultural challenges students, clinicians and academics face and signpost the way forward with useful strategies to better inform nurse education. Copyright © 2015 Elsevier Ltd. All rights reserved.

Efficient space-time sampling with pixel-wise coded exposure for high-speed imaging.

PubMed

Liu, Dengyu; Gu, Jinwei; Hitomi, Yasunobu; Gupta, Mohit; Mitsunaga, Tomoo; Nayar, Shree K

2014-02-01

Cameras face a fundamental trade-off between spatial and temporal resolution. Digital still cameras can capture images with high spatial resolution, but most high-speed video cameras have relatively low spatial resolution. It is hard to overcome this trade-off without incurring a significant increase in hardware costs. In this paper, we propose techniques for sampling, representing, and reconstructing the space-time volume to overcome this trade-off. Our approach has two important distinctions compared to previous works: 1) We achieve sparse representation of videos by learning an overcomplete dictionary on video patches, and 2) we adhere to practical hardware constraints on sampling schemes imposed by architectures of current image sensors, which means that our sampling function can be implemented on CMOS image sensors with modified control units in the future. We evaluate components of our approach, sampling function and sparse representation, by comparing them to several existing approaches. We also implement a prototype imaging system with pixel-wise coded exposure control using a liquid crystal on silicon device. System characteristics such as field of view and modulation transfer function are evaluated for our imaging system. Both simulations and experiments on a wide range of scenes show that our method can effectively reconstruct a video from a single coded image while maintaining high spatial resolution.

29 CFR 525.12 - Terms and conditions of special minimum wage certificates.

Code of Federal Regulations, 2011 CFR

2011-07-01

... provide them with an opportunity to overcome the initial learning curve. The persons observed shall be... of machines are not available, a second work measurement should be conducted. (i) Each worker with a...

Uses and Benefits of Journal Writing.

ERIC Educational Resources Information Center

Hiemstra, Roger

2001-01-01

Describes various types of journals: learning journals, diaries, dream logs, autobiographies, spiritual journals, professional journals, interactive reading logs, theory logs, and electronic journals. Lists benefits of journal writing and ways to overcome writing blocks. (Contains 19 references.) (SK)

29 CFR 525.12 - Terms and conditions of special minimum wage certificates.

Code of Federal Regulations, 2012 CFR

2012-07-01

... provide them with an opportunity to overcome the initial learning curve. The persons observed shall be... of machines are not available, a second work measurement should be conducted. (i) Each worker with a...

29 CFR 525.12 - Terms and conditions of special minimum wage certificates.

Code of Federal Regulations, 2014 CFR

2014-07-01

... provide them with an opportunity to overcome the initial learning curve. The persons observed shall be... of machines are not available, a second work measurement should be conducted. (i) Each worker with a...

29 CFR 525.12 - Terms and conditions of special minimum wage certificates.

Code of Federal Regulations, 2013 CFR

2013-07-01

... provide them with an opportunity to overcome the initial learning curve. The persons observed shall be... of machines are not available, a second work measurement should be conducted. (i) Each worker with a...

Improving Voluntary Environmental Management Programs: Facilitating Learning and Adaptation

NASA Astrophysics Data System (ADS)

Genskow, Kenneth D.; Wood, Danielle M.

2011-05-01

Environmental planners and managers face unique challenges understanding and documenting the effectiveness of programs that rely on voluntary actions by private landowners. Programs, such as those aimed at reducing nonpoint source pollution or improving habitat, intend to reach those goals by persuading landowners to adopt behaviors and management practices consistent with environmental restoration and protection. Our purpose with this paper is to identify barriers for improving voluntary environmental management programs and ways to overcome them. We first draw upon insights regarding data, learning, and adaptation from the adaptive management and performance management literatures, describing three key issues: overcoming information constraints, structural limitations, and organizational culture. Although these lessons are applicable to a variety of voluntary environmental management programs, we then present the issues in the context of on-going research for nonpoint source water quality pollution. We end the discussion by highlighting important elements for advancing voluntary program efforts.

A Scientist's Guide to Achieving Broader Impacts through K-12 STEM Collaboration.

PubMed

Komoroske, Lisa M; Hameed, Sarah O; Szoboszlai, Amber I; Newsom, Amanda J; Williams, Susan L

2015-03-01

The National Science Foundation and other funding agencies are increasingly requiring broader impacts in grant applications to encourage US scientists to contribute to science education and society. Concurrently, national science education standards are using more inquiry-based learning (IBL) to increase students' capacity for abstract, conceptual thinking applicable to real-world problems. Scientists are particularly well suited to engage in broader impacts via science inquiry outreach, because scientific research is inherently an inquiry-based process. We provide a practical guide to help scientists overcome obstacles that inhibit their engagement in K-12 IBL outreach and to attain the accrued benefits. Strategies to overcome these challenges include scaling outreach projects to the time available, building collaborations in which scientists' research overlaps with curriculum, employing backward planning to target specific learning objectives, encouraging scientists to share their passion, as well as their expertise with students, and transforming institutional incentives to support scientists engaging in educational outreach.

Model-based reinforcement learning with dimension reduction.

PubMed

Tangkaratt, Voot; Morimoto, Jun; Sugiyama, Masashi

2016-12-01

The goal of reinforcement learning is to learn an optimal policy which controls an agent to acquire the maximum cumulative reward. The model-based reinforcement learning approach learns a transition model of the environment from data, and then derives the optimal policy using the transition model. However, learning an accurate transition model in high-dimensional environments requires a large amount of data which is difficult to obtain. To overcome this difficulty, in this paper, we propose to combine model-based reinforcement learning with the recently developed least-squares conditional entropy (LSCE) method, which simultaneously performs transition model estimation and dimension reduction. We also further extend the proposed method to imitation learning scenarios. The experimental results show that policy search combined with LSCE performs well for high-dimensional control tasks including real humanoid robot control. Copyright © 2016 Elsevier Ltd. All rights reserved.

Lessons Learned Recruiting Minority Participants for Research in Urban Community Health Centers.

PubMed

Fam, Elizabeth; Ferrante, Jeanne M

2018-02-01

To help understand and mitigate health disparities, it is important to conduct research with underserved and underrepresented minority populations under real world settings. There is a gap in the literature detailing real-time research staff experience, particularly in their own words, while conducting in-person patient recruitment in urban community health centers. This paper describes challenges faced at the clinic, staff, and patient levels, our lessons learned, and strategies implemented by research staff while recruiting predominantly low-income African-American women for an interviewer-administered survey study in four urban Federally Qualified Health Centers in New Jersey. Using a series of immersion-crystallization cycles, fieldnotes and research reflections written by recruiters, along with notes from team meetings during the study, were qualitatively analyzed. Clinic level barriers included: physical layout of clinic, very low or high patient census, limited private space, and long wait times for patients. Staff level barriers included: unengaged staff, overburdened staff, and provider and staff turnover. Patient level barriers included: disinterested patients, patient mistrust and concerns over confidentiality, no-shows or lack of patient time, and language barrier. We describe strategies used to overcome these barriers and provide recommendations for in-person recruitment of underserved populations into research studies. To help mitigate health disparities, disseminating recruiters' experiences, challenges, and effective strategies used will allow other researchers to build upon these experience in order to increase recruitment success of underserved and underrepresented minority populations into research studies. Copyright © 2018 National Medical Association. Published by Elsevier Inc. All rights reserved.

Building an online community to promote communication and collaborative learning between health professionals and young people who self-harm: an exploratory study.

PubMed

Owens, Christabel; Sharkey, Siobhan; Smithson, Janet; Hewis, Elaine; Emmens, Tobit; Ford, Tamsin; Jones, Ray

2015-02-01

Online communities are known to break down barriers between supposed experts and non-experts and to promote collaborative learning and 'radical trust' among members. Young people who self-harm report difficulties in communicating with health professionals, and vice versa. We sought to bring these two groups together online to see how well they could communicate with each other about self-harm and its management, and whether they could agree on what constituted safe and relevant advice. We allocated 77 young people aged 16-25 with experience of self-harm and 18 recently/nearly qualified professionals in relevant health-care disciplines to three separate Internet discussion forums. The forums contained different proportions of professionals to young people (none; 25%; 50% respectively) to allow us to observe the effect of the professionals on online interaction. The young people were keen to share their lived experience of self-harm and its management with health professionals. They engaged in lively discussion and supported one another during emotional crises. Despite registering to take part, health professionals did not actively participate in the forums. Reported barriers included lack of confidence and concerns relating to workload, private-professional boundaries, role clarity, duty of care and accountability. In their absence, the young people built a vibrant lay community, supported by site moderators. Health professionals may not yet be ready to engage with young people who self-harm and to exchange knowledge and experience in an anonymous online setting. Further work is needed to understand and overcome their insecurities. © 2012 John Wiley & Sons Ltd.

Apollo-Soyuz US-USSR joint mission results

NASA Technical Reports Server (NTRS)

Bean, A. L.; Evans, R. E.

1975-01-01

The technical and nontechnical objectives of the Apollo-Soyuz mission are briefly considered. The mission demonstrated that Americans and Russians can work together to perform a very complex operation, including rendezvous in space, docking, and the conduction of joint experiments. Certain difficulties which had to be overcome were partly related to differences concerning the role of the astronaut in the basic alignment and docking procedures for space vehicles. Attention is also given to the experiments conducted during the mission and the approach used to overcome the language barrier.

Overcoming the Age Bias in Continuing Education.

ERIC Educational Resources Information Center

Spencer, Barbara

1980-01-01

The challenge of involving older adults in education must be met by reevaluating current concepts and developing new approaches. A primary goal should be the creation of a supportive environment that is accessible and enhances self-directed learning. (SK)

Lessons Learned from the Everglades Collaborative Adaptive Management Program

EPA Science Inventory

Recent technical papers explore whether adaptive management (AM) is useful for environmental management and restoration efforts and discuss the many challenges to overcome for successful implementation, especially for large-scale restoration programs (McLain and Lee 1996; Levine ...

Developing Organizational Competences for Conflict Management: The Use of the Prisoner's Dilemma in Higher Education

PubMed Central

Bruno, Andreina; Dell'Aversana, Giuseppina; Guidetti, Gloria

2018-01-01

Interpersonal relationship require sophisticated competences of cohabitation. However, the availability of training tools to develop conflict management skills is limited and problematic. The prisoner's dilemma game (PDG), the most widely known example of game theory, a nonzero-sum game, has been used, in higher education, to provide students with an opportunity of active learning and for understanding counterintuitive concepts. It creates a condition of emotive, moral and decisional conflict in and between agents. This paper presents a case-study in higher education in which PDG was proposed to enhance organizational competences for conflict management, according to the psychoanalytic approach to organizational studies. The study aims to explore: (1) the significant characteristics of PDG used in an affective-emotional key in higher education; (2) the learning outcomes that PDG enables to activate in the participants in relation to the development of organizational skills for conflict management. Twenty students' reflective journals were analyzed using thematic analysis. Findings indicated that PDG is perceived as a useful device in students' learning experience, which is appreciated in relation to its concreteness, intensity and debriefing phase. Learning outcomes allow new meanings about conflict, by emphasizing its defensive, automatic and interpersonal dimension. This paper contributes to the understanding of PDG as a tool to develop competences in dealing with the challenges of conflict management, since it seems to favor the overcoming of the individualistic stereotype in conflict representation by highlighting the interdependence of social interaction. PMID:29619000

Putting post-registration nursing students on-line: important lessons learned.

PubMed

Wharrad, Heather J; Cook, Elaine; Poussa, Cherry

2005-05-01

A web site and discussion forum to support a part time degree course for nurses was introduced not only to support student learning but also to encourage students to use and develop their IT skills. Previous cohorts had identified that health informatics skills needed to be addressed more explicitly throughout the programme. The aims of the project were to: (i) evaluate the use of the web site and discussion forum; (ii) determine the barriers to using the web site and discussion forum; (iii) identify ways of overcoming any barriers. The first aim was addressed by analysing web page hits and contributions to the discussion forum. Students' experiences of using the web site and the discussion forum were collected using a questionnaire and followed up by a focus group made up of high and low users of the discussion forum. Students who had accessed the web site most often felt they had been able to communicate with their peers (Spearman's rho, p < 0.01) and had gained peer support by accessing the web site (Spearman's rho, p > 0.05). None of the participants in this study had used a discussion forum before and whilst some students had the skills and confidence to contribute to the on-line discussions, others 'lurked' and some did not access the discussion facility at all. Strategies for improving the engagement and quality of on-line learning are proposed from the lessons learned during this study.

Developing Organizational Competences for Conflict Management: The Use of the Prisoner's Dilemma in Higher Education.

PubMed

Bruno, Andreina; Dell'Aversana, Giuseppina; Guidetti, Gloria

2018-01-01

Interpersonal relationship require sophisticated competences of cohabitation. However, the availability of training tools to develop conflict management skills is limited and problematic. The prisoner's dilemma game (PDG), the most widely known example of game theory, a nonzero-sum game, has been used, in higher education, to provide students with an opportunity of active learning and for understanding counterintuitive concepts. It creates a condition of emotive, moral and decisional conflict in and between agents. This paper presents a case-study in higher education in which PDG was proposed to enhance organizational competences for conflict management, according to the psychoanalytic approach to organizational studies. The study aims to explore: (1) the significant characteristics of PDG used in an affective-emotional key in higher education; (2) the learning outcomes that PDG enables to activate in the participants in relation to the development of organizational skills for conflict management. Twenty students' reflective journals were analyzed using thematic analysis. Findings indicated that PDG is perceived as a useful device in students' learning experience, which is appreciated in relation to its concreteness, intensity and debriefing phase. Learning outcomes allow new meanings about conflict, by emphasizing its defensive, automatic and interpersonal dimension. This paper contributes to the understanding of PDG as a tool to develop competences in dealing with the challenges of conflict management, since it seems to favor the overcoming of the individualistic stereotype in conflict representation by highlighting the interdependence of social interaction.

"It Was the Best of Times, It Was the Worst of Times": A Qualitative Investigation of Perfectionism and Drinking Narratives in Undergraduate Students.

PubMed

Nealis, Logan J; Mackinnon, Sean P

2017-01-01

Perfectionism is a transdiagnostic risk factor for mental health and interpersonal difficulties, but research on perfectionism and alcohol use in emerging adults remains equivocal. Qualitative research methods are underutilized in this area, and inductive analysis of drinking narratives in undergraduate perfectionists may help clarify conflicting results and support novel approaches to quantitative inquiry in this area. We interviewed 20 undergraduates high in perfectionism (6 adaptive perfectionists and 14 maladaptive perfectionists) using a narrative interview, with analyses focusing on a situation involving alcohol use. We coded interviews for emergent themes using thematic analysis. Five themes emerged as follows: (1) drinking as a social experience, (2) suffering consequences, (3) learning from alcohol, (4) alcohol use as escapism, and (5) reluctance and moderation. Our results add to existing literature by highlighting the interpersonal conflict in perfectionistic people's experience in relation to alcohol use during emerging adulthood. Results also suggest perfectionistic people may use alcohol and intoxication as a way to facilitate a "release" from unpleasant situations or emotions. Perfectionists reported both positive and negative experiences, which lends support for using a narrative perspective to help overcome preexisting assumptions about adaptive and maladaptive qualities of perfectionism.

Exploring factors related to the translation of collaborative research learning experiences into clinical practice: Opportunities and tensions.

PubMed

Fletcher, Simon; Whiting, Cheryl; Boaz, Annette; Reeves, Scott

2017-07-01

Providing training opportunities to develop research skills for clinical staff has been prioritised in response to the need for improving the evidence base underpinning the delivery of care. By exploring the experiences of a number of former participants of a multidisciplinary postgraduate research course, this article explores the factors that have enabled and impeded staff to translate their learnt research skills into clinical practice. Adopting an exploratory case study approach, 16 interviews with 5 cohorts of Masters by Research in Clinical Practice (MResCP) graduates were undertaken. The interviews explored graduates' course experiences and their subsequent attempts to undertake clinical research. Analysis of the data indicated that although participants valued their interactions with colleagues from different professions and felt they gained useful research skills/knowledge, upon returning to clinical practice, they encountered a number of barriers which restricted their ability to apply their research expertise. Professional isolation, issues of hierarchy, and a lack of organisational support were key to limiting their ability to undertake clinical research. Further work is needed to explore in more depth how (i) these barriers can be overcome and (ii) how taught collaborative research skills can be more effectively translated into practice.

Text Based Analogy in Overcoming Student Misconception on Simple Electricity Circuit Material

NASA Astrophysics Data System (ADS)

Hesti, R.; Maknun, J.; Feranie, S.

2017-09-01

Some researcher have found that the use of analogy in learning and teaching physics was effective enough in giving comprehension in a complicated physics concept such as electrical circuits. Meanwhile, misconception become main cause that makes students failed when learning physics. To provide teaching physics effectively, the misconception should be resolved. Using Text Based Analogy is one of the way to identifying misconceptions and it is enough to assist teachers in conveying scientific truths in order to overcome misconceptions. The purpose of the study to investigate the use of text based analogy in overcoming students misconception on simple electrical circuit material. The samples of this research were 28 of junior high school students taken purposively from one high school in South Jakarta. The method use in this research is pre-experimental and design in one shot case study. Students who are the participants of sample have been identified misconception on the electrical circuit material by using the Diagnostic Test of Simple Electricity Circuit. The results of this study found that TBA can replace the misconceptions of the concept possessed by students with scientific truths conveyed in the text in a way that is easily understood so that TBA is strongly recommended to use in other physics materials.

Measuring and Advancing Experimental Design Ability in an Introductory Course without Altering Existing Lab Curriculum.

PubMed

Shanks, Ryan A; Robertson, Chuck L; Haygood, Christian S; Herdliksa, Anna M; Herdliska, Heather R; Lloyd, Steven A

2017-01-01

Introductory biology courses provide an important opportunity to prepare students for future courses, yet existing cookbook labs, although important in their own way, fail to provide many of the advantages of semester-long research experiences. Engaging, authentic research experiences aid biology students in meeting many learning goals. Therefore, overlaying a research experience onto the existing lab structure allows faculty to overcome barriers involving curricular change. Here we propose a working model for this overlay design in an introductory biology course and detail a means to conduct this lab with minimal increases in student and faculty workloads. Furthermore, we conducted exploratory factor analysis of the Experimental Design Ability Test (EDAT) and uncovered two latent factors which provide valid means to assess this overlay model's ability to increase advanced experimental design abilities. In a pre-test/post-test design, we demonstrate significant increases in both basic and advanced experimental design abilities in an experimental and comparison group. We measured significantly higher gains in advanced experimental design understanding in students in the experimental group. We believe this overlay model and EDAT factor analysis contribute a novel means to conduct and assess the effectiveness of authentic research experiences in an introductory course without major changes to the course curriculum and with minimal increases in faculty and student workloads.

Making multipayer reform work: what can be learned from medical home initiatives.

PubMed

Takach, Mary; Townley, Charles; Yalowich, Rachel; Kinsler, Sarah

2015-04-01

Multipayer collaboratives of all types will encounter legal, logistical, and often political obstacles that multipayer medical home initiatives have already overcome. The seventeen multipayer medical home initiatives launched between 2008 and 2014 all navigated four critical decision-making points: convening stakeholders; establishing provider participation criteria; determining payment; and measuring performance. Although we observed trends toward voluntary payer participation and more flexible participation criteria for both payers and providers, initiatives continue to vary widely, each shaped largely by its insurance market and policy environment. Medical home initiatives across the United States are demonstrating that multipayer reform, although complex and difficult to implement, is feasible when committed stakeholders negotiate strategies that are responsive to the local context. Their experiences can inform, and perhaps expedite, negotiations in current and future multipayer collaborations. Project HOPE—The People-to-People Health Foundation, Inc.

Learning from the Starry Message: Using Galileo's Sidereus Nuncius in Introductory Astronomy Classes

NASA Astrophysics Data System (ADS)

Wiesner, Matthew P.

2015-03-01

Every introductory astronomy class encounters Galileo during the course as the first man to systematically study the sky with a telescope. Every Astronomy 101 student meets Galileo as one of the major catalysts behind the shift from the Ptolemaic to the Copernican system and as one of the great minds behind the scientific method. But most of the time Galileo is just an inset on page 17 with one of the canonical portraits, appearing in students' lists of six early astronomers that need to be memorized for the first exam. I have tried to find ways to overcome such shallow educational experiences in introductory astronomy. In order to bring students to a real encounter with Galileo, I have assigned reading of an excerpt from Galileo's Sidereus Nuncius, "The Starry Message," followed by an inclass discussion of the text.

Considerations for Community-Based mHealth Initiatives: Insights From Three Beacon Communities

PubMed Central

2013-01-01

Mobile health (mHealth) is gaining widespread attention for its potential to engage patients in their health and health care in their daily lives. Emerging evidence suggests that mHealth interventions can be used effectively to support behavior change, but numerous challenges remain when implementing these programs at the community level. This paper provides an overview of considerations when implementing community-based mHealth initiatives, based on the experiences of three Beacon Communities across the United States that have launched text messaging (short message service, SMS) pilot programs aimed at diabetes risk reduction and disease management. The paper addresses lessons learned and suggests strategies to overcome challenges related to developing text message content, conducting marketing and outreach, enrolling participants, engaging providers, evaluating program effectiveness, and sustaining and scaling the programs. PMID:24128406

Strategies for teaching object-oriented concepts with Java

NASA Astrophysics Data System (ADS)

Sicilia, Miguel-Ángel

2006-03-01

A considerable amount of experiences in teaching object-oriented concepts using the Java language have been reported to date, some of which describe language pitfalls and concrete learning difficulties. In this paper, a number of additional issues that have been experienced as difficult for students to master, along with approaches intended to overcome them, are addressed. Concretely, practical issues regarding associations, interfaces, genericity and exceptions are described. These issues suggest that more emphasis is required on presenting Java programs as derivations of conceptual models, in order to guarantee that a thorough design of the object structure actually precedes implementation issues. In addition, common student misunderstandings about the uses of interfaces and exceptions point to the necessity of introducing both specific design philosophies and also a clear distinction between design-for-reuse and more specific implementation issues.

Examining the Moderating Effect of Individual-Level Cultural Values on Users' Acceptance of E-Learning in Developing Countries: A Structural Equation Modeling of an Extended Technology Acceptance Model

ERIC Educational Resources Information Center

Tarhini, Ali; Hone, Kate; Liu, Xiaohui; Tarhini, Takwa

2017-01-01

In this study, we examine the effects of individual-level culture on the adoption and acceptance of e-learning tools by students in Lebanon using a theoretical framework based on the Technology Acceptance Model (TAM). To overcome possible limitations of using TAM in developing countries, we extend TAM to include "subjective norms" (SN)…

Getting educated: e-learning resources in the design and execution of surgical trials.

PubMed

Bains, Simrit

2009-01-01

An evidence-based approach to research, which includes important aspects such as critical appraisal, is essential for the effective conduct of clinical trials. Researchers who are interested in educating themselves about its principles in order to incorporate them into their trials face challenges when attempting to acquire this information from traditional learning sources. E-learning resources offer an intriguing possibility of overcoming the challenges posed by traditional learning, and show promise as a way to expand accessibility to quality education about evidence-based principles. An assessment of existing e-learning resources reveals positive educational avenues for researchers, although significant flaws exist. The Global EducatorTM by Global Research Solutions addresses many of these flaws and is an e-learning resource that combines convenience with comprehensiveness.

A study of acceptability & feasibility of integrating humanities based study modules in undergraduate curriculum

PubMed Central

Gurtoo, Anil; Ranjan, Piyush; Sud, Ritika; Kumari, Archana

2013-01-01

Background & objectives: The field of medical education in our country remains deeply fragmented and polarised between the biomedical technical domains which are overrepresented and the humanitarian domains which are under-represented within the universe of medical pedagogy. To overcome this imbalance, we designed a module that integrates the two domains in a holistic biomedical and socio-cultural framework with the objective of providing unified field of learning experience to the undergraduate medical students attending rotatory clinical postings in a medical college in New Delhi, India. Methods: Undergraduate medical students of 6th and 8th semesters were enrolled in humanities based study module (HSM) on voluntary basis for a total duration of six months. During their compulsory rotatory medicine ward posting, they were introduced and exposed to learning bedside experience of HSM with various tools of art and literature in the form of poem, short narratives, paintings, sketches and group discussions to express their feelings about patients’ sufferings. Students’ feed-back was recorded through an anonymized questionnaire. Result: Of the 235 students, 223 (95%) enrolled themselves voluntarily and 94 per cent (210 of 223) of them completed the total six month duration of the study module. Seventy three per cent of the students found HSM effective in improving their affective motivational behavior, 82 per cent found it effective in motivating them to learn more about core medical subjects, and 85 per cent wanted its continuation as part of medical curriculum. Interpretation & conclusions: The positive response of the students towards the HSM was an indicator of the potential for integrating the module within the undergraduate medical curriculum. PMID:23481073

Teaching and learning in the operating theatre: a framework for trainers and advanced trainees in obstetrics and gynaecology.

PubMed

Mukhopadhyay, S; China, S

2010-04-01

Surgical training of 'advanced trainees' in Obstetrics and Gynaecology currently occurs in a rather unstructured fashion. This is even more complicated by reduced training time of doctors necessitated by the European working time directive. Teaching and learning in theatre is a combination of art and science. This paper attempts to address the issues hampering effective theatre training and suggests ways to overcome them. The 'operating theatre' plan includes a needs assessment of trainees, goal setting and instructional methodologies. Various learning styles could potentially be adopted, although it might be difficult to choose a learning style suitable for a particular trainee. Additionally, team working skills and experiential learning need to be facilitated.

Overcoming Barriers for "Niche" Learners Through Distance Education.

ERIC Educational Resources Information Center

Miller, Lawrence G.; Hyatt, Sue Y.; Brennan, Joyce; Bertani, Raymond; Trevor, Thomas

1999-01-01

Focuses on students who fit into "niches," and discusses how the Chattanooga State Technical Community College's distance-learning program accommodates these learners. Describes five "niche" learner categories: students with disabilities, power-line maintenance technicians, emergency-service personnel, truckers, and industrial…

Literacy and Learning

ERIC Educational Resources Information Center

McKenna, Greg; Penner, Audrey J.

2013-01-01

This study evaluates the influence of literacy on outcomes in college programs with defined course requirements. This overcomes the limitations of previous research by contextualizing literacy according to program requirements. Results suggest (a) learner literacy varies considerably among programs, (b) there are socio-demographic variables…

CEC's Policy on Educators with Disabilities

ERIC Educational Resources Information Center

TEACHING Exceptional Children, 2016

2016-01-01

The Council for Exceptional Children (CEC) supports educators with disabilities including faculty, teacher candidates, and teachers in classrooms, schools, and institutions of higher education. Many educators with disabilities have learned resiliency, overcoming adversity to succeed academically. However, without appropriate support this is often…

A proposal of fuzzy connective with learning function and its application to fuzzy retrieval system

NASA Technical Reports Server (NTRS)

Hayashi, Isao; Naito, Eiichi; Ozawa, Jun; Wakami, Noboru

1993-01-01

A new fuzzy connective and a structure of network constructed by fuzzy connectives are proposed to overcome a drawback of conventional fuzzy retrieval systems. This network represents a retrieval query and the fuzzy connectives in networks have a learning function to adjust its parameters by data from a database and outputs of a user. The fuzzy retrieval systems employing this network are also constructed. Users can retrieve results even with a query whose attributes do not exist in a database schema and can get satisfactory results for variety of thinkings by learning function.

[E-Learning--an important contribution to general medical training and continuing education?].

PubMed

Ruf, D; Berner, M M; Kriston, L; Härter, M

2008-09-01

There is increasing activity in the development of e-learning modules for general medical training and continuing education. One of the central advantages of e-learning is flexibility regarding time and place of its use. The quality of the available e-learning opportunities varies quite considerably. For users it is often not easy to assess the quality of e-learning modules or to find offers of high quality. This could be a reason for the fact that despite the huge number of e-learning modules still only few students and physicians are using them. This is although e-learning has proven to be as effective as and even more efficient than learning in the classroom or with paper-based materials. This article summarizes the different models of e-learning, how and where to find offers of high quality, advantages of using e-learning, and the effectiveness and efficiency of such offers. In addition problems of e-learning and possibilities to overcome these problems are shown.

Learning viewpoint invariant perceptual representations from cluttered images.

PubMed

Spratling, Michael W

2005-05-01

In order to perform object recognition, it is necessary to form perceptual representations that are sufficiently specific to distinguish between objects, but that are also sufficiently flexible to generalize across changes in location, rotation, and scale. A standard method for learning perceptual representations that are invariant to viewpoint is to form temporal associations across image sequences showing object transformations. However, this method requires that individual stimuli be presented in isolation and is therefore unlikely to succeed in real-world applications where multiple objects can co-occur in the visual input. This paper proposes a simple modification to the learning method that can overcome this limitation and results in more robust learning of invariant representations.

Infusing and sustaining aging content in social work education: findings from GeroRich projects.

PubMed

Hash, Kristina M; Gottlieb, Jody; Harper-Dorton, Karen V; Crawley-Woods, Geraldine; Shelek-Furbee, Katherine; Smith, John David; Brown, Rita

2007-01-01

This article presents findings from experiences of 67 projects involved in GeroRich, an initiative funded by the John A. Hartford Foundation designed to infuse, enrich and sustain aging content in BSW and MSW curricula. Thematic qualitative analysis was used to uncover themes in answers to open-ended questions contained in End-of-Year 2 project reports. Content areas addressed by open-ended answers were: (1) successes and innovations, and (2) challenges requiring responses. Primary successes and innovations identified were as follows: curriculum enrichment, faculty and student involvement, student-learning activities and community. Challenges to be responded to were identified as lack of faculty involvement, competing demands on faculty and programs, and sustainability of project efforts. Examples of strategies implemented to overcome these obstacles include providing teaching resources, instituting financial and other supports, and developing strategic plans for sustaining content infusion post-funding. Experiences of the GeroRich projects offer practical considerations for other social work programs that accept the challenge of attracting and preparing students to work with the increasing population of older adults.

Electronic medical record in cardiology: a 10-year Italian experience.

PubMed

Carpeggiani, Clara; Macerata, Alberto; Morales, Maria Aurora

2015-08-01

the aim of this study was to report a ten years experience in the electronic medical record (EMR) use. An estimated 80% of healthcare transactions are still paper-based. an EMR system was built at the end of 1998 in an Italian tertiary care center to achieve total integration among different human and instrumental sources, eliminating paper-based medical records. Physicians and nurses who used EMR system reported their opinions. In particular the hospital activity supported electronically, regarding 4,911 adult patients hospitalized in the 2004- 2008 period, was examined. the final EMR product integrated multimedia document (text, images, signals). EMR presented for the most part advantages and was well adopted by the personnel. Appropriateness evaluation was also possible for some procedures. Some disadvantages were encountered, such as start-up costs, long time required to learn how to use the tool, little to no standardization between systems and the EMR technology. the EMR is a strategic goal for clinical system integration to allow a better health care quality. The advantages of the EMR overcome the disadvantages, yielding a positive return on investment to health care organization.

An Evaluation of New After-Action Review Tools in Exercise Black Skies 10 & Exercise Black Skies 12

DTIC Science & Technology

2013-10-01

impacting on participant learning . AWAR also enabled an objective ground truth to be readily available to learners, to overcome the shortcomings of...memory of historical events in a training mission. AWAR also appeared to enhance the opportunity for less experienced participants to learn through...human- machine interaction, team performance, and team training. Dr. Best is Science Team Leader for the collective training component of DSTO task AIR

Seligman's Helplessness: Who Shall Overcome?

ERIC Educational Resources Information Center

Gregory, Mary K.

1975-01-01

The author discusses Seligman's research on helplessness: how it is learned, what factors influence its formation, how it is unlearned and the implications of his research for counseling depressed clients. The author clains that directive counseling would be quite helpful for depressed and helpless clients. (SE)

100 Students

ERIC Educational Resources Information Center

Riskowski, Jody L.; Olbricht, Gayla; Wilson, Jennifer

2010-01-01

Statistics is the art and science of gathering, analyzing, and making conclusions from data. However, many people do not fully understand how to interpret statistical results and conclusions. Placing students in a collaborative environment involving project-based learning may enable them to overcome misconceptions of probability and enhance the…

Tailoring Modified Moore Method Techniques to Liberal Arts Mathematics Courses

ERIC Educational Resources Information Center

Hitchman, Theron J.; Shaw, Douglas

2015-01-01

Inquiry-based learning (IBL) techniques can be used in mathematics courses for non-majors, such as courses required for liberal arts majors to fulfill graduation requirements. Unique challenges are discussed, followed by adaptations of IBL techniques to overcome those challenges.

Resilience Education.

ERIC Educational Resources Information Center

Brown, Joel H.; D'Emidio-Caston, Marianne; Benard, Bonnie

This book examines how young people who struggle with life's worst conditions somehow manage to overcome adversity, identifying significant factors that contribute to their resilience. The book presents information and decision making skills students need to make good decisions in the face of adversity; learning strategies and teaching techniques…

Tutoring math platform accessible for visually impaired people.

PubMed

Maćkowski, Michał Sebastian; Brzoza, Piotr Franciszek; Spinczyk, Dominik Roland

2018-04-01

There are many problems with teaching and assessing impaired students in higher education, especially in technical science, where the knowledge is represented mostly by structural information like: math formulae, charts, graphs, etc. Developing e-learning platform for distance education solves this problem only partially due to the lack of accessibility for the blind. The proposed method is based on the decomposition of the typical mathematical exercise into a sequence of elementary sub-exercises. This allows for interactive resolving of math exercises and assessment of the correctness of exercise solutions at every stage. The presented methods were prepared and evaluated by visually impaired people and students. The article presents the accessible interactive tutoring platform for math teaching and assessment, and experience in exploring it. The results of conducted research confirm good understanding of math formulae described according to elaborated rules. Regardless of the level of complexity of the math formulae the level of math formulae understanding is higher for alternative structural description. The proposed solution enables alternative descriptions of math formulae. Based on the research results, the tool for computer-aided interactive learning of mathematics adapted to the needs of the blind has been designed, implemented and deployed as a platform for on-site and online and distance learning. The designed solution can be very helpful in overcoming many barriers that occur while teaching impaired students. Copyright © 2017 Elsevier Ltd. All rights reserved.

Global faculty development: lessons learned from the Foundation for Advancement of International Medical Education and Research (FAIMER) initiatives.

PubMed

Burdick, William P

2014-08-01

Foundation for Advancement of International Medical Education and Research (FAIMER) faculty development programs have operated since 2001 and are designed to overcome many of the challenges inherent in global health collaborations, including alignment with local needs, avoiding persistent dependency, and development of trust. FAIMER fellowship programs, developed for midcareer faculty members in all health professions from around the world, share goals of strengthening knowledge and skills in education leadership, education methods, and project management and evaluation. Building community is another explicit goal that allows participants to support and learn from each other.The author recommends several practices for successful international collaborations based on 13 years of experience with FAIMER fellowships. These include using authentic education projects to maintain alignment with local needs and apply newly acquired knowledge and skills, teaching leadership across cultures with careful communication and adaptation of concepts to local environments, cultivating a strong field of health professions education to promote diffusion of ideas and advocate for policy change, intentionally promoting field development and leadership to reduce dependency, giving generously of time and resources, learning from others as much as teaching others, and recognizing that effective partnerships revolve around personal relationships to build trust. These strategies have enabled the FAIMER fellowship programs to stay aligned with local needs, reduce dependency, and maintain trust.